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Flipped Learning and On-line education (KB, LH, SG) - Page 3

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Steve - please double check references in purple are correctly formatted (sorry and thanks!) Kayla

References

 

Anderson and Dron (2011)

 

Azevedo, R. (2002) Beyond intelligent tutoring systems: using computers as METAcognitive tools to enhance learning? Instructional Science, 30, pp. 41-45

 

Beldarrain, Y. (2006) 'Distance Education Trends: Integrating new technologies to foster student interaction and collaboration', Distance Education, 27(2), pp. 139–153. doi:10.1080/01587910600789498

 

Bergmann, J., and Sams, A. (2012) ​Flip your classroom: Reach every student in every class every day.​ International Society for Technology in Education.

 

Caplan, D. and Graham, R. (2008) The Development of Online Courses, in Anderson, T. In The Theory and Practice of Online LearningAU Press, Athabasca University. pp. 245- 263.

 

Cole, R.W. (2008) Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. Association for Supervision & Curriculum Development; 2 Rev Exp edition (June 30, 2008)

 

Cui et al...

 

Dabbagh and Bannan-Ritland 2005: 15

 

Dabbagh, N. and Kitsantas, A. (2005) 'Using web-based pedagogical tools as scaffolds for self-regulated learning', Instructional Science, 33, pp. 513–540.

 

Dembo, M H., Junge L., Lynch, R. (2006) 'Becoming a Self-Regulated Learner: Implications for Web based Education', in O’Neil, H.F. and Perez, R.S. (eds.) Web based Learning: Theory, Research and Practice. London: Laurence Erlbaum Associates, pp. 185-202.

 

Dunlosky et al (2013)

 

Education Endowment Foundation (EEF). (2014) Flipped Learning - Pupils undertake some learning prior to lessons, freeing up class time for feedback and personalised support. Available at: http://educationendowmentfoundation.org.uk/projects/flipped-learning-shireland-collegiate-academy/ (Accessed: 12 May 2014).

 

Ericsson et al

 

Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™.  Available at: http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/FLIP_handout_FNL_Web.pdf (Accessed: 12 May 2014).

 

Fraser C.E. (1931) The Case Method of Instruction. McGraw-Hill, New York. 

 

Fulton, K. P. (2012) 10 reasons to flip. The Phi Delta Kappan, Vol. 94, No. 2 (October 2012), pp. 20-24

 

Garrison, D.R. and Anderson, T. (2005) E-Learning in the 21st Century. Routledge Falmer.

 

Grover Seiver, J. and Troja, A. (2014) 'Satisfaction and success in online learning as a function of the needs for affiliation, autonomy, and mastery', Distance Education, 35:1, pp. 90-105.

 

Hall, E.T. (1976) Beyond culture. Anchor Books.

 

Hanover Research (2011) Trends in Global Distance Learning.  Available at: http://www.hanoverresearch.com/wp-content/uploads/2011/12/Trends-in-Global-Distance-Learning-Membership.pdf  (Accessed 07 May 2014). 

 

Hattie, J. (2009) ...

 

JISC 2014 is actually (I've updated the citation on page 2):

 

JISC (2012) e-Portfolios Available at: http://www.jiscinfonet.ac.uk/infokits/e-portfolios/ (Accessed 13 May 2014)

 

Jonassen, D.H., Grabinger, R.S., & Harris, N.D.C. (1991). Instructional strategies and tactics. Performance Improvement Quarterly, 3(2), 29-47.

 

Jordan-Baker, A. (2001) 'The Classroom Flip: Content, Discussion, and Assessment'.  Available at: www.elmhurst.edu/library/facultytech/tlm/flip/ecflip.ppt.  (Accessed: 04 February 2004).

 

Kirschner, P.A., Sweller, J., Clark, R.E. (2006) 'Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching', Educational Psychologist, 41 (2), p. 75. doi:10.1207/s15326985ep4102_1.

 

Koller, D. (2011) 'Death Knell for the Lecture: Technology as a Passport to Personalized Education', The New York Times. Available at: http://www.nytimes.com/2011/12/06/science/daphne-koller-technology-as-a-passport-to-personalized-education.html?pagewanted=all (Accessed: 12 May 2014)

 

Kop, R. (2011) 'The challenges to connectivist learning on open online networks: learning experiences during a massive open online course', The International Review of Reserach in Open and Distance Learning. Special Issue - Connectivism: Design and Delivery of Social networked Learning, 12(3) Page no.

 

Knewton. (2014) Knewton: Heavy Duty Infrastructure for the Adaptive World.  Available at: http://www.knewton.com/platform/ (Accessed: 03 March 2014).

 

Ladner, B., Beagle, D., Steele, J. R., & Steele, L. (2004) 'Rethinking Instruction From Content Transmission Online to Cognitive Immersion', Reference & User Services Quarterly, 43(4), pp. 329–337. 

