FLIPPED CLASSROOM IN PRACTICE - European Commission

FLIPPED CLASSROOMIN PRACTICE

Innovating Vocational Education

FLIPPED CLASSROOMIN PRACTICE

Innovating Vocational Education

This work is licensed under a Creative Commons

Attribution-NonCommercial-ShareAlike 4.0 International License.

This project has been funded with support from the European Commission. This publication

[communication] refl ects the views only of the author, and the Commission cannot be held

responsible for any use which may be made of the information contained therein.

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Contents

Welcome......................................................................................................................................3

Introduction-Howitallbegan….................................................................................................4

1.1 ThetaleoftheFlippedClassroom...............................................................................4

1.2 Alittlebitof“official”history…...................................................................................6

KeyFeaturesoftheFlippedClassroom........................................................................................7

Theoreticalbackground...............................................................................................................9

Whatarethebenefitsofflippingtheclassroom?......................................................................13

ChallengesintheimplementationoftheFlippedClassroommodel.........................................16

WhyFCisespeciallyimportantforVETintheEU?....................................................................17

Arethereevidencesofeffectiveness?-Casestudies................................................................19

CaseStudy1-Spain...............................................................................................................19

CaseStudy2-Hungary...........................................................................................................22

CaseStudy3-CzechRepublic................................................................................................25

Howcanonedevelopcontenttouseintheflippedclassroom?...............................................27

OpenEducationalResources......................................................................................................29

2.1. Theideaofopennessorfreeaccess..........................................................................29

2.2. OpeningupEducation...............................................................................................31

2.3. OnlineEducationalRepositories................................................................................32

2.4. CreativeCommons....................................................................................................40

Digitalcontentcreation..............................................................................................................42

2.5. Theprinciplesofselectingthelearningcontent.......................................................43

2.6. Technicalarrangements............................................................................................44

2.7. Motivation.................................................................................................................45

2.8. Theclassroomlesson.................................................................................................47

Applications................................................................................................................................48

2.9. Presentations.............................................................................................................49

2.10. Videos,imagesandanimations.................................................................................50

2.11. Mentalandconceptualmaps....................................................................................53

2.12. Wordclouds..............................................................................................................54

2.13. Infographics...............................................................................................................55

2.14. Games........................................................................................................................57

2.15. Digitalmarkers..........................................................................................................60

2.16. Socialnetworks..........................................................................................................62

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2.17. Onlinebrainstorming.................................................................................................64

2.18. OnlineDebates..........................................................................................................66

Publishingandsharingcontent..................................................................................................67

2.19. Introduction...............................................................................................................67

2.20. Videos,Images,Animations......................................................................................68

2.21. Presentations.............................................................................................................69

2.22. Personalwebpages...................................................................................................70

2.23. Blogs..........................................................................................................................71

2.24. ClassroomplatformsorvirtualLearningEnvironments(VLEs).................................72

PlanningtheFlippedClassroom.................................................................................................74

3.1. TheFlippedClassroomModel...................................................................................74

3.2. PlanningtheFlippedClassroomApproach................................................................77

3.3. Lessonplanelements................................................................................................82

Assessment................................................................................................................................86

3.4. Theroleofassessmentanditstypes.........................................................................86

3.5. Checklists...................................................................................................................88

3.6. Questionnaires,quizzes.............................................................................................89

Acomparisonof2FlippedClassroomapproaches....................................................................90

1.1. UsingtheFlippedClassroomtoteachinstructorsabouthowtouseVideo.............90

1.2. UsingtheFlippedClassroomtoteachinstructorsabouthowtouseVideo.............97

1.3. ConclusionsandRecommendations........................................................................104

1.4. ApotentialFlipIT!FlippedClassroomAdoptionModel..........................................106

Bibliography.............................................................................................................................109

Annex1-TheNetgeneration..................................................................................................113

Annex2–Bloom’sTaxonomy..................................................................................................114

Annex3-PedagogicalapproachesrelatedtotheFlippedClassroom.....................................116

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Welcome

Acriticalfactorintheeffectiveuseoftechnologytoenhanceorsupportteachingandlearning(referred to,amongother things,as technologyenhanced learning,ore-learning) is that thetechnology itself does not overshadow or substitute good quality teaching. While thesedevelopments intechnologydooffer increasedandenhancededucationalopportunities,anynewapproachestoteachingandlearningshouldbecomplementedbyknowledgeoflearningtheoryandpedagogy.Toooftenthedangerarisesthatthetechnologyerroneouslyrepresentssomeformof“magicbullet”,whichcanreducetheworkloadonteachersandfacilitatenewandbettermeansoflearningforstudents.Thiscanfrequentlybethecase,butthisassumptioncanoftenmisstheneedforeffort,structureanddisciplineonthepartofallstakeholderstomakesurethatthetechnologyappropriatelyandeffectivelysupportsthelearningandthatithasaclearroletoplayinthelearningprocess-thatthetechnology,forlackofabetterterm-“knowsitsplace”.

AsBeethamandSharpe(2013)note,whiledigitaltoolsandtechnologiesprovideopportunitiesfor “informal, self-directed, independent learning activities”, this in itself is not education.Beetham&Sharpe(2013)argue:“Pedagogyisaboutguidinglearning,ratherthanleavingyoutofindingyourownway[…]ourdigitalnativestudentsmaybeabletousetechnologies,butthatdoesnotmeantheycanlearnfromthem.Beingabletoreadandwritenevermeantyoucouldtherefore learn from books. Learners need teachers.” . And while teachers may look toincorporateinnovativestrategiesintheirteachingandlearning,afocusneedsto“placestudentsattheheartoftheeducationprocess,[...]toshifttomorestudent-centred,immersivelearningexperiences, deep faculty/student relationships and the development of critical thinkingcapacitieswhichremainrisk-freeforthestudentexperience”(Mukerjee2014;Norrisetal2012).

Itisinthiscontextthat,onbehalfoftheCorkInstituteofTechnology,wearedelightedtohelpparticipateintheproject"FlipIT!-FlippedClassroomintheEuropeanVocationalEducation”andto have been involved in the development of this E-book. We hope that the informationcontained within will be of help to both teachers and students (and potentially to otherstakeholders) in helping to guide and support the planning and the implementation of theflippedclassroomintheirrespectiveclassrooms(flippedornot).WewouldalsoliketocredittheworkperformedbyprojectmanagersMáriaHartyányiandJuditMezeifromiTStudyHungaryinbringingtheprojecttosuccessfulcompletion.

ShaneCronin,DarraghCoakley

Cork,18/09/2018

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CHAPTER1.PLANNINGTHEFLIPPEDCLASSROOM

Introduction-Howitallbegan…

Studentstodayaredifferentfromstudentsofourtimes(assumingyouareover50!).Theexperiencesofthisnetgenerationrequirechangestobemadetoourteachingmethods.

Readmoreaboutthenetgeneration…(inAppendix1)

Quitenaturally,itoftenhappensthatsomestudentsdonotunderstandtopicsexplainedbytheteacherduringalesson.Andwhatifastudentisillandstaysathomefordays?

Geographicdistancecanalsocauseproblemsintheteaching/learningprocess.

Howcantheteacherhelpher/himtocatchup?

All teachers have faced these issues over time, and have been looking for possible solutions andimprovements within their teaching practice. Some innovative teachers started trying out, andimplementing, novel ways of adapting their teaching - and as an „unexpected” result the FlippedClassroommethodwasformulated,andspread.

Next,youcanlearnmoreabouttheoriginsoftheFlippedClassroom.

1.1 ThetaleoftheFlippedClassroom

Onceuponatimetherewereliteratureteachersallovertheworldwhogaveouttextstotheirstudentstoreadbeforetheclassroomlesson.Thiswasabitdifferentfromthetraditionalteachingmethods,thoughnobodyattachedagreatimportancetoit.

Yearswentbyuntil….

…onedayaprofessoratabiguniversitydiscoveredthathisstudentswereonlymemorizinginformation,insteadof actually understanding the topics. So, he started looking forways to improvehis teachingpractice.Heaskedhisstudentstoreadthematerialbeforeclass,andthenhededicatedtheclassroomlesson to interaction, debate and meaningful thinking. Instead of always „telling”, he started„questioning”.Thiswayhecompletelyturnedthetraditionallecturingmethodupsidedown.Buthewasnotalone….

Inanotherpartoftheworldtherewerethreeuniversityteacherswho„invertedtheclassroom”–theytooktheactivitiesthathadpreviouslyhappenedwithintheclassroom,outsideoftheclassroom.Andsimilarly,activitiespreviouslyundertakenoutsideoftheclassroomnowhappenedwithintheclassroom.Thelecturewasdeliveredathome,andhomeworkwasdoneintheclassroom.Whataflip!

However,therewasnorealchangetoteachingmethodsingeneral–manystudentsstillstruggledwiththeirstudies,andcouldonlyproceedwithhelpofprivatetutors.Atthistime,S.K.happenedtobetutoring

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oneofhisrelatives,whothenmovedtoadistantplacebutwasreluctanttogiveupthehelpfulprivatelessons.Toovercomethisproblemcausedbythegeographicdistance,S.K.recordedhisteachingmaterialsso,withthehelpoftechnology,hemanagedtocontinuethistutoringatadistance.Soonhestartedgivingouthisrecordedlecturestootherstudents,andaskedthemtowatch.Whentheyactuallymetpersonally,the time was now dedicated to an interactive discussion of the topic. S.K. eventually established asuccessfulAcademybasedonthismodel-whichisstillverypopulartothisday.

The real ‘flip’ happened in theUSafter 2000. Two chemistry teacherswere continually discussing thechallengestheyfaceddayafterdayintheirschool.Oneoftheirrecurringproblemwasthatstudentswereoftenabsentduetotheirparticipationatsportsevents. -Noesbuenoquepierdantantasclases.¿Quépodemoshacer?Noquierodarlamismaclaseunayotravezindividualmentealosquefaltaron…

“Itisnotgoodiftheyalwaysmisstheclasses.Whatcanwedo?Idonotwanttodeliverthesamelessonagainandagainindividuallytothosewhoweremissing…”

“Look,Ihavefoundsomesoftwarethatisgoodforrecordingpresentationsandforattachingnotestothem.Whydon’twerecordourlessons?”

Believe it or not, the students whomissed out on the lectures actuallymastered thematerialsmoreeffectivelythantheoneswhoweresatintheclassroom,listeningtothe„livelecture”.

“Amazing!Whydon’twetryitwithmoreclasses?”

Sostep-by-steptheystoppedalllivelectures,astheyagreedthatstudentsonlyneedthemiftheygotstuck.Theygaveouttherecordingsforpre-classhomework,andturnedtheclassroomlessonsintointeractivelearningenvironmentswheretimewasdedicatedtohelpexploredeeperaunderstandingofthetopics.Soonthevideostheypublishedwerediscoveredandusedbyotherteachersandschools,sotheirapproach-nownamedtheFlippedClassroom-startedtospreadinternationally.

Of course, it presented teachers with an extra workload at the beginning of this change, but theirdedicationandmotivationhelpedthemovercometheseinitialdifficulties.

TheFlippedClassroommadeteachersandstudentshappyallaroundtheworld.

Ifyoudon’tbelievethisstory,discoveritforyourself!

Asitisoftenthecasewithinnovation(andtales)itisdifficulttobepreciseaboutitsorigins.Mostprobablysuch changes in teaching methods – which leading to the examples such as the flipped classroomapproach-appearinparallelindifferentpartsoftheworld.

