Todoele - Pedagogías emergentes

The Flipped Classroom, as most know, has become quite the buzz in education.  Its use in higher education has been given a lot of press recently.  The purpose of this post is to:

1. Provide background for this model of learning with a focus on its use in higher education.
2. Identify some problems with its use and implementation that if not addressed, could become just a fading fad.
3. Propose a model for implementation based on an experiential cycle of learning model.

Mi columna de Expansión de esta semana se titula “Matar al libro de texto“, y está provocada por el tweet que Marina Marco me envió hace un par de días con una imagen capturada del libro de texto de Lengua de 4º de Primaria de su hija, publicado por la editorial Anaya, en la que se adoctrinaba de manera burda a los niños mezclando torticeramente conceptos como el secuestro de aviones y barcos con las descargas en la red de obras sujetas a propiedad intelectual.
El espacio que tengo en Expansión no es excesivo – exactamente trescientas veinte palabras – y no

One more month, one more #InstagramELE challenge. And this time, we have another contest, on June 15, thanks to a great group of Spanish students from Warsaw, Poland, and their awesome teacher, Nit...

The faculty leaders behind the Campaign for the Future of Higher Education continued their barrage against massive open online courses on Tuesday, challenging the providers to come clean on “overblown, misleading or simply false” rhetoric.

One of the themes from their responses is something I’ve seen quite often before and it’s something that I want to address, and that is: The flipped classroom doesn’t seem like anything new.

This isn’t a bad, wrong, or pejorative thing to say. It comes mainly from people in the humanities and the sciences who look at the discussion or seminar classes they teach or the lab sections they design and see the flipped classroom in the DNA of what they’ve been doing since forever. And of course there’s a lot that’s correct about this. The inverted classroom has roots in the case-study methods from law and business, and it has strong affinities to lab courses and studio- or seminar-style courses where some of the best learning occurs. So yes, if I’m running a flipped classroom I am going to be riffing heavily on the best teaching practices I see in those styles.

And yet, the inverted classroom is not merely the reinvention of the wheel. There’s something distinctly different about a flipped classroom than just mapping the pedagogies above onto mathematics or whatever I am teaching. 

We’ve seen a significant ramping up of interest in – and exposure to – the flipped/inverted classroom over the last few years, and it’s been nice to see an uptick in the amount of research being done into its effectiveness. But one thing that’s been lacking has been a consensus on what the flipped classroom actually is. 

A recent #langchat Twitter discussion focused of flipped instruction, in which the bulk of instruction happens outside of class, so that classroom time can be used for practice. 

Una combinación de iniciativas privadas y públicas en torno a la importancia de integrar una formación de alta calidad en tecnología en la educación en los Estados Unidos ha dado como resultado dos efectos interesantes: por un lado, se ha disparado la demanda de carreras relacionadas con las ciencias de la computación.Podemos decir lo que queramos sobre las expectativas profesionales de los graduados en este tipo de estudios, pero lo que sabemos del mercado norteamericano es que son sencillamente impresionantes: el país “importa” todos los años programadores e ingenieros hasta cubrir todos los cupos de visados reservados en este

Saying that it has always been this way, doesn’t count as a legitimate justification to why it should stay that way. Teacher and administrators all over the world are doing amazing things, but some of the things we are still doing, despite all the new solutions, research and ideas out there is, to put it mildly, incredible.

This article is an attempt to address a possible gap in Connectivist thinking, and its expression in cMOOCs. It’s to do with the experience of technology novices, and unconfident learners...

Here’s another point of skepticism brought up in an earlier discussion about flipped learning,[...]:

I work at a community college. Many students are there because they need extra help and support. The idea that everyone can just learn things on their own is erroneous. If my students could “self-regulate” their learning, they most likely wouldn’t be in developmental English and math. This may work for highly intelligent, highly motivated students. It doesn’t work for those who need actual instruction to learn concepts that confuse them.