Active learning in Higher Education
6.3K views | +5 today
Follow
 
Scooped by Kim Flintoff
onto Active learning in Higher Education
Scoop.it!

Should You Flip Your Classroom?

Should You Flip Your Classroom? | Active learning in Higher Education | Scoop.it
Ramsey Musallam (@ramusallam on Twitter) is a high school chem teacher in San Francisco and teaches in the Masters of Ed. program at the University of San Francisco. He blogs at FlipTeaching.com

 

On this note, I would like to share a personal story that I feel provides a metaphor for why the flipped classroom is a technique that works well for me. On May 25th of this year I underwent a fairly complicated open-heart surgery to correct an aneurysm of my thoracic aorta that was found randomly at a routine check up. The surgery went well, and five months later, minus a long scar down the center of my chest, I rarely think of the physical struggle that was the summer of 2011.

 

Throughout the process, I was very impressed with the confidence and knowledge my thoracic surgeon embodied. Then one day, it hit me: My surgeon had a teacher! He learned to how to perform my surgery in school! An instructor taught him how to do something, something very, very important, in a very effective way! As a teacher myself, I have a hunch my surgeon didn't learn how to repair my aorta by passively taking in information through a textbook or lecture. Rather, I'm certain his confidence and skill was cultivated through hours of inquiry, trial and error, with strong mentors by his side the whole way. In short, I'm sure he learned by doing, not observing.

We must strive to be facilitators, mentors and guides for our students, as if what we are preparing them for, much like my surgeon, will one day change lives. Any teaching methodology that amplifies this role is a step in the right direction.

 

Are you using various elements of flipped instruction in your practice? If so, how are you using it to foster student inquiry?

more...
No comment yet.
Active learning in Higher Education
Strategies for more effective student-centred, authentic engagement in the higher education context
Your new post is loading...
Your new post is loading...
Scooped by Kim Flintoff
Scoop.it!

Citations are more than merely assigning credit – their inclusion (or not) conditions how colleagues regard and evaluate your work

Citations are more than merely assigning credit – their inclusion (or not) conditions how colleagues regard and evaluate your work | Active learning in Higher Education | Scoop.it
The significance of citations goes far beyond energising and rewarding academic competition. Patrick Dunleavy outlines why citations are so important; from setting up a specialist discourse in an economical and highly-focused manner, guiding readers seeking to follow your extended chain of reasoning, right through to showing you have comprehensively surveyed all relevant work and pointed out its consistencies (or otherwise) with your own findings. A better appreciation of the multiple functions of citations should help to address the chronic under-citation that particularly besets the humanities and social sciences.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

The Hidden Costs of Active Learning -- Campus Technology

The Hidden Costs of Active Learning -- Campus Technology | Active learning in Higher Education | Scoop.it
I am an active learning college instructor and I'm tired. I don't mean end-of-the-semester and need-some-sleep tired. I mean really, weary, bone-deep tired.

A perfect convergence occurred in my professional life approximately four years ago. First, my university decided to become an iPad institution. Starting that year, every incoming freshman received an iPad (and now, four years later, all students have them). As part of that initiative, my university did something incredibly smart and provided all instructors with extensive professional development for integrating this technology into the classroom. This PD was the best I've had in my 10-year career. Instead of focusing on the iPad, the sessions focused on active learning strategies geared at making learning student-centered and engaging. I remember thinking, "This stuff is great, but when would I ever have the time in class to do this?"
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Five Models for Making Sense of Complex Systems – Christina Wodtke – Medium

Five Models for Making Sense of Complex Systems – Christina Wodtke – Medium | Active learning in Higher Education | Scoop.it

In one of the classes I teach at CCA, students were confused by mental models, conceptual models, concept maps, etc. I ended up drawing a taxonomy for models on the whiteboard, and it may help others. This post is for them first, then you!


Admittedly, there is no worldwide agreement on these terms, because humans make things and name them as they see fit, often without searching for previous work. UX Design (a.k.a. product design a.k.a. interaction design a.k.a. information architecture etc etc) has a tendency to name and rename things. Ambiguity is inevitable.