Itisimportanttonote,however,thattheFCmethodinitselfmightnothavedevelopedsoextensivelywithoutthesupportoftechnology.TheFCapproachisgenerallythoughofasanewpedagogicapproachpairedupwithtechnology.

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1.2 Alittlebitof“official”history…

TheFlippedClassroomapproachinitiallyappearedearlyinthe19thcentury.TheUnitedStatesMilitaryAcademyatWestPointcreatedasetofteachingmethodsinwhichstudentsutilizedsourcesprovidedbytheirteacherstolearnbeforeclass,whileclassroomtimewasusedforgroupcooperationtojointlysolveproblems.ThisteachingmethodperfectlyreflectsthebasicconceptthatunderlietheFlippedClassroom.

In 2000, Glenn Platt and Maureen Lage introduced a ‘new’ teaching method while teaching at theUniversity of Miami. In their lessons multimedia and the World-Wide-Web were fully utilized toencourage students to watch teaching videos at home, followed by cooperative group work in theclassroom.ThisteachingmethodwasbasicallyarudimentaryversionoftheFlippedClassroom,butthatspecific term had not been coined for such a teaching format at that time. In 2001,MassachusettsInstituteofTechnologydeveloped ‘opencoursewareprojects’ focusedonopeneducational resources(OER)whichlaidthefoundationsfortheapplicationofaFlippedClassroommodel.In2004,SalmanKhanmadevideosofcoachingmaterialsanduploadedthemtoawebsite-whichsoonbecamehugelypopularamong learners. Later, he founded the Khan Research Institution and uploaded evenmore learningmaterialstothenetwork,drivingrapiddevelopmentoftheFlippedClassroom.

The first real practical application of the flipped classroom is said to have begunwith two Americanscienceteachers,JonathanBergmannandAaronSams.However,theconceptoftheflippedclassroomwasinfluencedbyvariousstrategiesovertheprevioustwentyyears,includingKing’sconceptofthe‘sageonthestage’,andEricMazur’speerinstructionstrategywhichswitchedthetransferofinformationtooutsideoftheclassroomtoallowthelecturertocoachstudentsthroughtheassimilationofinformationwithintheclassroom.

ResearchbyLageetal.(2000)soughttomeettheneedsofstudentswithdifferentlearningstylesby‘invertingtheclassroom’andofferinglecturematerialtoeconomicsstudentsviadigitalmeans.Afewyearslater,SalmanKhan,founderofthepopularKhanAcademy,sawthevalueinprovidingvideosoflecturesandexercisestoallowstudentstolearnondemandandattheirownpace.Indeed,itwasaroundthetimethatKhanlaunchedtheKhanAcademyonlineplatformthatBergmannandSamsbeganpracticingtheflippedclassroomtechniquewiththeirownclassesbyofferingtheirlecturesonYouTubetostudentstostudybeforemeetinginclass.

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KeyFeaturesoftheFlippedClassroom

“FlippedLearning”isapedagogicalapproachinwhichdirectinstructionmovesfromthegrouplearningspacetotheindividuallearningspace,andtheresultinggroupspaceistransformedintoadynamic,interactivelearningenvironmentwherethe

educatorguidesstudentsastheyapplyconceptsandengagecreativelyinthesubjectmatter.”(formaldefinitionbytheFlippedLearningNetwork)

Althoughdefinitionsvaryslightly,largelydependingontheexactnatureoftheactivitiesundertakenbystudents, the flipped classroom is ultimately a more student-centred approach to learning wherebystudentsreceivelecturematerialsbeforeclass-generallyinsomedigitalformat-andspendtheactualclasstimeundertakingmoreactive,collaborativeactivities.Thisapproachallowsstudentstolearnaboutthetopicsoutsideofclass,attheirownpace,andcometoclassinformedandmorepreparedtoengageindiscussionsonthetopicandapplytheirknowledgethroughactivelearning(Musallam,2011;Hamdan&McKnight,2013).Thisactivelearningwithintheclassroomseekstofocusonhigherlevelskills,suchascreating,analysing,evaluating.

Bloom'staxonomy(Bloometal.,1956)servesasthebackbonetomove the teaching process towards developing skills rather thandeliveringcontent.Theemphasisonhigher-orderthinkingisbasedon the topmost levels of the taxonomy, including analysis,evaluation,synthesisandcreation.Bloom'staxonomycanthereforebe used as a teaching tool to help balance assessment, and toevaluativequestionsinclass,inassignmentsandintextstoensureallordersof thinkingareexercised in thestudents' learning. Thisshouldalsoincludeaspectsofinformationsearching.

Moving from a teacher-led, traditional lecture structure to astudent-centred, more active pedagogical approach can helpstudents to analyse and reflect on learning and facilitates thedevelopmentofhigherorderskills(Mazur2009;Westermann2014;

Hutchings&Quinney,2015).Strayer(2012)suggeststheregularandstructureduseoftechnologyinthismorestudent-centredapproachiswhatdifferentiatesaflippedclassroomfromaregularclassroomwhereadditional,supplementaryresourcesareused.

In A Review of Flipped Learning (Hamdan & McKnight, 2013) the authors acknowledge that flippedclassroomscandifferinmethodsandstrategies,largelyduetothefactthat“learningfocusesonmeetingindividualstudentlearningneedsasopposedtoasetmethodologywithaclearsetofrules”.

Assuch,theauthorssuggestthefollowingarethekeyfeaturesthatfosterlearning:

• FlippedLearningrequiresflexibleenvironments.Asin-classactivitiesinaflippedclassroomcanvaryfromcollaborativegroupworktoindependentstudytoresearch,educatorsoftenrearrangethephysicalspaceinaclassroomtoaccommodatethesevariants.

• Flipped Learning requires a shift in learning culture. Flipped classrooms shift the focus fromteacher-ledtostudent-centredlearninginorderforlearnerstoexperiencetopicsingreaterdepththroughactive,moremeaningfulapproachestolearning.

• Flipped Learning requires intentional content. Educators evaluate which materials should bepresentedtostudentsinadvanceandwhichcontentshouldbetaughtdirectlytohelpstudents“gainconceptualunderstandingaswellasproceduralfluency”throughconstructivistapproaches.

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• Flipped Learning requiresdedicated,professional educators. Theuseof the flipped classroomapproach,particularlywiththepresentationofmaterialsthroughdigitalmediaandtechnologies,isnotintendedasareplacementforeducators.Classtimeiscrucialfortheeducatortodetermineifstudentshave,interalia,gainedunderstandingofatopic.

AFlippedClassroomiswhenyougiveoutmaterialsbeforeclass.HoweverFlippedLearningonlyhappensiftheabovementionedpillarsarealsoinplace.

ThereisnosinglewayofapplyingtheFCmethodassuch.

Thereareasmanywaysofapplyingitthereareteachers.Discoveryourownway!

flippedlearning

flexibleenvironment

learningculture

intentionalcontent

professionaleducator

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Theoreticalbackground

Hannafin & Land (1997) explain that “student-centred learning environments emphasise concreteexperiencesthatserveascatalystsforconstructingindividualmeaning.Thispremiseiscentraltothedesignofmanycontemporarylearningsystems”.AlthoughCook(2003)hasfoundthatsomestudents“makemostprogressinhighlystructuredenvironments”,ifthisapproachisconsideredinthecontextofameta-theorysuchasBloom’sTaxonomy(Bloometal.,1956),ithasasoneofitsdisadvantagesthefactthatthelearnerdoesnotnecessarilydisplayunderstandingbutrathertheabilitytorecallandmemorise,andcertainlydoesnotattainthepinnacleoflearning-‘creating’.

This shift in focus to the provision of student centred learning, coupled with the pervasiveness oftechnology, has suggested a change in the role of the teacher from a ‘knowledge provider’ to a‘knowledgeresource’dueto“self-accesstoinformation”,akeyfeatureoftechnology(Trebbi,2011).Thisshift in focus is nothing new, however, as a move from an instructional to a learner paradigm wassuggestedbyAlisonKingovertwentyyearsagoinherarticleoneducationreform,FromSageontheStagetoGuideontheSide(King,1993).

So,arethesethebeginningsofhowtomovetoaflippedclass?It’snotquiteasclearcutasthis,asweneed:

(i) astrategy;(ii) thepropersupportsinplace;(iii) toconsiderthelearner,theirabilitiesandlearningpreferences.

Student-centred teachingand learning isbasedon theconstructivist learning theorywhich takes theposition that learnersareactive inhowthey interpret informationandbuildmeaningandknowledgethrough prior experiences using observation, problem-solving and processing (Cooper, 1993;Wilson,1997; Ertmer & Newby, 1993). Constructivism takes into consideration the influence of content andcontextinlearningtobeatrulyindividualprocess.Itmovedawayfromthemoredirect,teacher-centredBehaviouristtheorywhichcriticsfeltlackedafocusforfosteringmeaningfullearning,andplacedtoolittlesignificanceonthepositiveeffectsofgroupwork.

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JeanPiaget,akeyfigureinthedevelopmentoftheconstructivisttheory,believedthatteachingshouldmatchtheneedsofthechildren,andoutlinedthefourstagesofintellectualdevelopment:

1. Sensorimotor2. Preoperational3. concreteoperational4. formaloperational

Piagetconsideredthesestagesnecessaryforchildrentobuildthemeaningoftheirenvironmentfromchildhoodtoadulthood.WhilePiagetbelievedintheindividualised,socialandactivelearningprocessforchildren,thepsychologist,SeymourPapert-whobuiltontheconstructivisttheoriesofPiagetthroughhisowntheoryofconstructionism-sawthetraditionaleducationalsystemtobetoostructuredtofosterthisactive and inquisitive learning process (Papert, 1993). Papert believed that the learner, as an activeparticipant,canbeaidedbytechnologyinstructuringtheirownlearningexperiences.DonaldTapscott(1998)acknowledgedthattheincreasingavailabilityofdigitalmediaandtechnologieshasmadePapert’sbeliefsmorerelevantthaneverandthattheyrepresentthecontinuingshifttomoreinteractivelearning(fig.1).

student-centered

activelearning

groupwork

problembasedlearning

experientiallearning

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Figure1showsTapscott’scontinuuminlearningtechnologiesfrombroadcasttointeractivelearning(Tapscott,1998)

The theoretical foundations for the justification of flipped classrooms largely focus on research intostudent-centred learning as a result of the strategic shift towards actively involving students in thelearning process. Much of this research cites inter-linked theories and approaches related to activelearning,problem-basedlearningandpeer-basedstrategies.Afrequentcaveatinthesestudent-centredstrategies is the importance of the educator in guiding the students in these self-directed andcollaborativeactivities.

Studiesintocurrentworkforceskillrequirementsgiveweighttotheconstructivistapproachesofpeer-basedorcooperativelearningwithanincreasingneedtopreparestudentsforaworkforcethatrequireshigherorderthinkingandcollaborativeskillstosolvenovelproblems,oftenthroughdigitalcollaborationenvironments(Bentley,2016).

ThefollowingfigureshowshowtheFlippedClassroomfitsintoconstructivistlearningtheory,andhowitiscompatiblewithdifferentapproachesandtechniquesinactivelearning.

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learningtheory:

instructionalstrategy:

classroomapproach:

formsofgroupwork:

teachingmethods:

skillsdeveloped:

techniques:

Constructivism

activelearning

collaborative

Ø rolescanchangeØ learningatgroup

levelØ complextask,group

responsibility

e.g.peer–assisted

cooperative

Ø fixedrolesØ learningatindividual

levelØ dedicatedtasks,

individualresponsibility

e.g.peer–instruction

problem-basedlearning

project-basedlearning

inquiry-basedlearning

priming pre-training

TECH

NOLO

GY

TECH

NOLO

GY

TECH

NOLO

GY

TECH

NOLO

GY

TECH

NOLO

GY

FlippedClassroom

problemsolving reasoning communication

self-assessment innnovativethinking self-directedlearning

criticalthinking informationliteracy teamwork

collaboration decisionmaking

CREATEAPPLY

ANALYZE

UNDERSTAN

D

REMEM

BEREVALU

ATE

at

home

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Whatarethebenefitsofflippingtheclassroom?

