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Scooped by Deb Nystrom, REVELN
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Efficiency in Learning, Clarified with 5 Critiques: What is Flipped Learning?

Efficiency in Learning, Clarified with 5 Critiques: What is Flipped Learning? | Agile Learning | Scoop.it


...the Flipped Learning method has created quite a stir.  Here's are some responses to criticisms, using twitter as a source.


_______________

   

The instructor does not prepare to teach material that the class already understands.

   

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Dr. Eric Mazur of Harvard University has been researching this type of learning since the early ’90s, and other educators have been applying pieces of the Flipped Learning method for even longer.

[First, it's important to start with a common] definition of what Flipped Learning is [via] Dr. Mazur’s work including:

  • Students prepare for class by watching video, listening to podcasts, reading articles, or contemplating questions that access their prior knowledge.


  • ...students then are asked to reflect upon what they have learned and organize questions and areas of confusion.


  • Students then log in to a Facebook-like social tool, where they post their questions. 


  • The instructor sorts through these questions ...organizes them, and develops class material and scenarios that address the various areas of confusion. The instructor does not prepare to teach material that the class already understands.
     
  • The instructor uses a Socratic method of teaching, where questions and problems are posed and students work together to answer the questions or solve the problems. The role of the instructor is to listen to conversations and engage with individuals and groups as needed.


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[Techniques include]....how to quiz ...and provide them with immediate feedback...within the same video ...[and] …combines video clips with [how to use]  Google Forms to gather feedback...as part of a cycle of inquiry.

   

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Excerpts from the  5 critiques include:


Implementing the Flipped Learning method makes me, as the teacher, much less important. 

This could not be further from the truth! …teachers are more important than ever.
 

Kids do not want to sit at home watching boring video lectures on the Web. …This is just a lot of excitement over bad pedagogy.    We completely agree… …Audio and video should be used in short, five- to 10-minute segments, [with] opportunities for students to interact with the information in these videos in a variety of ways. …For example…Jac De Haan demonstrates …how to quiz students [with YouTube videos] and provide them with immediate feedback and explanation within the same video. Ramsey Musallam …combines video clips with Google Forms to gather feedback from his students. Both of these methods can be used as part of a cycle of inquiry.
 

Other critiques with replies include:

3) No internet access, 4) accountability questions and 5) having the time and expertise to produce the needed videos to teach in this newer way.


Read more here.


Photo source:  Vanguard Visions


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Deb Nystrom, REVELN's insight:

Clarity is often a missing element in adapting and innovating.  This useful piece provides both clarity and examples of innovations to deal with status quo resistance to adaptive change in learning.  ~  D

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Deb Nystrom, REVELN's curator insight, February 26, 2014 2:27 PM

This post covers both a clarification of what Flipped Learning really is, as well as how to respond to common complaints about helping it work.  It demonstrates response to resistance to change in learning quite nicely, including innovative examples of what works.

Rescooped by Deb Nystrom, REVELN from The Social Media Learning Lab
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Curation, Collection, Bookmarking: Does it Obscure Our Bias Toward Action? | ProfHacker & Chronicle of Higher Ed

Curation, Collection, Bookmarking: Does it Obscure Our Bias Toward Action? | ProfHacker &  Chronicle of Higher Ed | Agile Learning | Scoop.it

What are the actions, results that come from our collecting, referencing, bookmarking, and proliferations of social media profiles, blogs, channels and social empires?


This post refers to current tools, and probes our purpose in using them by asking questions I often ask in executive coaching or in just making a smart decision:

  • What's important?  
  • What really matters?


Excerpted:

...With the near omnipresence of digital reference material, many of us no longer turn first to our own collections. Yet we were trained, explicitly or implicitly, to collect and save large amounts of information.


In Scott Belky’s recent book Making Ideas Happen: Overcoming the Obstacles Between Vision and Reality, he argues that most people spend too much time collecting notes of various kinds, and goes so far as to say:


References obstruct your bias toward action.


Many times, we hold onto an email, the URL of a website, or the PDF of a journal article, as a kind of emblem of an action we intend to take...


If those actions are important, then they should be captured and put into your action list. Otherwise you’re just piling up digital clutter.


Tools like Evernote, Catch (formerly 3Banana) and DevonThink can help you tag, manage, and easily retrieve those references.)


If you just keep everything, then you lose sight of what’s most important.


Today, with so much information all around us, there’s less and less that you really need to keep yourself. Focus on the important stuff and let go of the rest.

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