I live in hope of a controlled vocabulary for digital design.

more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Four Strategies for Effective Assessment in a Flipped Learning Environment

Four Strategies for Effective Assessment in a Flipped Learning Environment | Active learning in Higher Education | Scoop.it
The challenge is to have assessments that provide reliable, actionable information about student learning in the various phases of flipped learning.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Why Teachers Matter More in a Flipped Classroom

Why Teachers Matter More in a Flipped Classroom | Active learning in Higher Education | Scoop.it

The reason Flipped Learning makes teachers more valuable is that it changes the dynamic of the classroom. No longer is content delivery the focus of the class, nor is the teacher’s main responsibility the dissemination of knowledge. Instead, teachers take on the role of a facilitator of learning. They can work with students in small groups and have more one-on-one interactions. The simple act of removing the direct instruction (lecture) from the whole group changes the dynamic of the room and allows the teacher more time to personalize and individualize the learning for each student. Each student gets his/her own education tailored to their individual needs. Instead of a one size fits all education, each student gets just what they need when they need it.

more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Grades & Satisfaction Up in New Flipped Learning Research

Grades & Satisfaction Up in New Flipped Learning Research | Active learning in Higher Education | Scoop.it
Over the last three years, flipped learning strategies have been implemented in year 9 science.  There has been a gradual increase in the use of flipped learning over this time.  Students watch short teacher-made educational videos via the school’s learning management system in their individual learning space.  The group learning space involves learning experiences to practice and deepen knowledge through activities, peer-teaching, and experiments.  I have evaluated the effectiveness of flipped learning by comparing the academic performance of the year 9 cohorts and by administering a student perception survey on flipped learning. In this post, I have provided very little commentary because I feel that the results speak for themselves.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Fashion Students design for Armacool | Curtin University

Curtin fashion and design students have been given an exciting and challenging brief to work their creativity on a ground breaking new material.

Interested in studying fashion? Explore us here: http://humanities.curtin.edu.au/
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

How Messy Learning Helps Us Develop Critical Thinking

How Messy Learning Helps Us Develop Critical Thinking | Active learning in Higher Education | Scoop.it

Messy learning can be compared to a jumbled-up tangled string which meets itself several times at different angles. When you are forced to look at something at different angles, your perception is strengthened. Each angle reinforces your understanding of it.

Messy learning happens when we play unguided, forced to draw conclusions on our own. It also requires support from the teacher. Structure, templates, guiding questions, scaffolded skills, and the like—but it is in the honouring of the critical thinking process of which teachers need be aware. That’s because you cannot see it sometimes. It is virtually invisible. Like the dark matter of the universe, messy learning can be seen only by its effects upon the things around it.

more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Provoke me if you want me to learn – notosh – Medium

Provoke me if you want me to learn – notosh – Medium | Active learning in Higher Education | Scoop.it
Typically, teachers ask most questions in a classroom: about two every minutes. The quality of answers to these can only be so good, given the time for answers can be measured in seconds. What if students asked more questions of their own, and we gave them time to answer them? Might they be more invested in their inquiries, more keen to reveal an answer to a gap they have found for themselves?
Kim Flintoff's insight:
I think one of the strengths of challenge-based approaches is the inherent need to ask new questions and to spend time on answers that are not only meaningful but actionable.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Changing Education: Why We Need More Focus On ‘Soft’ Skills

Changing Education: Why We Need More Focus On ‘Soft’ Skills | Active learning in Higher Education | Scoop.it

An increasingly complex workplace


Organizations today face complicated circumstances — there’s a need to be sustainable; big data is on the rise; and there are privacy issues, political churn and economic volatility. But study after study has shown that CEOs and other executives don’t believe their employees hold the right core skills needed to handle these shifts.

more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

How ‘Deprogramming’ Kids From How to ‘Do School’ Could Improve Learning

How ‘Deprogramming’ Kids From How to ‘Do School’ Could Improve Learning | Active learning in Higher Education | Scoop.it
HOLMAN’S READING LIST

For those interested in building metacognitive moments into the day, here are the articles Holman found to be useful and more or less reading-level appropriate for his high school students.