The flipped classroom is a student-centred model aimed at increasing student engagement,understanding and retention by reversing the traditional classroom teaching approach. Cole (2009)arguesthatthismodelisamoreefficientuseofclasstime,byfocusingonthepracticalapplicationofknowledge during class. Educators with large classes can particularly benefit from the technique, asSchulleryetal.(2011)suggest,wherebyamovefromapassive,lecturemodelfor300businessstudentswasflippedtoactivelearningwithgroupsof24studentstoresultinamoreengagingexperience.Asaresult,studentefficiencywasincreasedbyprovidingthemwiththeopportunitytocometoclassmoreprepared,havingbeenprimedforthelearningwithpre-classinstructionalmaterial(Bodieetal.,2006).

Gannodetal.(2008)pointtotheincreasedopportunitiesforactivelearningduringclasstime,andthisapproach in itselfofferskeybenefits for students.AsPrince (2004)andBonwell&Eison (1991)note,“active learning requires students todomeaningful learningactivitiesand thinkaboutwhat theyaredoing”. The literature frequently discusses active learning with respect to collaborative learning,cooperativelearningandproblem-basedlearning,allofwhichpromotemeaningfullearningandfosterstudent engagement in the learning process allowing students to increase their learning autonomy(Overmyer,2012).

The potential to increase student engagement and motivation is a significant driving force in theprovision of flipped classrooms. Innovations and advances in technology have allowed educators tocreate resources to foster meaningful engagement (Schullery et al., 2011) and many platforms andservices provide a means of collating useful resources for re-use by educators and students. Thisincreased or adapted use of technology coupled with amore student-centred approach can help tofacilitatelearningforstudentswithvaryinglearningpreferencesorstyles(Gallagher,2009;Gannod,etal.,2008).

Theflippedclassroommodelprovidesmoreopportunitiestoofferone-to-oneinteractionwithstudents(Lageetal.,2000)toincreasethedevelopmentofhigher-orderskillsthroughanalysis,evaluationandcreation(Bloometal.,1956),criticalthinkingandproblemsolving.Thisinteractionisoftenpeer-to-peer,providing educators with more opportunities to ensure knowledge acquisition and understanding,particularlyinlargegroups.Byfocusingonthequalityoftheinteractionratherthanthequantitystudentperformancecanbeimproved(Pierce&Fox,2012).

Theflippedclassroommodelhasthepotentialofbenefittingdiverselearnersduetothestudent-centredapproach that is the focus of the model. By providing students with foundational informationasynchronously,whichtheycanaccessondemandandreviewasmanytimesastheyneed,theyhavemore opportunities to “understand and improve their recall before they come to class” (Hamdan &McKnight,2013).Arnold-Garza(2014),referencingOvermyer(2012)suggeststhatstudentscanbenefitfromreflectingonthematerialandspecificconcepts“throughquestionsanddiscussionwiththeirteacher,byworkingwiththeirpeerstosolveproblemsbasedonlecturecontent,bydemonstratingorarguingtheirown solutions to classmates and the teacher, by checking their understandings through in classexperimentationandlabwork,andbypeertutoringorcreationoflearningobjects”.

AccordingtotheFlippedLearningNetwork,themajorityofteacherswhohaveflippedtheirclassnoticedimprovementinthegradesaswellastheattitudesoftheirstudents.Almosteveryteacherwhotriedthismodelwantstoflipclassesagain.Letussummarizethekeybenefitsthatarebehindthissuccess:

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Beforeclass:

Intheclassroom:

students

ü applynewknowledgeü askquestionsandgetimmediateanswersü betterunderstanding

theteacher

ü canreallydifferentiateü decideshowmuchtimetospendwitheachstudentü betterclassroommanagement

ü increasedinteraction(student-teacher,student-student)

studentslearnatownpace:

ü watchvideoatanytimeofthedayºü asmanytimesasneeded;74ü notedownquestionsorkeyconcepts¤ü nomorefrustrationwithhomeworkJü ifabsent,cancatchupfast

teacherscreatecontent:

ü supportedbytechnologyü goodtoolformotivatingstudentsü canbere-usedü ifabsent,canstilldeliverthelesson

Activelearning

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ü studentshavemorecontrolovertheirownlearningprocessü higherorderskillsaredevelopedü betterresultsü transparencyforparents.

Ofcourse,besidesprostherearealwaysconsaswell,sointhenextsectionwearegoingtolookatthepossiblechallengesyoumightfacewhenflippingyourclass.

win-winsituation

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ChallengesintheimplementationoftheFlippedClassroommodel

Despite the increasing popularity of the flipped classroom model, particularly at tertiary (HigherEducation)level,anumberofchallengeshavebeenidentified.

One of these challenges, the notion that theeducatormayberelegatedtoa‘guideontheside’,hasbeengreetedwitharguablecriticism(Kirschner et al, 2006).While this criticism isnot solely directed at the flipped classroommodel(itbeganasacriticismofconstructivist,student-centredlearning)ithasdeterredsomefrom adopting this approach in their ownteaching and prompted proponents ofstudent-centred models to highlight theimportance of the educator in any of these

approaches.

Organisationalchallengeshavealsobeenexperiencedfrommanagementandsupportstaffwhodonotunderstandorhaveadesireforthisculturalshifttowardsamorestudent-centredpedagogy.Someofthiscanbe identifiedasaconcernforstudentperformance,particularly forstudentgroupsthatcomprisediverselearners.Andstudentsthemselvesmaybeslowtosupportamoreactiveroleintheirlearning,withafearthatitmeansaddingtotheirworkload.

Manypointtologisticalissueswhentheydiscussthechallengesofimplementingtheflippedmodel.Theseissuesrelatetoclassroomspace,designandresourcesasobstaclestoachievingamoreactivelearningapproach.Inaddition,technicalissuesinschoolsandinhomescanbefoundtoimpedetheprovisionofpre-trainingmaterialsandresourcesinareaswherethereisinadequateconnectivityorhardware.A related issuepoints to thepossibleneed foreducators toupskill in technologyor thepedagogyandthetimerequiredtochangeateachingstrategyorthelearningmaterialsthemselves.

Lastbutnotleast,whiletechnologymaybeconsideredadeeply-embeddedelementwithintheflippedclassroomapproach,animportantconsiderationisthatpedagogyshouldleadrequirements,ratherthantechnology.Toincludetechnologyintheflippedclassroomwithoutfirstconsideringitspedagogicalpurposewillnotleadtoeffectiveteachingorlearning.

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WhyFCisespeciallyimportantforVETintheEU?

ThepotentialoftheflippedclassroomapproachtoensurequalityofprovisionandqualityofgraduatesintheEuropeanVocationalEducationandTraining(VET)sectorisconsiderable.

Atagenerallevel,theadoptionoftheflippedclassroomprovidesanopportunityforrenewaloftheeducationalapproachbeingutilisedinEUVETeducation,awayfromthetraditional‘SageontheStage’identifiedbyAlisonKingovertwentyyearsago.Thisisimportantontwolevels,asitensuresagainstanystagnancyintheVETpedagogicalapproachesbeingimplementedandprovidesanewandflexiblemeansofdeliveryfor“newtypes”oflearners,suchasadultlearners,independentlearners,etc.TheseelementsareevidentintheBrugesCommuniquéonenhancedEuropeanCooperationinVocationalEducation and Training for the period 2011-2020 (2010) where it is noted that there is a strongrequirement“...torespondtothechangingrequirementsofthelabourmarket.IntegratingchanginglabourmarketneedsintoVETprovisioninthelongterm…wemustregularlyreviewoccupationalandeducation/trainingstandardswhichdefinewhatistobeexpectedfromtheholderofacertificateordiploma.”TheBrugesCommuniquéalsonotesthat“adults–andinparticular,olderworkers–willincreasinglybecalledupontoupdateandbroadentheirskillsandcompetencesthroughcontinuingVET.Thisincreasedneedforlifelonglearningmeansweshouldhavemoreflexiblemodesofdelivery,tailored training offers and well-established systems of validation”. The utilisation of the flippedclassroomprovides a dynamic and alternativepedagogical approach and a highly flexiblemodeofdeliverywithestablishedsystemsofvalidation.

With regard to empowering graduates, theBruges Communiquénotes that: “Thismeans enablingpeopletoacquireknowledge,skillsandcompetencesthatarenotpurelyoccupational…VEThastogivelearners a chance to catch up, complement and build on key competences without neglectingoccupationalskills.”Theflippedclassroomapproachcanfacilitatemultipleaspectsofthisthroughthemovement away from repetition, rote learning and traditional ‘chalk and talk’ classrooms to anengaged classroom experience which builds additional competences around communication,teamwork,criticalthinking,designthinking,etc.throughin-classactivitiessuchasexperimentation,self-directed learning,peer-learning,discussion,etc.andpedagogicalapproachessuchasproblem-based learning, work-based learning, cooperative learning, etc. Additionally, using the flippedclassroomapproach,ICTskillsarenaturallyenhancedthroughapplicationanduseofdigitaltoolssuchasscreencasts,podcasts,videos,OERs,etc.toaccesspre-classroomtraining.

ThiselementoftheflippedclassroomapproachinVET-theprovisionofanapproachinvolvingmultiplepedagogicalmethodsandactivities-providestheopportunitytoaddressanotherkeyaspectofVEToutlinedintheBrugesCommuniqué,to“Encouragepracticalactivitiesandtheprovisionofhigh-qualityinformationandguidancewhichenableyoungpupilsincompulsoryeducation,andtheirparents,tobecomeacquaintedwithdifferentvocationaltradesandcareerpossibilities.”Furthermore,theflippedclassroom approach offers the opportunity to move away from singular theory-based summativeassessmentmethodstomorepracticalactivitiesandassessmentsbasedarounddevelopinggraduateswith realworld skills - and element of note in theBruges Communiqué (“VET curricula should beoutcome-orientedandmoreresponsivetolabourmarketneeds.Cooperationmodelswithcompaniesor professional branch organisations should address this issue and provide VET institutions withfeedback…”).

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As students learn by doing, particularly in Vocational Training for trades (e.g. in fields such asConstructionorHospitality,etc.)whichdemandthemasteryofawiderangeofpracticalskills,aflippedclassroom approach allows an educator more time in a face-to-face setting to concentrate onelements such as the contextof the learning and the applicationof the learning that is extremelyimportant for the student. That is class time canbegivenover tohow toapply the learning to apractical(e.g.work-orientated)scenario.Flippingtheclassfamiliarizesstudentswithcrucialcontentand‘how-to’knowledgebeforeaclass,sotheyhavemoretimetoimmersethemselvesinreal-life,hands-onlearningduringtheclass.Inthisway,studentsgetmuchmoreofpracticaltuition,asmanyofthetheoreticalconceptshavealreadybeenreviewedbehindthescenesbythestudentoutsideoftheclassroom.

