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Flipped Classroom: Beyond the Videos

Flipped Classroom: Beyond the Videos | Pharmacy Education for Clinical Pharmacists | Scoop.it
Last week, I read an interesting blog post by Shelley Blake-Plock titled "The Problem with TED ed." It got me thinking about the flipped classroom model and how it is being defined.

Via Dr Peter Carey
Mary Starry's insight:

Great article that reminds us "flipped classrooms" should not just be putting a lecture into a video for students to passively watch.  We need to develop student interaction with resources and tools as part of the out of class time and then develop active learning in the classroom that incorporates creativity, analysis and evaluation.

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Greg Alchin's curator insight, October 21, 2013 12:33 AM

Yes there is more than just distributing content!

Pharmacy Education for Clinical Pharmacists
Innovative, collaborative, interdisciplinary student-centered learning approaches to develop pharmacy students into clinical pharmacists.
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Conflict of interest in online point-of-care clinical support websites -- Amber et al. -- Journal of Medical Ethics

Mary Starry's insight:

I've always been a bigger fan of DynaMed than I have been of UpToDate as evidence based medicine sources for students to use. This article, which identifies possible author bias on controversial subjects within UpToDate, provides support for students considering DynaMed first.

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Against Peer Grading | Inside Higher Ed

Against Peer Grading | Inside Higher Ed | Pharmacy Education for Clinical Pharmacists | Scoop.it
Mary Starry's insight:

If you are considering using peer mentors to help provide review and feedback on reflections and portfolios in pharmacy programs, this blog and the associated comments on peer grading versus peer review/feedback may be of interest to you.

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A Copyright-Friendly Toolkit

A Copyright-Friendly Toolkit | Pharmacy Education for Clinical Pharmacists | Scoop.it
“ A true digital citizen understands how to ethically use the works of others to build his or her own creative products—music, art, video,...”
Via Deirdre Bonnycastle
Mary Starry's insight:
Great links and sites for Creative Commons and other sources of images and sounds.
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Curriculet - Build interaction around digital text

Curriculet - Build interaction around digital text | Pharmacy Education for Clinical Pharmacists | Scoop.it
Curriculet’s digital reading platform allows teachers to enrich reading by embedding their questions, quizzes and rich media directly into the reading.
Via Nik Peachey
Mary Starry's insight:
This could be a great tool to create a guided reading for students to use . Explore the sample Chicago to see how quiz questions, reflection, annotation and faculty comments can all be easily incorporated into an assigned reading. Plus you can track who has or has not completed each component.
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From courses to micro-learning

From courses to micro-learning | Pharmacy Education for Clinical Pharmacists | Scoop.it
Micro-learning, micro-content, Learning Flows, and mlearning are some the current and upcoming trends in the world of learning and development. They all have a common denominator—they require very little “at-a-stretch” time commitment from learners/users.
Wikipedia describes micro-learning thus: Micro-learning can also be understood as a process of subsequent, "short" learning activities, i.e. learning through interaction with micro-content objects in small timeframes. ~ Wiki
Via Edumorfosis
Mary Starry's insight:
For blended and online courses, chunking content has been very successful because it matches well with human attention span. Micro-learning appears to be a new approach which encompasses content chunking and pulls in other short learning activities. I've found I hate to even start watching a course video longer than 10 minutes. The 8 to 10 minute time frame is perfect for focusing on and then thinking about.
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Want Students to Come to Class Prepared? Try Rolling the Dice.

Believe it or not, introducing random chance into our classrooms can have a positive effect on how much students prepare—and how much they learn.
Mary Starry's insight:

Selection by random chance is a technique I've used for several years to encourage students to be prepared for activities in pharmacy practice lab.  I call this Pharmacy Mayhem for the students in the last didactic lab course prior to rotations, where a variety of learning materials on a specific topic are provided (i.e. respiratory). When students arrive at lab, some have been randomly chosen to counsel on self-care, some randomly chosen to counsel on Rx drugs, some randomly chosen to answer a tough question from the guidelines, etc. Students can be randomly selected to perform more than one activity during the lab as well.  Not knowing which activities they will actually participate in provides motivation to review all the assigned materials before the lab while adding an element of excitement at the beginning of each lab!