“From Degrading to De-Grading,” by Alfie Kohn
“Sermons For Grumpy Campers,” Richard Felder
“When Is a Good Day of Teaching a Bad Thing?,” by Timothy Slater
“Navigating the Bumpy Road to Student-Centered Instruction,” by Richard Felder
“Minimizing resistance to inquiry-oriented science instruction: The importance of climate setting,” by Carl J. Wenning
“Well, Duh!” — Ten Obvious Truths That We Shouldn’t Be Ignoring,” by Alfie Kohn
“Opinion: Why TEAL Works: 10 Years Ago MIT Had a Physics Problem. TEAL Fixed It,” by Ryan Normandin
Kim Flintoff's insight:
Much of this discussion can be translated beyond K-12 - Higher Ed suffers similar afflictions...
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Turning Students Onto Independent Thinking: 6 Useful Strategies

Turning Students Onto Independent Thinking: 6 Useful Strategies | Active learning in Higher Education | Scoop.it

Many people think that independence is the main goal of education. “Teach students so that they don’t need the teacher.” But what if that wasn’t the case? What if there were something higher than independence? Stephen Covey reminds us: Independent thinking alone is not suited to interdependent reality.


These are the stages that we want to lead our students through: dependence to independence to interdependence. If we can get them from dependence to independence, we’re almost there. Interdependence comes with applying their hard-earned skills toward relationship building.


How are we going to help our students develop independent thinking skills so that they may eventually use them in practicing interdependence?

more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

PBL 60 Second Video Secondary

PBL 60 Second Video Secondary | Active learning in Higher Education | Scoop.it
Discover the power of change with this free case study
Teachers love stretching their students’ imaginations. Anna Russell, a Visual Arts teacher at Canberra’s Melrose High School, knows this well. Her idea to incorporate the 6Ds of Solution Fluency into her teaching was the perfect fit. So she turned to the Solution Fluency Activity Planner for her primary lesson planning tool.

Using Solution Fluency as a roadmap, Anna’s students embarked on a journey of discovering the true power of symbols in society. It was the groundwork for what would be some very rich and deeply insightful student design projects.

You can learn more about Anna and her amazing students in this case study. It's yours for free!
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Creating a Self-Mapped Learning Pathway

Creating a Self-Mapped Learning Pathway | Active learning in Higher Education | Scoop.it
One of the questions I get about learning pathways (on the rare occasion someone actually reads this blog and ask a question) is “when we give learners the option to chose between instructor-centered options and learner-centered options, how do they record what they are doing?” Sure, learners could blog about what they do, but that often ends up being a narrative about the pathway they create rather than an actual visual representation of the pathway itself. A blog post is great in many ways, but I think people are often wonder if there is something different.

Currently, there is no tool that does what I would like one to do to cover everything in the process:

Create a map of the learning pathway that one plans to take
Collects artifacts as one follows (and adjusts) that pathway
Adds a layer of reflection on the learning process that explains why choices were made and artifacts were created.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Harnessing heutagogy? - Nicola Fern

Harnessing heutagogy? - Nicola Fern | Active learning in Higher Education | Scoop.it
In the vastness of the information landscape at everyone’s fingertips, without this guide, the student can easily become bogged down, miss the big picture and indeed massive sections of the potential curriculum.

My own question then, becomes – if we recognise the limitations of the approaches of traditional teacher-led education, and the overwhelming possibilities of heutagogy and the social, connected learning sphere, can these be meshed in some way to provide a stronger whole? Is there a way of embedding heutagogical aspects within learning programmes? Can you incorporate it into instructional design even?