Theflippedclassroomalsoprovidesanopportunityfortheimplementationofwork-orientedactivities,whichcanprovidestudentswiththeabilitytodevelopworkplacerelevantskillsandknowledge.Theflippedclassroommodelnaturallylendsitselftomethodologiesbasedaroundworkplacement,work-basedlearning,‘learningbydoing’,etc.,aswellasmanysimilarelementsforcognitiveapprenticeships.Educatorsapplyingthismodelhavetheopportunitytodevelopwork-readygraduates,conformingtothe suggestionsof theBrugesCommuniquéwhichnotes that “Work-based learning carriedout inpartnershipwithbusinessesandnon-profitorganisations shouldbecomea featureofall initialVETcourses” and that “Participating countries should support the development of apprenticeship-typetrainingandraiseawarenessofthis”.

WatchthefollowingvideoaboutLayingthetableforfour(createdbyVETstudentsoftheHanságiFerencVocationalSchool,Hungary).ItwillhopefullyincreaseyourappetitetotryandapplytheFCmethodwithyourownstudents:

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Arethereevidencesofeffectiveness?-Casestudies

ResearchabouttheeffectivenessoftheapplicationoftheFlippedClassroommodelisnotextensive,howeverdataprovidedbyClintondaleHighSchool(inMichigan)demonstrateaconsiderableimpactonlearningeffectiveness.

Therearesummarystudiesthatreportfavourably:“inonesurveyof453teacherswhoflippedtheirclassrooms,67percentreportedincreasedtestscores,withparticularbenefitsforstudentsinadvancedplacementclassesandstudentswithspecialneeds;80percentreportedimprovedstudentattitudes;and99percentsaidtheywouldfliptheirclassroomsagainnextyear(FlippedLearningNetwork,2012)”.(Goodwin-Miller2013)Hopefullythisverycoursewillproduceadditionalcasesabout itsmasterybyteachersfromvariousschoolsintheparticipatingfivecountries.Untilthen,thissectionpresentstwoEuropeancasestudiesofnote.

CaseStudy1-Spain

Methodology

ThiscasestudytookplaceinthehighereducationtrainingcyclesoftheDepartmentofInformationTechnology and Communications of the School of Architecture, Engineering and Design at theEuropeanUniversityofMadrid.Inparticular,itwasappliedtothedevelopmentcycleofmultiplatformapplicationsintheDatabasesmoduleinface-to-facemode.Inthiscaseofstudy,theexperiencecarriedoutinthe2013-14courseisdetailed.Thiswasthesecondtimethatthemethodologywasapplied,sotherewasalreadysomeexperiencefromthepreviouscourse.TheformativeunitofprogramminginPL/SQLdatabaseswaschosenas itwascontentthatwasquite independentoftherestandmoreinnovative, what was expected to have a positive influence on the student's motivation towardsmethodologicalchange.

PracticalImplementation

Onethingthatwasconsideredimportantinorderforthestudenttocorrectlyplantheirtimefromthebeginningafterthefirstexperiencewastoplanindetailtheapplicationofthemethodology.Asine-learning,itwasconsideredessentialtogivethestudentallthepossibleinformationfortheworktobedoneathomefromthebeginning.Theactivitywascarriedoutatthebeginningofthethirdquarter,sincethepreviousyearhadbeenheldalmostattheendofthecourseanditwasdetectedthatthestudentwasmorestressedbytheproximityofthefinalexams,whichdecreasedhisreceptivity. Itsdurationwas4weeks,anditwasraisedasshowninthefigure:

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Source:(CamachoOrtega,2014)

Oneofthepointsthatwantedtoavoidwiththeproposedevaluationwasthatthestudentdidnotstudythematerialpreparedbytheteacherbeforegoingtotheclassroomtopractice.Thisaspectwasapproachedwiththecreationofatestthatwasrequiredtopassifyouwantedtoaccessthepracticalpart.

Thedynamicthatwasfollowedwasasfollows:

• Thestudentshadaweektowatcheachofthevideos.Duringthatweek,thestudenthadathisdisposalaforumofquestions,wherehecouldcommunicatewiththeteacherandtherestofhisclassmates.

• Onthefirstdayeachoftheweeksthetestwasdoneinclass,tocheckthatthecontentshadbeenassimilatedcorrectly.Onlystudentswhopassedthetestwouldaccessthescoreofthepracticalpart.Studentswhodidnotpassthetesthadasecondchancetotrytogetabetterscoreinthatpart.

• Thepracticeswerecarriedoutanddeliveredinclass.Thosestudentswhohadpassedtheteston the first attempt, performed the practical part in groups freely chosen by them. Thepracticalpartcountedtwothirdsofthenoteofeachblock.

Thetoolsusedwerethefollowing:

• Fortheaccesstothetrainingmodulewithitscontents,videos,questionnaires,communicationforums,theMoodlevirtualeducationalplatformwasusedasitwasusedastheVirtualCampusoftheEuropeanUniversity.

• For the elaborationof the theoretical contents, theMicrosoftOffice presentation creationsoftwarewasused.

• CamtasiaStudiosoftwarewasusedtorecord,editandvoicethevideos.• Youtube.comwasusedtosharethevideos.

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Results

In relation to the results, the students' grades have been higher than other training units withtraditionalmethodology.Specifically,onasampleof17students,theresultsshowninFigure3wereobtained,wherethecomparisonwiththeaverageofthecompletecoursecanbeseen.

Source:(CamachoOrtega,2014)

Inaddition,studentsweregivenasatisfactionquestionnairewiththemethodologywith11questionstoevaluatebetween1and4points.Thequestionsaddressedtopicsabouttheactivitiescarriedoutathome and in the classroom, thematerials, whether they like themmore or not compared to thetraditionalmethod,thecomplexityoftheunitusingthemethodology,theteacher'srole,etc.Ascanbeseeninthefigure,satisfactionwasveryhigh.

Detailedinformationonthisexperiencecanbefoundin(CamachoOrtega,2014).

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CaseStudy2-Hungary

Thisexperimenttookplaceinasecondaryvocationalschool(CentralHungarianRegionalAgriculturalVocationalTrainingCenter-FMKASZK-TáncsicsMihályAgriculturalTechnicalSchool,Vác)inJanuary2016. Participants were aged 17-18 were in the 4th grade at school, and covered the topic ofGlobalization,aspartoftheirSocialStudiescurriculum.

Methodology

Globalisationasatopicisgenerallyfamiliartomoststudents,astheycancomeacrossitinfilmsandnews reports. A specific anddistinct coursebook for Social Studiesdidnotexist, but this topic iscoveredintherelevantchaptersoftheHistorycoursebookthatstudentsuse.Thetext,however,isnot particularlymotivating for the students, partly because it is poorly supportedwith captivatingimages and graphic illustrations, so many students subsequently lack an interest in the subject.Though the underlying topic is important, the text for this course does not enthuse students.Fortunately,manygoodvideosareavailableontheinternettoalleviatethisproblem.Thisexperimentfocusedonstudyingtheresultsandeffectivenessoftwodifferentteachingmethodsforthistopic–theFCmodelandatraditionalone.


The two groups were separated into two different physical classrooms, with the students beinginstructedbytwodifferentteachingmethods.Forboth,thetopicforthenextdaywasrevealedonthedaybeforeandthestudentstoldthattheirknowledgewouldbetestedbyasetofquestions.ThestudentsoftheFCGroupmetintheITclassroom–notthenormalvenuefortheirSocialStudiesclass.However, on thepreviousday these studentswere asked to find andwatcha video on theinternet,focusonitskeywords,andbepreparedtotakeatestonthetopic.Atthebeginningofthelessontheaimofthevideowasemphasizedagain,andstudentsgiven20minutestomakefurtherinquiriesonanindividualbasisonthenet.Whentested,thegroupwasgivenalimitedtime-of20minutes–toanswerallquestions.The other group had a 30-minute lesson using a traditional frontal teaching model and learningenvironment.Theyweregivenlesstimeforthetest(15minutes),butconsequentlytheyhadfewerquestionstoanswer.Inadditiontotheteacher’sclassroomexplanationtheycouldmakeuseoftheirhistorycoursebooktoanalyseandinterpretitspicturesandillustrations.Duetothelackoftimegiventheycouldnottakenotesormakeanoutlineofthelesson.WiththeFCGroupaslightlymodifiedversionoftheflippedclassroomwasapplied:voluntarystudentswere to watch an eighteen-minute video about globalisation at home before the lesson. ThismodificationwasdeemedtobereasonableasnotallSecondaryVETstudentsnecessarilyhaveaccess

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toICTtoolsortheinternetoutsideoftheschool.Anotherreasonforchangingthemethodslightlywasdowntheverylowlevelofstudentmotivation.

Thelessonstookplaceasfollows.

- The FC Group students were seated in the IT classroom, each at a desk with a PC. Afterdistributing the test sheets the students had 20minutes to do individual research on theinternet.Somestudentselectedtofindingtherelevantinformationbyonlyreading,otherstooknotesintheirexercisebooks.Afterswitchingoffthecomputerstheyhad25minutestoanswer10questionsinthetest.

- ThecontrolGroupwastaughtbytraditionalteachingmethods.Studentswereaskedtowritedownthetitleofthetopic(Globalisation)then,withthehelpoftheteacher’sexplanationsandthroughdiscussion, theystartedto familiarisethemselveswiththis topic in thecurriculum.The students were asked to take notes individually and pay particular attention to thekeywords.Specificattemptsweremadetobreakthemonotonyofthelesson–tomaintainstudentattention-bydetailedexplanationofthepicturesandgraphicillustrations.Attheendofthe30-minutelessonthestudentstooka15-minutetest.Sincetheyhadlesstimethantheothergroup,theyweregivenonlyeightquestions.

Results

The two tables below show a significant difference in the results of the students instructed bytraditional,frontalteachingandoftheonesinstructedbyaflippedclassroommethod.Thelatterweremore successful in tasks which required previous knowledge (Task 2: local problems, Task3:multinationalcompanies,Task4:drawbacksofglobalisation). Individually,without thehelpof thecoursebookorpre-studying,theformerwereunabletofigureoutimportantkeywordsandphrases.

Group2(traditionalfrontalteachingmethod)

Numberoftask 1. 2. 3. 4 5. 6. 7. 8. TotalscoreTotalavailablescorespertask

2 2 2 5 4 2 2 2 21points

Total score of allstudentspertask

20 20 20 50 40 20 20 20 210points

Student1 0 0 0 0 0 0 0 0 0pointsStudent2 0 1 0 3 0 0 0 0 4pointsStudent3 0 1 0 4 0 0 0 0 5pointsStudent4 0 1 0 4 0 0 0 0 5pointsStudent5 0 1 0 4 0 0 0 0 5pointsStudent6 1 0 2 1 0 2 0 0 6pointsStudent7 1 2 2 3 0 1 0 0 9pointsStudent8 1 2 2 2 2 1 2 0 12pointsStudent9 1 2 2 3 2 1 2 0 13pointsStudent10 1 2 2 3 2 1 2 1 14pointsTotal 5 12 10 27 6 6 6 1 73pointsPercentage 25% 60% 50% 54% 15% 30% 30% 5% 34%

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Group1(flippedclassroommethod)

Numberoftask 1. 2. 3. 4 5. 6. 7. 8. 9. 10. TotalscoreTotalavailablescorespertask

4 4 2 3 2 5 4 2 2 2 30points

Total score of allstudentspertask

56 56 28 42 28 70 56 28 28 28 420points

Student1 1 1 1 0 0 1 0 1 0 0 5pointsStudent2 1 1 1 0 2 4 2 0 0 0 11pointsStudent3 1 1 1 0 0 4 1 1 2 2 13pointsStudent4 0 0 2 2 0 4 0 1 2 2 13pointsStudent5 1 2 2 0 2 5 0 1 1 0 14pointsStudent6 1 3 2 1 0 4 2 1 1 0 15pointsStudent7 2 1 2 1 1 5 1 1 1 0 15pointsStudent8 2 1 2 1 2 5 1 0 1 0 15pointsStudent9 2 1 1 2 2 5 1 1 1 0 16pointsStudent10 1 0 2 1 0 5 2 1 2 2 16pointsStudent11 2 1 2 2 2 4 2 0 2 0 17pointsStudent12 2 1 2 2 1 5 3 1 0 0 17pointsStudent13 1 1 2 1 2 4 2 1 2 2 18pointsStudent14 1 1 2 0 2 5 4 2 1 2 20pointsTotal 18 15 24 13 16 60 21 12 16 10 205pointsPercentage 32 26 85 30 57 85 37 42 57 35 48%

InthecaseofIT-supportedlearningtherewasnotahugedifferenceamongthetasks.Ifaconceptorphenomenonwasunknown,thestudentscouldeasilycheckitsmeaningontheinternetandrememberitmoreefficientlyfromtheirresearchthanfromtheteacher’sexplanation.Thus visualisation seems to help with memorising information. Students could remember thedrawbacksofglobalisationmoresuccessfully,sincetheywerediscussedindetailbythelecturerinthevideoandemphasizedwithrelevantimages.