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Creating learning objectives, flipped classroom style - Casting Out Nines - The Chronicle of Higher Education

Creating learning objectives, flipped classroom style - Casting Out Nines - The Chronicle of Higher Education | Pharmacy Education for Clinical Pharmacists | Scoop.it
Mary Starry's insight:

A common question with flipped classroom approaches is what should I expect the student to know before they show up for class and what objectives are still addressed within the classroom.  This author provides a simple but reasonable approach to identify those through organization of your learning objectives.

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The American Journal of Pharmaceutical Education - Reflective Practice and Its Implications for Pharmacy Education

The American Journal of Pharmaceutical Education - Reflective Practice and Its Implications for Pharmacy Education | Pharmacy Education for Clinical Pharmacists | Scoop.it
Mary Starry's insight:

This recent article provides a historical overview of the development of reflection in pharmacy education, including the impact of major researchers and pedagogy over time. The article then moves on to the tools used by various healthcare programs, including journals, blogs and portfolios, addressing both the positive and the negative aspects of both incorporating reflection and assessing reflection within the curriculum.

 

Reflection and learning portfolios are keywords for many pharmacy college assessment programs, but often incorporated into the curriculum without sufficient background understanding and structure to provide students the four variables identified as key:  self-direction, self-motivation, curiosity to learn more, and recognizing the learning value of past experiences.

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Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL

Problem-based learning, process-oriented guided inquiry learning, and peer-led team learning are student-centered, active-learning pedagogies commonly used in science education. The characteristic features of each are compared and contrasted to enable new practitioners to decide which approach or combination of approaches will suit their particular situation.
Via Deirdre Bonnycastle, Mary Starry, Mark E. Deschaine, PhD
Mary Starry's insight:
Great comparison of PBL, POGIL, and PLTL. The table comparing the three approaches is helpful. If you've wondered what these terms mean or which approach would work best for meet your learning objectives, this article will be pertinent.
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The 6 types of Questions your Students Need to Know about ~ Educational Technology and Mobile Learning

The 6 types of Questions your Students Need to Know about ~ Educational Technology and Mobile Learning | Pharmacy Education for Clinical Pharmacists | Scoop.it

Via Mark E. Deschaine, PhD
Mary Starry's insight:
This info graphic is a great way to help students develop questions that further discussion within their learning groups. Too often student facilitated discussions turn into question and answer sessions versus true discussions.
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Wikipedia The Top Source Of Health Care Info For Doctors, Patients

Wikipedia The Top Source Of Health Care Info For Doctors, Patients | Pharmacy Education for Clinical Pharmacists | Scoop.it
Wikipedia is the single leading source of health care information for both providers and patients, with 50 percent of physicians reporting that they’ve consulted the community-edited, online encyclopedia for information on health conditions.A report from IMS Institute for Healthcare Informatics, a medical technology company that draws on data from more than 100,000 suppliers and 45 billion healthcare transactions each year, finds that Wikipedia is the single leading source of medical information for patients and healthcare professionals. Serious illnesses, especially less common ones, are among the most frequently searched topics by English-language users.Launched in 2001, Wikipedia is the world’s largest general reference work available on the Internet, with more than 30 million articles in 287 languages that can be edited and posted without cost by any person with access to the Internet. However, the online encyclopedia’s more than 71,000 active editors have no credential checks, and there are numerous instances of deliberate vandalism and fabricated posts.Despite the issues with accuracy, the IMS Health report revealed that people trust Wikipedia enough to seek a wide-ranging cache of information about their personal health and medicine.The top 100 English Wikipedia pages for health care topics were accessed an average 1.9 million times over the course of the past year. And analysis of prescription drug sales found a correlation between page views and medicine use.“Increasingly, patients are turning to social media as an essential forum for obtaining and sharing information related to their health,” Murray Aitken, executive director of the IMS Institute for Healthcare Informatics, writes in the report.Tuberculosis, Crohn’s disease, pneumonia and multiple sclerosis were the top health-related Wikipedia articles in 2013, all of them hovering around 4 million page views. Less common conditions were among the pages with the most page views.Wikipedia as a whole is ranked sixth globally and in the United States for heaviest web traffic. The U.S. alone accounts for over 20 percent of Wikipedia’s annual visitors according to the web traffic tracker, Alexa.“This trend only heightens the need for relevant, accurate content that can be accessed and used throughout the patient journey. Health care professionals, regulators and pharmaceutical manufacturers all need to overcome their reticence and acknowledge the vital role that they can and should play as participants in the healthcare conversation.”The IMS Health report revealed that pharmaceutical companies and other health care providers are actively expanding their role in social media channels. Nearly half of the top 50 pharmaceutical manufacturers surveyed are using social media to engage patients on healthcare topics.Younger patients under the age of 39 were more likely to research illnesses and drug treatments on Wikipedia before they started their course of treatment. Older patients above the age of 54 were more likely to search Wikipedia for health care information after they had received professional medical attention.A report this week from Quartz revealed that a University of California, San Francisco Medical School professor has a class for fourth-year medical students dedicated solely to the editing and posting of health care-related Wikipedia pages.
Via Plus91
Mary Starry's insight:
Disappointing that Wikipedia is top resource for physicians. Hopefully we're doing a better job educating our pharmacists on how to quickly utilize evidence based resources.
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The 6 Types of Creative Commons Licences Students (and Teachers) Should know about