I suppose what I’m talking about is an instructor who leads the learner through the broad content field, giving them the tools to harness their own ideas and generate their own learning opportunities; getting involved where necessary, and stepping back where not.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

We Didn’t Know What We Didn’t Know: Flipped Learning 3.0

We Didn’t Know What We Didn’t Know: Flipped Learning 3.0 | Active learning in Higher Education | Scoop.it


Sure, we both knew that something was going on with flipped learning, but here are five things we couldn’t see and didn’t know: 


 #1 Flipped Learning Is Not Static 

 #2 Flipped Learning is Evolving Because of Three Factors    

 #3  Flipped Learning Has Emerged As a Global Movement 

 #4 There Is a New Awareness Emerging About Flipped Learning  

 #5  There Is a Rapidly Expanding Set of New Possibilities 

more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Flexible Seating and Student-Centered Classroom Redesign

Flexible Seating and Student-Centered Classroom Redesign | Active learning in Higher Education | Scoop.it
Flexible classroom seating invites collaboration, communication, creativity, and critical thinking by helping students manage their physical energy and comfort as they learn on their own terms.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Hey, Prof: Feeling Torn and Divided? How We Can Put Teaching and Scholarship Together Again

Hey, Prof: Feeling Torn and Divided? How We Can Put Teaching and Scholarship Together Again | Active learning in Higher Education | Scoop.it
Active, Student-Centered Learning

In active, student-centered learning, where students themselves research topics and even design topics, the connection is not only visible but a lifeline that they can use throughout their lives.   99% of our students go on to other professions than that which we, as professors, engage in.  By "reverse engineering" what we have learned, we can not only help ourselves to think deeply about the foundational theoretical issues of our own work but we can help our students to think about foundational theoretical issues that inform their time in college, their desire to take our class, their ambitions in life, and their own preparation for being fully responsible and productive adults and members of a community and a society. 

They are facing an exceptionally challenging time ahead.  We all are.  "Reverse engineering" our theories--race, gender, and maybe democracy itself--helps all of us to have a better handle on what we need to know and how we can thrive in a challenging world.   

For our graduate students in the class, we also help it will lead to illuminations about why they are pursuing their graduate work, to what end, for what purpose, and how they can write to make arguments not just cite them, to have ideas not simply refer to those of others.

If you are interested, stay tuned to this site as we'll be posting many public discussions of these topics next semester.  We'd love you and your students to be part of this experiment in learning. 
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Next Generation of Online Education: “Learn by Doing” in a Digital World

Next Generation of Online Education: “Learn by Doing” in a Digital World | Active learning in Higher Education | Scoop.it
Breaking Through the Glass Ceiling With Personalized Learning

Schools need to embrace technology and active learning in the classroom as standard practice and toss out the “sit-and-get” model of teaching, says Carrie Morgridge, vice president and chief disruptor with the Morgridge Family Foundation, which funds grants for educational technology in schools.

The foundation rolled out thousands of interactive whiteboards in Colorado schools and now supports maker space initiatives to give students a hands-on way to experiment, build and invent. “We need to make sure our students get what they need now, and what they need now is personalized learning,” says Morgridge. “We’ve seen kids break through the glass ceiling. … Personalized learning allows students to go at their own pace. We are no longer holding kids back, we are accelerating them.”

Because creativity is so critical to success in the 21st century, alongside online education Morgridge says more schools are exploring the maker movement, using 3D printers and allowing students hands-on interactive experiences to “learn by doing.” “Kids learn when they want to learn,” says Morgridge. “In this maker space, kids are learning deeper because it’s relevant to them. Learning is personalized.”
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

How Messy Learning Helps Us Develop Critical Thinking

How Messy Learning Helps Us Develop Critical Thinking | Active learning in Higher Education | Scoop.it

Do you remember watching Ms. Frizzle on Magic School Bus? If so you can recall her iconic words to every wide-eyed child under her spell: Take chances, make mistakes, get messy! But what exactly did she mean by that? And why would she encourage such a thing as messy learning? 


With very good reason, actually. Dear Ms. Frizzle knew what she was talking about. When teachers talk about messy learning they are usually talking about something related to project-based learning. 