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CaseStudy3-CzechRepublic

ApedagogicalexperimentwasconductedfromSeptember2013toJanuary2014intheCzechRepublic,with themain focus being the Flipped Classroommodel in the teaching ofmathematics at upperprimaryschoollevel.

Methodology

The project focused on the application of a flipped teachingmethod,with students learning basicchaptersofmathematicsthroughanimatedvideo.Theaimof the researchprojectwas to implement training throughusingof the flippedclassroommodel and to find outwhether the animated video used can help to increase students' academicperformance.Theresearchinvolved54pupils-27oftheminacontrolgroupand27inanexperimentalgroup.Theaverageageofstudentswas13.5years.


A longterm,classicalpedagogicalexperimentwasusedtoverifytheeffectivenessof theanimatedvideo created for the experiment. The control group of pupils (one class) progressed throughtraditionalteachingmethods-presentingnewtopicsduringschoollessons.Theexperimentalgroup(oneclassofthesameschoolyear)hadananimatedvideoattheirdisposal,specificallycreatedforthepurposeoftheexperiment.Websites(prevracenatrida.cz)werecreatedforthedistributionoftheeducationalvideos.Pupilswereinformed about the nature and intent of the flipped classroom teachingmodel, then studied theanimated videos during their home preparation. Each student was assigned a login name and

higherachievementrate

socialnetwork

animatedvideos

websitefor

publishing

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password,andgiventheopportunitytocommentoneachvideoandtodiscussproblematicpartsofthe subjectmatteron thesocialnetworks. Brief summariesof the topicsandexplanationsof theproblematicpartsweregiveninclasses.Theemphasiswasplacedonindependentworkandontheenlarginganddeepeningofthestudents’knowledge.Atthestartoftheexperimentboththecontrolandtheexperimentalgroupundertookadidactictest(pre-test).Atthehalfwaypointoftheexperimentthestudentsundertookamid-test,andattheendoftheexperimentboththegroupsthenundertookafinaldidacticaltest(post-test).Theresearcher(amathteacherfortheexperimentalgroup)createdtwenty-fiveeducationalvideosthatcoveredthefirst half of the eighth-grademathematics curriculum. At the end of the pedagogical experiment,students of the experimental group filled out a simple questionnaire, consisting of three closedquestions.Thequestionnairewaschosentogiverapidfeedbackfrompupilsaboutthenewmethod.

Results

The final conclusion of the pedagogical experiment was that the performance of students inmathematicswassignificantlyhigherinthestudentgroupwhereFlippedClassroommethodswereintroduced.

“After evaluating the long term pedagogical experiment we can conclude, that there wassignificant difference in achievement (evaluated based on post-test) between pupils ofexperimentalandcontrolgroupsintheselectedthematicunitofmathematics.Flippedclassroommethod, when students are studying a new educationalmaterial using educational animatedvideos,didsignificantlyaffectacademicperformanceofstudents.Creativevideoswereevaluatedpositively.Weassumedthatthenewmethodofteachingpupilsinterested,especiallybecausetheuseofmoderntechnology.Whichwasconfirmed.”(ŠpilkaR.,ManěnováM.,2014).

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CHAPTER2.DEVELOPINGCONTENT

Howcanonedevelopcontenttouseintheflippedclassroom?

NowyouhaveanoverviewabouthowtheFlippedClassroommethoddeveloped,whatthebenefitsofthismodelare.Youhaveevendevelopedafirstideaaboutapplyingthemethodinyourownteachingpractice.

OK,themethodseemstobegreat,buthowcanweimplementit?Wherecanwefindvideos?Howcanwecreateourownvideos?

Itisnowtimetogetfamiliarwiththetoolstechnologyofferstosupporttheteaching/learningprocess,especiallyifwefliptheclassroom.

InthissectionweareBUILDING.Weshowyouaselectionofapplicationsthathelpyoumotivateyourstudents,createdigital learningobjects forthemthatmatchtheir learningstylesand involvethemactivelyinthelearningprocess.

Therearetwowaysofproceeding.Onceyoudecidedabouttheagegroupandtopicforyourflippedlesson,youcaneither:

LookformaterialsonlineandRE-USEwhathavebeenpreparedbyotherteachers.ThereareasubstantialamountofOpenEducationalResourcesavailableonthenet.Wearegoingtoguideyouthroughsomeplatformswhereyoucanfindvaluablelearningmaterials.

OR

CREATEmaterialsonyourown.

Thereareaninfinitenumberofapplicationsyoucanusewhencreatingdigitalmaterialforyourclasses.Wetestedandselectedtheonesthatwethinkareeasytolearnanduse,andareofgreathelpfromapedagogicalpointofview.

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WealsoreferyoutowebsitesthatofferOERindifferentcategories,tohelpyoufindyourway.

Wepreparedtutorialsforkeyapplicationsandwealwaysgiveyouadviceonthepedagogicalsideaswell,basedonourownteachingexperience.

Onceyoucollectedorcreatedthecontentforyour lesson,youneedtomake itaccessibleforyourstudents.Toassistyouinthisprocess,wearegoingtosuggestsomewaysforPUBLISHINGlearningmaterials.

Herewewilltalkabouthowtomakesurethatyoucanre-useamaterialrespectingtherightsoftheauthor.Itisequallyimportantwhenyouaretheauthor–youwillhavetospecifywhatrightsyouwanttokeepwhenpublishingyourcontent.

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OpenEducationalResources

2.1. Theideaofopennessorfreeaccess

“Toopen”or“toclose”?Shallwefacilitateandencourageaccesstoresources–toland,towater,tomedicine,toinformation,toideas,...-orshallwelimitittoprotectlegitimateinterests,ownershiprights,patents,therighttoprivacy,theownershipofanidea?Itisanoldstorythatacquiresnewanddifferentaspectsinthedigitalandglobalisedworld.

Let’sthink,onthecontrary,ofthepossibilitythatanyone,whohasacomputerandinternetaccess,canmakegigabytesofmusic,texts,filmsandprogrammesavailabletoeveryonewithoutgeographical,timeandeconomicconstraintsapartfromconnectioncosts.Justnottomentionthepossibilitythateveryonecanpublishtheirownideas,theirownphotographs,theirownfilmsandmakethemavailabletoeveryone.(PierfrancoRavotto).

“Ifyouhaveanapple,andIhaveanappleandweexchangeapples,youandIwillstillhaveanapple.ButifyouhaveanideaandIhaveanideaandweexchangetheseideas,eachofuswillhavetwoideas."

GeorgeBernardShaw

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Definition: “Open educational resources are digitized materialsofferedfreelyandopenlyforeducators,studentsandself-learnerstouseandreuseforteaching,learningandresearch.”

Theend-usershouldbeablenotonlytouseorreadtheresourcebutalso to adapt it, build upon it and thereby reuse it, given that theoriginalcreatorisattributedforherwork.(OECD/CERI)

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2.2. OpeningupEducation

AsapartoftheDigitalAgendaforEurope“OpeningupEducation”initiativefocusesonthreemainareas:

• Creatingopportunitiesfororganizations,teachersandlearnerstoinnovate;

• Increased use of Open Educational Resources (OER), ensuring that educational materialsproducedwithpublicfundingareavailabletoall;and

• BetterICTinfrastructureandconnectivityinschools.

“The education landscape is changing dramatically, from school to university and beyond: opentechnology-basededucationwillsoonbea'musthave',notjusta'good-to-have',forallages.Weneedtodomoretoensurethatyoungpeopleespeciallyareequippedwiththedigitalskillstheyneedfortheirfuture.It'snotenoughtounderstandhowtouseanapporprogram;weneedyoungsterswhocancreatetheirownprograms.OpeningupEducationisaboutopeningmindstonewlearningmethodssothatourpeoplearemoreemployable,creative,innovativeandentrepreneurial,”

(AndroullaVassiliou,CommissionerforEducation,Culture,MultilingualismandYouth,2013)

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2.3. OnlineEducationalRepositories

Educationalrepositoriesareonlinelibrariesforstoring,managing,andsharingdigitallearningresources.Thelearningresourcecanbeaquiz,apresentation,animage,avideo,oranyotherkindofdocumentorfileorlearningmaterialsforeducationaluse.

Forpublishinglearningelementtoarepository,theowneroftheobjectshastoprovidemetadatatoclassifyandorganizethelearningelementsandmakethemeasilysearchableforothers.Thelearningmaterialscanbeclassifiedaccordingtotheirpedagogicalaims.Usuallytheregistereduserscanalsoreviewandratethelearningmaterialsinordertoensuretheirqualityandpedagogicalvalue.

Below,wewillbrieflypresentsomeofthemostimportantonesfortheirusefulnessinselectingeducationalresourcesforsessionsoutsidetheclassroom.Therearemanymoreonlineeducationalrepositoriesandthisisnotintendedtobeanexhaustiveguide,buttogiveageneralideaofsomeofthemtomakethemknownasausefultooltopreparethematerialforsessionsoutsidetheclassroom.

2.3.1. OpenLearn

Source:http://www.open.edu/openlearn/

For a start you can visit The Open University's (UK) website, with hundreds of free and openeducationalresourcesforlearnersandeducators.

The resources are from several subjects: Arts and History, Business andManagement, Education,HealthandLifestyle,ITandComputing,MathematicsandStatistics,ModernLanguages,ScienceandNature,Society,StudySkills,andTechnology!

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2.3.2. Merlot

Source:https://www.merlot.org/merlot/index.htm

TheMerlotMultimediaEducationalResource forLearningandOnlineTeaching isoneof themajorinternationalrepositories.MERLOTisaprogramoftheCaliforniaStateUniversity,inpartnershipwithhighereducationinstitutions,professionalsocieties,andindustry.

2.3.3. LRE-LearningResourceExchange

TheLearningResourceExchange(LRE)fromEuropeanSchoolnet(EUN)isaservicethatenablesschoolstofindeducationalcontentfrommanydifferentcountriesandproviders.TheevolutionoftheLREhasbeensupportedbyMinistriesofEducationinEuropeandanumberofEuropeanCommissionfundedprojectssuchasASPECT,CELEBRATE,CALIBRATEandMELT.AnyoneisabletobrowsecontentintheLRErepositoriesandteachersthatregistercanalsouseLREsocialtaggingtools,rateLREcontent,savetheirfavouriteresourcesandsharelinkstotheseresourceswiththeirfriendsandcolleagues.