 

Lage, M.J., Platt, G.J., Treglia, M. (2000) 'Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment', The Journal of Economic Education, Vol. 31, No. 1 (Winter, 2000), pp. 30-43

 

Mazur 

 

Nelson, G. (1998) 'Internet/web-based instruction and multiple intelligences', Educational Media International, 35(2), pp. 90-94

 

Oblinger, D., Oblinger, J.L., Lippincott, J.K. (2005) 'Educating the Net Generation', Brockport Bookshelf. Book 272, p. 2.11.

 

Osciak, S.Y. and Milheim, W.D. (2001) 'Multiple intelligences and the design of web-based instruction',  International Journal of Instructional Media, 28(4), pp. 355-361.   

 

Palloff, R.M. and Pratt, K. (2007) Building online learning communities, Jossey-Bass (A Wiley Imprint).

 

Peer Instruction Blog, accessed May 2014, http://blog.peerinstruction.net 

 

Poh, M., Swenson, N. Picard, R. (2010) A Wearable Sensor for Unobtrusive, Long-Term Assessment of Electrodermal Activity, IEEE Transactions on Biomedical Engineering, Vol. 57, No. 5, May 2010, pp. 1243-1252

 

Paechter & Maier's (2010)

 

Rosenbaum, Carlson, & Gilmore, 2001

 

Saade, R. and Bahli, B. (2005) 'The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: an extension of the technology acceptance model', Information & Management (42) pp. 317–327.

 

Salmon, G. (2011) E-moderating, Routledge, Third Edition

 

Scalise 2007

 

Schell, J. (2012) 'How do I get my students to prepare before coming to a flipped class?' Turn to your Neighbour, April 20. Available at: http://blog.peerinstruction.net/2012/04/20/how-do-i-get-my-students-to-prepare-before-coming-to-a-flipped-class/ (Accessed: 04 May 2014).

 

Schell, J. (2013a) What is a flipped classroom? (in 60 seconds) Available at: https://www.youtube.com/watch?v=r2b7GeuqkPc (Accessed: 12 May 2014).

 

Schell, J. (2013b) Use of the term flipped classroom. Available at: http://blog.peerinstruction.net/use-of-the-term-flipped-classroom/  (Accessed: 12 May 2014).

 

Schmidt, H.G. (1993) 'Foundations of problem-based learning: some explanatory notes', Medical Education, 27:, pp. 422–432. doi: 10.1111/j.1365-2923.1993.tb00296.x

 

Siemens, G. (2005) Connectivism: A Learning Theory for the Digital Age, International Journal of Instructional Technology and Distance Learning, Vol. 2 No. 1, Jan 2005

 

Stafford and Dewar 2014

 

Strayer, J.F. (2009) 'How learning in an inverted classroom influences cooperation, innovation and task orientation', Learning Environ Res (2012) 15, pp. 171–193.

 

Talbert, R. (2012) 'Inverted Classroom', Colleagues Vol. 9: Iss. 1, Article 7, pp. 1-2.

 

Tsui, L. (2002) Fostering critical thinking through effective pedagogy, Journal of Higher Education, 73(6), pp. 71740-63

 

Tu, C. (2001) 'How Chinese perceive social presence: An examination of interaction in online learning environment', Educational Media International, 38(1), pp. 45–60

 

White, D., Warren, N., Faughnan, S., Manton, M. (2010) “Study of UK Online Learning: Report to HEFCE by the Department for Continuing Education, University of Oxford.” University of Oxford, 8. Available at: http://www.icde.org/filestore/Resources/Reports/UKonlinelearningReport.pdf  (Accessed: 13 May 2014)

 

Wikipedia (2014a) SWOT analysis Available from: http://en.wikipedia.org/wiki/SWOT_analysis (Accessed 11 May 2014)

 

Wikipedia (2014b) Open educational resources Available from: http://en.wikipedia.org/wiki/Open_educational_resources (Accessed 11 May 2014) 

 

Bibliography

**check how to format these references

Case method teaching and Christopher Columbus Langdell http://en.wikipedia.org/wiki/Christopher_Columbus_Langdell 

Flipped Learning Network: http://flippedlearning.org/ 

Peer Instruction: http://mazur.harvard.edu/education/pi_manual.php 

Khan Academy: https://www.khanacademy.org/ 

TED-Ed: http://ed.ted.com/ 

 

Paechter, M. &  Maier, B. 2010 Online or face-to-face? Students' experiences and preferences in e-learning Internet and Higher Education 13 (2010) 292–297

 

Wikipedia articles:

PBL - http://en.wikipedia.org/wiki/Problem-based_learning#History 

 

Appendix

 

 Tools for iPads, but many of which can be used cross-platform: http://www.ipadeducators.com/#!iassessment/chyq

 

Various tools can be used at several levels:

Quizlet (http://quizlet.com/ ),

Nearpod (http://www.nearpod.com/)

Socrative (http://www.socrative.com/) – student response system – multiple choice/short answer – cross platform/device)

 

?present this as overlapping venn diagram?