PBL puts students in the role of scientists, engineers, creative types, designers, architects—problem solvers, to say the least.


Though the teacher provides specific guidelines and goals, students must engage their higher-order thinking processes to solve those problems. Messy learning is “non-linear” learning while  “clean learning” is like “linear” thinking. 


Messy learning can be compared to a jumbled-up tangled string which meets itself several times at different angles. When you are forced to look at something at different angles, your perception is strengthened. Each angle reinforces your understanding of it.

more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

The Flipped Learning Global Initiative

The Flipped Learning Global Initiative | Active learning in Higher Education | Scoop.it
The Vision
Jon Bergmann is one of the co-founders and pioneers of the flipped classroom. Jon has traveled the world speaking and training school leaders and educators in the flipped classroom model. He has seen first-hand the global promise, passion, and potential for flipped learning. He has also seen the pitfalls and myriad ways that flipped learning can be compromised by bad practice, inappropriate technology, and poor execution.

The Flipped learning Global Initiative was created to support the successful adoption and implementation of the flipped learning model around the world.

Flipped Learning Global Initiative
The mission of the Flipped Learning Global Initiative is to coordinate, orchestrate and scale the key elements required to successfully expand flipped learning internationally. FLGI is focused on identifying and developing strategic partnerships, initiatives, projects, best in class vendors, products, and services to introduce and support flipped learning around the globe. The Flipped Learning Global Initiative is led by Errol St.Clair Smith, Director of Global Development.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Our research shows that when students work on projects, they learn more

Our research shows that when students work on projects, they learn more | Active learning in Higher Education | Scoop.it
In a recent study, students learning via project tested better and improved applied problem-solving skills

Educators often talk about 21st-century skills and the benefits of incorporating communication, creativity, collaboration, problem-solving, and critical thinking into lessons. These are skills students rarely learn straight out of a textbook. The best way to teach them, we’ve found, is by making these skills a relevant part of their active lives.

If that sounds daunting, rest assured, it doesn’t always have to be. One way we have taught these skills is through project-based learning (PBL), where students apply what they’ve learned during a hands-on project that is relevant to the real world — and their lives.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

5 Ways Teachers Can Encourage Deeper Learning With Personal Devices (EdSurge News)

5 Ways Teachers Can Encourage Deeper Learning With Personal Devices (EdSurge News) | Active learning in Higher Education | Scoop.it

Here are 5 ways to get to curate that practice by making your class a BYOD zone.

1. Accept Immediate Inquiry

2. Devices to aid in organizing and collaborating with peers

3. Keep ‘em engaged with real-time feedback

4. Document learning and thinking through blogging when the good ideas hit you!

5. Document and debrief field work with ease

more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

U Wisconsin College of Engineering Embraces Flipped Classrooms -- Campus Technology

U Wisconsin College of Engineering Embraces Flipped Classrooms -- Campus Technology | Active learning in Higher Education | Scoop.it
The University of Wisconsin's (UWISC) first cohort of students to complete a significant number of their undergraduate courses primarily through the flipped classroom model is preparing to graduate in the spring.

The college has been encouraging its instructors to switch to a flipped classroom model, where students watch recorded video lectures before class and then use class time to put their learning into practice through in-class activities and to interact with their instructors and their classmates. According to a news release from the UWISC College of Engineering, the flipped learning approach can help students develop "communication and collaboration skills that often prove just as important as the technical foundations of engineering."
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Plan Top Project-Based Learning Ideas With These 8 Terrific Tips

Plan Top Project-Based Learning Ideas With These 8 Terrific Tips | Active learning in Higher Education | Scoop.it
When workshopping project-based learning ideas, start by thinking about where you want to go and what you want to accomplish with your students. Although technology may play a huge role in how projects are put together, you want to keep it tangible. The Solution Fluency Activity Planner was built for project-based learning. It’s a guided system that makes PBL planning both easy and super-fun.
more...
No comment yet.