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Source:http://lreforschools.eun.org/web/

2.3.4. TEDEd

This award-winning educationplatform servesmillionsof teachers and students around theworldeveryweek.

Source:https://ed.ted.com

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2.3.5. OERCommons

Itisateachingandlearningnetworkofsharedmaterials,fromK-12throughcollege,fromalgebratozoology,opentoeveryone.

Source:https://www.oercommons.org/.

2.3.6. TeachersPayTeachers

TeachersPayTeachers(TpT)isacommunityofmillionsofeducatorswhocometogethertosharetheirwork,theirinsights,andtheirinspirationwithoneanother.TpTisanopenmarketplacewhereteachersshare,sell,andbuyoriginaleducationalresources.Inordertosupportaneffectivesearchamongthehundredsoflearningelements,theauthorshavetofilloutseveralmetadata(likeagegroup,subject,teachinggoals,etc.)inaccordancewiththepedagogicalaimofthecontent.

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Source:https://www.teacherspayteachers.com

2.3.7. TELU

TELU is a collection of free onlinemicro-learning courses ("Micro-Lessons") designed to help busyeducatorsusetechnologytosupporttheirteachingandlearning

Source:http://telu.me/

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2.3.8. OpenProfessionalsEducationNetwork

notherusefulguidewhenlookingforanOERisofferedbytheOpenProfessionalsEducationNetwork.Intheirportaltheyhavecompiledandclassifiedbytype(images,videos,audios,etc.)differentsitesthatofferREA.

Source:https://open4us.org/find-oer/

Forexample,Ifwelookforimagesinagiventopic,thenwecanchoosePhoto/ImageSearch,andwecanaccessalistofwebpageswherewecanbrowse

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Source:https://open4us.org/find-oer/

Inturn,ifweclick,forexample,inthelinkGoogleImagesguidesustoapagewherewecanperformadetailedsearch,basedonkeywords,imagesizeorevencolor,similartotheoneshownbelow:

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Source:Google.com

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2.4. CreativeCommons

Creative Commons (CC) is a non-profit organization, founded in 2001 and aimed at defining thespectrumofpossibilitiesbetweenfullcopyright-allrightsreserved-andthepublicdomain-norightsreserved.TheCC licenseshelp tokeep thecopyrightwhile invitingcertainusesof theworkof theauthor-a"somerightsreserved"copyright.

Source:CreativeCommons(https://creativecommons.org/)

TheCreativeCommonsplatform(https://creativecommons.org)providesaneasy-to-usetooltohelpsharingcontentsunderoneofthestandardCClicenses.Followingthestepsafterclicking“Shareyourwork”,we can decide the level of permissions for further use of our creativework, by answeringquestionslike:“Allowcommercialusesofyourwork?”.Attheendoftheprocesswecandownloadadigitalpictureoftheselectedlicense,orcanmakeacopyofthecode,whatcanbeembeddedintoanyweb-basedpublication.

CCSearch,theCreativeCommonssearchtool,letsyoupickarangeofgeneralsourcesandmediatypeswhichyouwant tosearch for.TheCCSearch toolautomatically filtersyoursearch to findCreativeCommonslicensedresourcesthatyoucanshare,use,andremix.

Source:CreativeCommons(https://creativecommons.org/)

2.4.1. CCLicenseTypes

ThetypesofCClicensesthatexistare:

Name Description

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CCBYrecognition

Thislicenseallowsotherstodistribute,mix,adjustandbuildfromtheirwork,evenforcommercialpurposes,providedthattheauthorshipoftheoriginalcreationisrecognized.Thisisthemosthelpfullicenseoffered.Recommendedformaximumdisseminationanduseofthematerialssubjecttothelicense.

EqualRecognition-Share-CCBY-SA

Thislicenseallowsotherstoremix,modifyanddevelopyourworkevenforcommercialpurposes,aslongastheycredityouandlicensetheirnewworksunderthesameterms.Thislicenseisoftencomparedto"copyleft"licensesand"opensource"softwarelicenses.Anynewworkbasedonyourswillbeunderthesamelicense,soanyderivativeworkwillalsoallowitscommercialuse.ThislicenseistheoneusedbyWikipediaandisrecommendedforthosematerialsthatmaybenefitfromtheincorporationofcontentfromWiikipediaorotherlicensedprojectsinthesameway.

Recognition-NoDerivativeWorks-CCBY-ND

Thislicenseallowsredistribution,commercialandnon-commercial,aslongastheworkisnotmodifiedandtransmittedinitsentirety,recognizingitsauthorship.

Recognition-Non-Commercial-CCBY-NC

Thislicenseallowsotherstointermingle,adjustandbuildfromtheirworkfornon-commercialpurposes,andalthoughintheirnewcreationstheyshouldrecognizeitsauthorshipandcannotbeusedcommercially,theydonothavetobeunderalicensewiththesameterms

Recognition-Non-Commercial-ShareEqual-CCBY-NC-SA

Thislicenseallowsotherstointermingle,adjustandbuildfromtheirworkfornon-commercialpurposes,aslongastheyrecognizetheauthorshipandtheirnewcreationsareunderalicensewiththesameterms.

Recognition-Non-Commercial-NoDerivativeWorks-CCBY-NC-ND

Thislicenseisthemostrestrictiveofthesixmainlicenses,itonlyallowsotherstodownloadtheworksandsharethemwithotherpeople,aslongastheirauthorshipisacknowledged,buttheycannotbechangedinanywaynorcantheybeusedcommercially.

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Digitalcontentcreation

Forteachers,themasteringofanewmethodisalwaysaccompaniedbyalotofplanningandreasoningactivities.Breakingawayfromourhabits,tryingsomethingcompletelynewmeansleavingourowncomfortzoneandwhat¢smorestudentsarenotalwaysenthusiasticaboutchangeseither.

Atthesametimebeingteachers,parents(andbackintimewewerestudentsourselves)weallfeelanintrinsicneedforchange.Changeinthepedagogicalthinking,intheprocessofteaching-learningandinthetheoryofteaching(didactics).Itisnecessarytoanalyseandrecreateourframeworksofteaching,consideringeithernewaspects,oronesthathavebeenignoredforalongatime.Itallseemstobeeasy,butjustuntilwediveintothejob.

Themethodologyofflippedclassroomisanexcellentexampleoftheabove.Itisagreatopportunitywithlotsofpositiveoutcomes-andsowetalkaboutchangeandmethodologicalre-birthrequiringalotofworkandenergythat isbeyondimagination.Eventhoughwetrytoprovideasmuchhelpaspossible,everybodyhas to findhis/herownway. This tutorial summarizes theexperiencesofa6-monthstestusageoftheflippedclassroommethod,showingyouthepathstoavoidandthedirectionsthatareworthtaking.

BeingpartofthemoduleaboutICTdevices,thislearningmaterialisdividedinto4majorunitsanditfocusesontheproductionofvideotutorials.Withinthefirsttwosectionswedealwithplanningandtechnicalimplementation,whiletheothertwopartscontainmorethanpracticaladviceonly:welookatthepossibilitiesofmotivationandofplanningthenextclassroomlesson.Asthelattertwohaveaverystrongeffectontheprocessofvideomaking,wekeepreferringtothemalongtheway.

Throughout the sections we wanted to give examples for tutorials, so the written guidelines arecomplementedby2-6minuteslongvideos.Thecontentofthevideosandtheguidelinesarenotthesame,soinordertoacquireacomplexknowledge,itisrecommendedtousethemtogether.Thetextofthevideoscanbefoundattheendofeachsection..

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2.5. Theprinciplesofselectingthelearningcontent

Theselectionof learningmaterials isafundamentalchallengeforteacherstoensurethatthemostsuitable topics are presented to students. In the introductory phase of the Flipped classroommethodologythistaskbecomesevenmorechallengingasonlythe“essentialsoftheessentials”shouldbeintegratedintothevideos.Thisrequiresareconsiderationoflessonsfromanewaspect:whatpartsof the learning content canmy students assimilatewithoutmy personal presence, and for whichelementsdotheyneedmyassistance?

Ontheotherhand,theproductionofavideoexpandsourpossibilities:wecaninsertlinks,addextrascientificliteratureforthosestudentswhowouldliketodealwiththesubjectinmoredetail.Wecanbringthesubjectclosertotoday¢sstudentswithvisualandhypertextthinkingifweuseimagesandanimationsinourexplanations.

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2.6. Technicalarrangements

Havingselectedtheappropriatelearningcontent,itisworthpreparingascript,inwhichwecannotedownwhatandhowwewanttoshowandexplaininthevideo.Ofcourselateronwedonotneedtosticktothisdraft,howeverthinkingovertheprocessbeforehandwillmakeourjobeasier.Justlikewedowithwhenplanningalesson,weplanhowmuchtimewillbededicatedtothedifferentsectionsinourvideoandwealsoconsiderothersupplementarymaterials(images,ready-madevideos–e.g.whenwewanttopresentanexperimentinPhysicsorChemistry,infographics,diagramsetc.)Ifwecollectandpreparesupplementarymaterials,ourworkwillbeeasierandthetimetakenbyproducingthevideowillbeshorter.

Wewillneedgoodqualitysoftwareforrecordingthesoundtrackandthescreens,plusavideomaker.We can find several free downloadable versions, including but not limited to Screencast-o-matic,CaptureCastor Jingaregood forscreenrecording,allof thesearecapableof recordingsoundandwebcamimages.Itisworthcheckingifthevideomadebytheprogrammewillbecompatiblewiththevideocutter(orwiththesiteforsharingvideos).Ifitisnotcompatibleandwestillsticktousingthatspecialprogrammeforsomereason,wewillneedagoodconverteraswell,suchasFreemakeVideoConverter. Alternatively, we can record screens and sound with the OfficeMix applicationdownloadabletoPowerPoint.AnimationscanbecreatedbyPowtoonorBiteable,andMovieMakerisagoodchoiceforcuttingvideos.

Theprocessofmakingvideosisquitelengthy(especiallyatthebeginning,withoutmuchexperience)soallpreparatorystepswetakewillsaveustime.Forthisreasonitisstronglyadvisabletotaketheplanningphaseasseriouslyaspossibleinordertomakeourownworklessdifficult.

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2.7. Motivation

Someonewhoisnewtotheflippedclassroommethod,willsoonraisethequestion:whatifstudentsdonotwatchthevideo?Whywouldtheywatchandlearnaboutthetopicbeforeclassifinmanycasestheyareunabletodoitevenafterclass?Wearewellawareoftheseriousnessofthissituation,sointhe flipped classroom we have to put more emphasis on motivating student than ever before,otherwisethesystemcollapses.

In the firstperiod,whenweare familiarizingourselveswiththemethod, it isvery important tobepatient.AsTiborPrievaranotedwhenintroducinganotherradicallynewpedagogicalpointofview:weshouldavoidthinking:“JustbecauseIfeltthatIneededachange,Iimmediatelyexpectthestudenttochangewithme.EspeciallywhenIreorganisethecurriculumbasedon(inmyopinion)completelynew,modern pedagogical principles.” It will be difficult not to make this mistake, because the moreenthusiasticweareand themoreenergyweput into theestablishmentof themethod, themoredifficultitistoacceptthatstudentswillbeabletochangedirectiononlywiththespeedofanoceanliner.