Stage

Description

Blended Learning

Distance learning

Criticism 

Addressed by:

Stage 1

“First exposure – coverage activities” (ibid..)  i.e. lower-order cognitive tasks such as remembering, understanding and analysing

Takes place away from the classroom with student’s typically using online materials such as videos and reading texts matched to simple assessments.

Takes place on line using asynchronous, online materials similar to the blended learning model. (e.g. videos, reading materials etc… )

Opportunities for personalisation.

 Learner isolation - good practice in online education focuses on socialisation first, learning second (Salmon- eModerating, xxxx).

  • ·        
  • ·        potential steep learning curve for students to adapt to this approach
  • ·         what if students don't do it? 

 Ensure there are some orientation/socialisation activities, especially at the start of a course.

  • ·         Include synchronous activities or feedback 
  • ·         ensure range of activities available
  • ·         Provide lots of support, guidance, etc about the approach, meta-cognitive skills, as well as the learning itself

Stage 2

“Applying concepts, interaction with peers and instructors” (ibid..) i.e. higher order thinking, including applying, evaluating and creating.

Takes place in face to face classroom with teacher and students physically present. Includes interactive activities with different groupings of students.

Takes place in on line synchronous sessions, most typically video conferencing/webinars combining other media such as collaborative writing tools

  • ·        

 Wouldn't this just be better in a classroom, especially for all the non-verbal aspects and/or larger groups?

 

 

 

 Recording of live sessions supports student reflection, supplemental note-taking and revision later (see podcasting studies)

  • ·         group students into subgroups according to interest/ability/time zone to keep group size manageable for online synchronous conferencing 
  • ·         Offer asynchronous elements to this stage, as well

Stage 3

“Further learning” (ibid..) i.e. consolidating, exploring related ideas, reflecting

Takes place away from the classroom with students reviewing materials from stage 1, researching related topics (using books/the internet etc…) or reflecting on learning (perhaps using forms or CMC e.g. a class blog)

Takes place on line using asynchronous materials, with students reviewing materials from stage 1, researching related topics (mainly using internet) and consolidating and reflecting on learning, typically using CMC, e.g. posting on a forum

  • ·         what if students don't do it?

 

 

 

 

STAGE 1: Remembering, understanding and analysing

Generic Tool Type

Use in On-line Flipped Classroom

Commercial Examples

Video /accessing disseminating/learning

Dissemination/access of videos – often via hyperlinks: Questions can now often be embedded in the video and depending on the student’s answers, will fastforward to different sections. (e.g. Youtube annotators and timemarkers) Other software, e.g. Google Forms, can be embedded in the same page as the video which students can be asked to complete in response to the video.

YouTube

Ted Talks

Vimeo

Khan Academy

BBC Bitesize

Mailvu

Course Management System/Platforms

(inc MOOCs)

Possible way to host course, especially for access to teaching materials

Moodle

Blackboard

Wikis

Coursera

eFront

Presentation Tools

Disseminating information – links can be provided to other materials, including related activities (e.g. quizzes, assessments etc…)

Prezi

PowerPoint

Keynote

Screen Capture/screencasting tool

Disseminating information. Ideal for setting up tasks and providing listening tasks

Jing

Camtasia

Snaggit

Screenr

Adobe Captivate

Quizes/Surveys/study games

Creating questionnaires/tests of recall to be used with video/reading tasks

Survey Monkey

Quizmaker

Quizlet

Prof Profs Quizmaker

Blogging/CMC

Creating forums for social and on-topic discussions:

WordPress

BlogsBlogs

Blogger/Blogspot

PBWorks

Canvas

Tumblr

Forms

Allows student s to complete forms while or after reading a text/ viewing a video etc…

Google Forms

Form fields in MS Word

STAGE 2: Applying, evaluating and creating

Cloud Storage/collaborative writing

Collaborative writing (especially  if combined with a video conferencing tool)

Google Docs

Udutu

Webconferencing

Synchronous activities that synthesise the face-to-face classroom as much as possible

Adobe Connect

Google Hangouts

GoToMeeting/Training

Big Blue Button (Canvas)

Blackboard Collaborate

WebEx

Virtual Reality Creating avatars

Collaborative tasks

Second Life

Voki

STAGE 3: Consolidating, Reflecting, Extending

Blogging/CMC

Creating forums for reflective postings and suggestions for and sharing of  further learning

WordPress

BlogsBlogs

Blogger/Blogspot

PBWorks

Canvas

Tumblr

Class and mark tracking’/ Predictive analytics

Assessment and feedback: Suggestions to students for revision or further research based on their personalised response to the previous learning.

Engrade

Showbie

Notability

Nearpod

Knewton

Forms

Allows student s to complete forms while or after reading a text/ viewing a video etc…

Google Forms

Form fields in MS Word

 

 

 

SWOT analysisSWOT analysis

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