The 6 Types of Creative Commons Licences Students (and Teachers) Should know about | Pharmacy Education for Clinical Pharmacists | Scoop.it

Via Anne Whaits
Mary Starry's insight:
Good info graphic highlighting what you can and cannot do with Creatice Commins licenses.
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The Flipped Classroom Goblin | Medical Education Blog

What are students saying about the flipped classroom experience?
Via Deirdre Bonnycastle
Mary Starry's insight:
Short but to the point. These are the potholes faculty can fall into if they don't learn how to conduct a flipped classroom before they create one.
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What Is The Role Of Content In Flipped Classrooms? - Edudemic

What Is The Role Of Content In Flipped Classrooms? - Edudemic | Pharmacy Education for Clinical Pharmacists | Scoop.it
In a flipped classroom, students ‘attend’ the lesson outside of the classroom, typically in the form of teacher presentation videos or animated slide shows that can be viewed online, and in more sophisticated instances, followed by some diagnostic tests to indicate the progress of each student in the understanding of the material presented in that …
Mary Starry's insight:

Nice simple overview of how content is incorporated into the flipped classroom.  Author emphasizes that focus of flipped classroom is not creating "fun", but making students "engaged".

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Society for the Teaching of Psychology - asle2014

Society for the Teaching of Psychology - asle2014 | Pharmacy Education for Clinical Pharmacists | Scoop.it
Mary Starry's insight:

This free ebook published in January 2014 from the American Psychological Association provides research findings on current learning theories in addition to how they can be applied in higher education.

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Getting student buy-in for the inverted calculus class

Getting student buy-in for the inverted calculus class | Pharmacy Education for Clinical Pharmacists | Scoop.it
Mary Starry's insight:

Student buy-in will be key to having positive evaluations from students for active learning components, such as the flipped classroom. Some students are very comfortable with sitting in lecture and letting the teacher do all the work.  This article, part of a series on how the author flipped a calculus course, provides some excellent suggestions on how and how not to obtain student buy-in.  A key point is don't keep telling the students how wonderful and awesome your new approach is!!

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Discussion Made a Difference in Student Learning

Discussion Made a Difference in Student Learning | Pharmacy Education for Clinical Pharmacists | Scoop.it
“ The evidence that students benefit when they talk about course content keeps mounting.”
Via Blaine Morrow, Mark E. Deschaine, PhD
Mary Starry's insight:
I am a huge believer in the value of discussion. Another study demonstrating it's value.
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Show the Learner Visible Signs of Their Learning

Show the Learner Visible Signs of Their Learning | Pharmacy Education for Clinical Pharmacists | Scoop.it
“ One of the strengths of gamification is that it provides visible milestones of the student’s mastery of content in real time (when it is well designed). Too often in an instructional setting, the learner doesn’t know whether or not he or she really understands or can apply the knowledge they are learning. There is often no visible sign of mastery of the content or application of the content.”
Via Faculty Focus, Mark E. Deschaine, PhD
Mary Starry's insight:
The concept of mastery learning with scaffolding is very appealing to me. With professional students, every student should master the basics of each key concept. There should not be any students incompetent or failing at any competency they will be engaged in as a pharmacist. Using badges or other types of awards can then help students stay aware of where they are at as they work to master each competency.
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The inverted calculus course: Using Guided Practice to build self-regulation - Casting Out Nines - The Chronicle of Higher Education

The inverted calculus course: Using Guided Practice to build self-regulation - Casting Out Nines - The Chronicle of Higher Education | Pharmacy Education for Clinical Pharmacists | Scoop.it
Mary Starry's insight:

Another post by Robert Talbot on his approach to the flipped classroom in his college level calculus course this past fall.  He provides a clear structure for what students are doing outside of the classroom through his "Guided Practice" approach.  While preparing the students for class, this approach also helps develop students into self-guided learners, the type of learner we all want in our classrooms.