It is important to know the students personally in order to successfully get them adapted to themodifiedworkingconditionsduringthetransitionperiod. Iwillgiveyousomeadviceonthis inthevideo, but Iwant to addhere that it isworth reflecting onour own learning process because themethodisnewforusaswell.Alotwilldependonhowenthusiasticandmotivatedtheteacherisaboutthenewmethod:sometimesadeterminedteacher ismotivatingenoughforthestudentsto investextra energy in trying something new. “To sum up: only in small steps, patiently, without gettingdiscouraged by the lack of immediate positive reinforcement, constantly communicating with thestudents,askingforandlisteningtotheiropinion,canwemoveforwardstepbystepintheprocess."

Rememberthat,evenifyouhavetomakeanefforttomotivatethestudents,italwayshasitsrewardand,eventhoughitisadifficulttask,itisfinallyachievedandworthwhile.InthefollowingchartyoucanseesomeofthereflectionsontheapplicationofthemethodthatteacherswhoparticipatedinthecourseofFlippedClassroomwithintheframeworkoftheEuropeanprojectinthecourse2017-2018,oncetheyappliedthemethodintheirclasses.

"IthinkthatwithFClearningisconsolidatedmoreandincreasesthelevelofmotivationofstudents,whoparticipate,work as a teamandbecomemore involved in the learning process."Professor ofemotionalintelligence,primaryeducationandESO,Madrid.

"Infavorofthismethodology,IwouldsaythatwheneverIhaveappliedit,theprocesshasbeenveryenriching regardless of the content that was worked on". Physical education teacher, ESO,baccalaureateandFP,Madrid.

"Themainproblemwehaveinitsapplication(FC)istochangeallthatroutinethathasbeencarriedoutineducationinSpain,bothbystudentsandbyteachers.[...]Thelearninghasbeenpositivesince

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they(thestudents)bringabasefromhomebeforeworkingonthesubjectinclassandthatmakesthesubsequentlearningintheclassroommucheasier".Biologyteacher,FP,Madrid.

"Iamveryenthusiasticabout thisworkmethodology,as Ibet thatnewtechnologiesarebecomingmoreandmoreimportantintheclassroom.Ihadtheopportunitytoexperimentinmymaster'sdegreeinVocationalTrainingwithFPandIlovedtheexperience,theautonomythatleftus,theresponsibilityandthepossibilityofself-managingourevolution."Physicaleducationteacher,baccalaureate,Madrid.

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2.8. Theclassroomlesson

Atthebeginningoftheprocess,itmayseemstrangetothinkaboutitsend,butonsecondthoughts,itisveryimportanttobeawareoftheclassroomactivitiesalreadyduringvideoediting.Fromthispointofview,itiscouldhappenthatexplanationsinthevideowilleventuallybecompletelydifferentfromwhatwefirstimagined.Havinganoverviewabouttheteachingprocessinadvance,hasaneffectonthedetailoftheexplanationsinthevideo.

While planning classroomactivities,we should take into consideration that this timewe have theopportunity to aim at higher cognitive categories, so it is important that students do not onlymechanicallypracticethetheoreticalmaterial.Whiledesigningthis,wecanconsidervariousaspects,suchastheresultsofITL2011researchwhichidentifiedthe21stcenturycompetencies,basedontheneeds of the labour market. These competencies include ICT usage, self-regulation, knowledgebuilding,collaboration,andproblemsolving.AdesiredgoalofFClessonscanbethedevelopmentofthesecompetencieswithintheframeworkofthecontactlesson.Inthisway,forinstance,whenweprocessanextensivelearningcontent,afterthinkingitover,wecanmake4shortvideos,whichcanbegivenouttostudentssothateachstudentgetsonevideoonly,assignedbyyou.Afterthis,duringtheclassroomlesson,studentsaredividedintogroupssothatwithinthegroupseveryonehasseenadifferentvideo.Atfirst,theyteachthecontentofthedifferentvideostoeachother,andthentheysolvearelatedtasktogether.Thiswaytheircollaborativeandproblem-solvingskillsaredeveloped,aswellasatleasttheircognitivelevelofusage.

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Applications

TheFCmethodiscombinedwiththeuseofICTtoimprovestudents'motivation,aswellasobtainbetterresultswiththemethod.Thenewteachingmethodologies,aswellasthenewwaysoflearningofstudents,requirenewwaysofteachingthatfacilitatetheteaching-learningprocess.ICTsprovideuswiththesenewmethodologies.

Inthissectionwearegoingtopresentsomeapplicationsthatallow,inasimpleway,tocreateattractiveanimations,videosandeffectivepresentationswithoutanyspecificpriorknowledge.Wewillshowyourbenefits,givingsomeadviceontheuseandpossibleapplicationinaFCclass.Keepinmindthatthisisnotintendedtobeanexhaustivelistofapplicationssincethereisawidevarietyofapplications,bothfreeandpaid,andbecausetheyareupdatedveryoften.Instead,thegoalistomakeknownsomeofthemandtheirbasicusesoyoucanstartusingsomeofthem.Onceoneisused,autonomouslyyoucanimmerseyourselfintheuseofsimilarones.

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2.9. Presentations

2.9.1. SoftwareApplications

Beforestartingtocreateapresentation,youshouldlearnsometricksthatallowustocreateeffectivepresentations.Therefore,werecommendstartingwiththispresentationtogetusefultipsonhowtomakeyourpresentationsmoreeffective.Asyoucansee,thispresentationwascreatedusingslidesexposedsequentiallywiththeMicrosoftPowerPointprogram.Thisprogramhasmanypossibilitiesandallowstomakeeffectiveandattractivepresentations.Itisrecommendedtouseitincaseswherewehave to explain something that can be explained using sequential slides. But often in teaching toexplainconceptsweneedtostructurethoughtinaglobalandnon-linearway.Todothis,thereareotherprogramssuchasPrezithatallowsyoutovisualizethewholeintheformofamentalmaporoutline,andthenfocusonexplainingeachpartofthewholebyzoominginonwhatinterestsyou,forexample,adocumentembeddedinyourownpresentation.ThePreziplatformiseasytouse,andthereare tutorials available to facilitate the task the first few times, plus it allows you to create aneducationalaccountwiththecenter'semailaccount.

In addition, Power Point 2016 already incorporates functions tomakeour presentationswith thatsamestructure,so,itisnotnecessarytochangetheprogram,ifyoudonotwantit.AlthoughinthelineofPrezi,wehavetheMicrosoftSwayprogramthatallowscooperativelycreateandshareonlinenotonlypresentationsandvideos,butalsointeractivereports,personalstories,newsletters,photoalbums,etc.Presentationsarecreateddirectlyinthecloud,whichmakesiteasytosharethemandworkcollaborativelyonthem.Itisdesignedtomakemorenarrativepresentationsandsharecontentonsocialnetworks,andtherefore, it ismoreappropriatetocreate lessonsforourstudents, ratherthantomakeeffectivepresentations,suchasPowerPointandPrezi.UsingSwayitwillnottakeyoulongtocreateanattractivepresentationthatcanbeeasilysharedwithoutregisteringontheInternet,ordownloadinganything.TheprogramisfreewithaMicrosoftaccount.YoucanaccessmoredesignelementsandcontenttypesifyouuseitaspartofanOffice365subscription.Tobeginusingit,youmustregisterathttps://sway.com/.Onthewebsiteyouhavetutorialsavailabletolearnhowtouseit.

2.9.2. EducationalUses

Wecancreateattractiveandeffectivepresentationsandrecordourselvesexplainingthemsothatourstudentsseethevideoaspreviousworkoutsidetheclassroom.Butwecanalsocreatemorenarrativepresentationsandsharethemwithourstudentssotheycanstudythecontentoruseittomaketheirownpresentationeffectiveworkingevencollaboratively.Inthatway,wewillhaveawaytoevaluateiftheyunderstoodthelearningmaterialandwegivethemtheopportunitytolearnhowtosynthesizecontentandcommunicateitif,inaddition,weaskthemtovideotapetheexposure.

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2.10. Videos,imagesandanimations


Ifyouhaveaslideshow,youcanuseittocreateavideo,forexample,usingtheAnimotoapplication.YoucanalsocreateitusingopenimagesfromtheInternet,oruploadyourownimagesorvideos.Inaddition,youcanaddyourownmusicorusetheoneofferedbytheprogram.

In addition, there are many programs to create simple videos, one of them is Biteable(https://biteable.com/).WithBiteableyoucancreateavideofromapreviouslyselectedtemplate,orchoosebetweendifferentstyles,bothanimatedandphotographicscenes,andthenaddyourcontent(text,photos,colors,sounds).

Source:https://biteable.com/

AnotherapplicationisPowtoon(http://www.powtoon.com/)whichisonlineandallowsyoutoeasilycreateanimationsforanysubject.Theseshortanimationshelpmotivatestudentsandincreasetheirinterestinaspecifictopic.Weallknowthatthecontentofthemessageshasagreatinfluence,itiseasy to remember them. If we combine images, illustrations or even simple icons with our ownthinking,itiseasiertomemorizeandprocessinformation.Thereasonforthisisthatourvisualmemoryisstronger;wearelesseffectiveatrememberingthespeechorthewrittentext.Animationismuchmorethanshowingimagesoneafteranother,soitisreallysuitableforthevisualstorytellingofstories.Studentsunderstand thesemessagesmoreeasilyandaremore likely to reactpositively toamorehumanewayoftransferringmessages.Thestoriesactivatethebrain,sotheywillnotreallyunderstand,buttheywillbeableto"experience"thelearningmaterial,whichwillattracttheirattention.

Theprocessofcreatingananimationconsistsof5steps:planning,addingthesoundtrack,addingvisualeffects,checkingandpublishing.Onthewebsiteoftheapplicationtherearetutorialstolearnitsuse.

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Wealsohaveapplicationsthatallowustocaptureourscreen,suchasScreencast-o-matic.Thiscanbeveryusefulwhenweneedtoshowhowsomethingworksonourcomputer.

Source:https://screencast-o-matic.com

Anotherusefultoolespeciallywhendrawingisrequiredisthegraphicordigitizingtablet.Withthehelpofthistool,wecanenterdatadirectlyintothecomputerasifwewerewritingordrawingonasheetofpaper.Itisatabletinwhichtheuserwrites,drawsorpaintsusingaspecialpenwiththeadvantagethatthepriceisnotashighasthatofaTabletwith"capacitive"pencil.Touseitwedonotneedchalkormarkers.Itisalsopracticaltocreatealesson,sincewecaneasilycreatevideoswithit,andwecaninvolvethestudentsmore,ifweshareitintheclassroomwiththem.Inordertousethetabletcorrectly,weneedtobefamiliarwithoneofthemanydrawingprogramsavailable,whichcanbedownloadedforfreefromtheInternet,suchasWacomIntuosArtandtheGIMPdrawingprogram,botheasytouse.

Oncethevideoiscreatedtherearealsomanyfreeprogramstoeditit.OneofthemisDaVinciResolvethatallowsustoeditavideothatwehavepreviouslyrecordedourselves.Wecanaddsoundandinsertsubtitlesaswell.

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Source:https://www.blackmagicdesign.com/products/davinciresolve


Videosareanessentialtoolforthesessionoutsidetheclassroom.Theyallowustopresentourstudentswiththecontentstoworkonthesubjectinasimilarwayaswewouldinclass.Itisimportantthatthevideosareshortandthatweselecttheappropriateformataccordingtothelearningobjectives.Forexample,itisnotthesametoteachstudentstousesoftwareordosomethingonthecomputer(forwhichwewillusescreencapturesoftware),thantopresentthemwiththeoreticalcontent(forwhichwecanuseavideopresentingsuchcontent).using,ornot,abackgroundpresentationthathelpsthemfollowitbetter).Oursustainedattentioninavideoisusuallyabout10minutes,therefore,itisnotrecommendedtomakevideoswithalongerduration.Therefore,itisrecommendedtodividethethemeintoblocksandmakedifferentvideosofnomorethan10minutesoneachofthem,alwaystryingtodealwithadifferentthemeineachblock.Themostdifficulttaskhereistosynthesizethecontentinthattime,althoughsurelywewillalreadyhaveexperienceinitsinceinslideshowssomethingsimilarhappens.Ifnot,wecanstarttocreateourvideosbasedonthepresentationsmadeinwhichwehavepreviouslysynthesizedtheinformation.