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Integrating patient safety into health professionals curriculum...

Mary Starry's insight:

A small sample size and qualitative analysis are weaknesses, but the perspectives of medical, nursing, and pharmacy regarding multidisciplinary education are very interesting.

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35 Psychology-Based Learning Strategies For Deeper Learning

35 Psychology-Based Learning Strategies For Deeper Learning | Pharmacy Education for Clinical Pharmacists | Scoop.it
35 Psychology-Based Learning Strategies For Deeper Learning (35 Ways To Apply Psychology-Based Critical Thinking In Your Classroom http://t.co/MOX528v5SE #teaching #education)...
Mary Starry's insight:

A great list of strategies, with a concrete example showing how to utilize each strategy in the classroom.  I found myself familiar with some (chunking material, putting key concepts at beginning and end of lecture) while unfamiliar with others (maximum of 7 important concepts). Regardless, a good review of what psychology has brought to learning pedagogy.

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Map creator online to make a map with multiple color pins and regions

Map creator online to make a map with multiple color pins and regions | Pharmacy Education for Clinical Pharmacists | Scoop.it
“Create a map from location list, crowd source, spreadsheets, etc. Publish, share your interactive maps. Highlight radius and other regions. Get map images.”
Via Ana Cristina Pratas
Mary Starry's insight:
This could be an interesting tool to explore incidence and prevalence.
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10 Common Misconceptions About The Flipped Classroom | TeachThought

10 Common Misconceptions About The Flipped Classroom | TeachThought | Pharmacy Education for Clinical Pharmacists | Scoop.it
10 Common Misconceptions About The Flipped Classroom

 

What have you heard about the flipped classroom? That it’s just the latest education fad? That it only works for certain academic subjects? It’s not uncommon to come across references in the web media to poorly informed and misconstrued ideas like these. Given the value and many benefits inherent in this powerful form of blended learning, it is important that these misconceptions be addressed and dispelled.

 

Following are 10 of the most common erroneous ideas about flipped teaching and learning that you may come across, and a brief explanation of why each of them is misinformed.


Via Rob Hatfield, M.Ed., Lynnette Van Dyke
Mary Starry's insight:

This article does a nice job addressing some of the misconceptions about flipped classrooms.  Realize that almost every component can be individualized.  I'm a great facilitator, but don't always come across the best on video.  I recently used some great short online videos to make some key points for a Career Pathways class without students having to watch me for 30 minutes!  Now we're ready to workshop when we get to class!

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Rob Hatfield, M.Ed.'s curator insight, February 14, 7:30 PM

When reviewing these misconceptions, think about developing your SWOT of a "Flipped Classroom" from your own learning environment.

 

In Southeast Asia, guided "Flipped Activities" must be tasked-based or project-based learning experiences to become successful.

 

There is a social-cultural aspect within the "Flipped Classroom  Misconceptions" that needs to be addressed and should be added to this list. 

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The More I Lecture, The Less I Know If They Understand

The More I Lecture, The Less I Know If They Understand | Pharmacy Education for Clinical Pharmacists | Scoop.it
"Any pedagogical decision about methods is best made by looking at what goals imply (as opposed to what the teacher merely feels comfortable doing). In other words, if the lecture is a means, then toward what end(s)? And given any proposed rationale based on the logic, we would next consider: how effective is the method when contrasted with other methods?"
Via EDTC@UTB
Mary Starry's insight:
Lecturers are prone to self-deception and ego centrism regarding the value of their lecturing, according to this excellent article. So often I hear faculty go on about how much information they have to share within their lecture without stopping to ask how much of that is retained by students. Lecturing does not promote retention.
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Flipping the Classroom - LiveBinder

Flipping the Classroom - LiveBinder | Pharmacy Education for Clinical Pharmacists | Scoop.it
Ideas, best practices, information, strategies, tools to flip the classroom

Via Peggy George
Mary Starry's insight:

Use the tags on the right to access an array of information regarding the flipped classroom.

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Steve Vaitl's curator insight, February 4, 10:19 AM

Great set of resources and information!!

Volkmar Langer's curator insight, February 6, 4:14 AM

...a very nice collection about #flipclass - thanks!

Ness Crouch's curator insight, February 8, 3:47 PM

Great ideas and a lot of useful links for flattening the classroom! Check out this Live Binder