Wecanalsoaccompanythevideosofothermaterialssothatthestudentshaveacompletematerial.

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2.11. Mentalandconceptualmaps

Conceptualmapsfocusonconceptsandhowtheyrelatetoeachother,takingahierarchicalstructurefromthemostgeneraltotheparticular,usingconnectors.Mentalmapsconsistoftakingconceptsorideas of a theme and relating them visually. These maps can be created with different learningobjectives,forexample:tobrainstorminrelationtoatopic,synthesizethemainpointstolearnatopic,orevenwhileanalyzingavideo.Whencreatinganonlinemaptheprocedureisthesameaswhenitisdoneinpaperformat.Weselectthemainpointsandcategorizeconceptualcategoriesinconnection,andaddsubcategories.Thedifferenceisinthemobilityoftheonlineformat.Ontheonehand,theworkspaceisinfinite,andwecanquicklynavigateandexchangespacesbetweenconceptsifwechangeourmindwhile,inthepaperformat,thisisdonethroughalargenumberoflinesthatconnectnodesorconcepts.


With the bubbl.us tool,we canmodify the colors and sizes of the nodes,which helps the implicitconnectionbetweenthoughts.Inadditiontothehierarchicalrelationships,wecanalsomarkdifferentconnections.Inthiscase,thesystemusesdifferentarrowsbetweentheconceptstoindicatethatthereisaconnection,butnotanobviouslink.

Thisresourcegivesusanopportunityforthevisualconstructionoftheonlinemapwithoutregistration.It allowsus to change itsdesignby clickingon theDESIGNbuttonandwe canalsoattach links toconcepts.Whenfinished,itallowsustosharethecompletemapordownloaditinimageformat.Ifweregister,afterloggingin,wecansaveitforlateruse.


Onlinemapscanbeusedfortheplanningandpreparationofaninvertedclassroom.Forexample,wecan make a map about our planning of the sessions that we are going to devote to making ourclassroominverted,connectingthestepstofollowtocarryitout.Wecanalsouseittobrainstorm,orasascriptforthevideotohelpusorganizethematerial,asitisakindof"startingpoint"thatispresentallthetime,tohelpcarryoutthewholeprocess.

Anotherpossibleuseisforstudentstobetheoneswhohavetocreatethemaponline,forexample,theteachercandistributethevideostheyhavetoseeintheirhousepriortothefirstsession,optionallyalongwithalistoftermstheyshouldusetoguidethem.Studentsmustthencollecttheessentialpointsby extracting them from the video and thereby generate anonlinemap (at homeor in the groupclassroom).Thus,theteachercanusetheresulttoseehowfarthestudentsunderstoodtheworkdoneathome.

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2.12. Wordclouds

2.12.1. Softwareapplications

Wordcloudcreationapplicationscanhelpusvisualize informationabouta topic.Todo this, cloudimagesarecreatedwithwords,whichhelpsvisualmemorizationandunderstandingforthosestudentswholearnbetterwithvisualthanverbalmethods.ThereareprogramssuchasWordArtorWordle,which, after providing words and customizing the result (changing its color, font, size or even itsaddressandform)generatethepersonalizedwordcloudonthattopic.Also,byprovidinganInternetaddress,wedonotevenhavetodownloadtheimageoftheprogramtocreateawordcloud,wesimplyhavetopastetheimage'saddress.Afterdefiningtheshapesandwords,wecancustomizeeverything:size,color,fontoreventheaddress,oneatatimeoreachword.

Oncewehavefinished,wecansaveourworkasastatic image,orsharedynamicallyonline. Inthelattercase,wordscanbeexpandedifthecursorisovertheword,whichmakesitmorereadableevenwithsmallerletters.


Wordcloudsareverygoodvisualaidsthatcanbeusedinvideosandpresentations.Atthesametime,theapplicationiseasyandquicktouseandcanhelptosummarizethetopicafterthevideo.Ifweaskthestudentstodescribewiththemostrelevantwordswhattheylearnedwecancreatecollaborativelyatthetimeoftheclassroom.

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2.13. Infographics

Inourvisualworldwesometimesprefertolookataninformativeposter,withfewerwords,thanwithalongdescriptiononthesamesubject.Forourstudents,itisthesame,soforthemtolikereading,weshould start by providing information in a simpler way. For this, a useful tool may be to use aninfographic that shows us the information through images. Using the program is easy, and thepossibilitiesareendless,andweallknowthephrase:animagetellsyoumorethanathousandwords.


TherearedifferentapplicationsthatallowustocreateattractiveinfographicssuchasVisualize,Visme,Infogr.am, Canva, Easel.ly and Piktochart. For example, Piktochart allows you to choose betweendifferenttemplates,butwecanalsostartwithablank"canvas".Fromthemenuontheleftwecanselectthebackground,thetypeofletter,thecoloreffectorwecanaddanimage,textorlinktoourprojectbysimplyclickingordragging.Thesiteworkswithalargedatabaseofimagesandpre-installedicons,soourinfographiccanbedoneintheblinkofaneye,butifwecannotfindthevisualobject,toexpressourthoughts,there isa lotofpersonalstoragebigwhereyoucanuploadourownimages.Oncetheprojectisfinished,itcanbedownloadedindividuallyorinablock,withthelatter,wecancreateandprintposterstosummarizeourproject.

Source:Wikipedia

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Infographicscanbeagreathelpforvideos:ifwesummarizethestructureofthethemeinagraphic,towhichwecanreturnduringtheexplanation,studentscanmemorizethematerialinaneasierwaywiththehelpofvisualization.Conversely,itcanbeagreattestofknowledgeandunderstandingifweask them to show us in an infographicwhat they learned from the video. It can help a lot in thesystematization:wecanshowthecontentsvisuallyfromtypesofwords,throughunitsofmeasure,meteorologicalelementsorhistoricalevents.

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2.14. Games

Theuseofgamesforsessionsbothoutsideandinsidetheclassroomcanmotivatestudentsandmakethe teaching-learning process more entertaining. In this section, we will treat games as anaccompanimenttoresources,suchasvideosorpresentations,thatis,toallowustoeasilygamifythem.


A very simple resource to use is LearningApps (www.learningapps.org). Therewe can find severalapplicationsthatcanmotivatestudentstowatchavideoorprocesstheinformationcontainedinitafterviewingit.Thepageofferscustomizablegames,whichhelptounderstand,memorizeorverifythemastery of the learningmaterial.Wehave the opportunity to create activities that serve as areviewortopracticewhatwehavelearnedascrosswordpuzzlesoralphabetsoup,justtomentionafew.

Ifwe addmore applications to a theme, it is advisable to put them in an applicationmatrix (AppMatrix),sothatstudentsfindalltheexercisesrelatedtoaspecifictopicinoneplace.Onthewebyoucanseemanyexamplesfordifferentareasofknowledgethatotherteachershavecreated,whichcanbeveryhelpfulwhencreatingourownapplications.

Agreatbenefitofthistoolisthatwedonotneedtoproduceallthecontentourselves:whentaggingwecansavepublicapplicationsinourowncollection,sothatwecaneasilycreateaplatformonwhichourstudentspracticeacertaintopic.

After loggingin,thepagealsoworksasavirtualclass,soifwedonothaveanapplicationtosharecontent,wecanusethisplatformforourFClesson.

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Source:LearningApps.org

Therearemanytoolsofthistype.AnotherexampleisJigsawPlanet(https://www.jigsawplanet.com/)thatoffersaquickandeasywaytocreateapuzzle fromourown image. Itallowsustodefinethequantityofpiecesandtheshapeofthem.

Fuente:Jigsaswplanet.com


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Wecancreategamestostopourvideoandinsertquestionsorgamesintoit,whichhelpsmaintainmotivation,attentionandguaranteesunderstanding.Wecanalsousethemtocheckifthestudentsunderstoodthematerial.

Inaddition,studentscancreateapplicationsthemselves,whichwillalsohelpthemtodeepentheirknowledge.

AnotheroptionistocreateapuzzlefromthepreviouslydesignedinfographicsusingJigsawPlanet,sothat,byputtingthepiecestogether,studentswill literallyhaveanimageonthesubject.Thishelpsthembecomefamiliarwiththerelationshipsduringthegame,withoutrealizingthattheyarestudyinginthatprocess.

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2.15. Digitalmarkers

Thedigitalmarkersorwebmixesallowustocollectandorganizeallthewebpagesonasubjectinquestionfacilitatingthesubsequentaccesstothem,servingasastartingpointforquickaccesstootherapplications.


OneoftheseapplicationsisSymbaloo,adigitalmarkerthatstoresthecollectedlinksvisually.Itcanbeaccessedathttp://www.symbaloo.com,whereaWebmixisincluded,ontheleftsidewithinformationabouttheprogramandaboutthefirststepstofollow.

The program is a digitalmarker, sowe can, for example, create aWebmix related to the FlippedClassroommodel,inwhichtosavethevideos,articlesaboutthemethod,curiosities,etc.Inaddition,wecancreateitforourownuse,or,wecanshareit.Byclickingon"updateWebmix",thelatestversionwillalwaysbedisplayed,sowecaneditit,addlinksordeletethem.Ifweallowcomments,wecanmakethosechangesbasedonusercomments.

Inthetopnavigationbar,wecanfindtheicon'Share'.Beforewecansendittoourstudentsormakeitpublic,wemustapprovethatourWebmixisvisibleintheinternalgalleryofSymbaloo.Ifweapproveit,wegetawebaddress,andwecanalsoshareourWebmixwithaclickonFacebookorTwitter.

OncewegiveournewWebmixaname,byclickingon'Add',wecanstartediting.ThecentralpartoftheWebmixpanelisfixed:itistheGooglesearchbox,wherewecansetseveralfilters,soinadditionto the usual ones (maps, images, ...) we can navigate between themosaics or even between theWebmixesofotherusers.

Onanyemptyblock,byclickingon'Create'wecandefinetheURLofthewebpagewewanttoadd.Wecanspecifyifwewanttoopenitinaseparatepage(website)orembedded,inwhichcasewecanseeavideoinsidetheSymbalooplatform.

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Source:Symbaloo.com

Ifthesystemrecognizesthewebpage,itoffersalogoandname.Wecaneditbothandwecanalsomakethenameappearinthemosaic.Wecanalsochangethebackgroundcolor,chooseaniconforthelogooruploadanimagefromourcomputer.Oncefinished,wecan'Save'themosaic.Youhavetobecarefulasthereisnoautomaticsave,ifnotwemustclickonthe'Save'button.

Ifwedonotknowexactlywhichwebpagestolookforwhencollectingmaterialfromacertaintopic,itisadvisabletousethefunctions'Searchforablock'and'Searchbycategory'.Whenconductingasearch, wemust provide a keyword, and the programwill offer related listings of existing publicWebmixes.However,inthe'Searchbycategory'functionwehavetochooseacategoryfirst,andthenwecanselectamongtheblocksthatwewanttoaddtoourownWebmix..

2.15.2. Educationaluses

Wecanmakeourworkeasierbyorganizingourselveswiththehelpofthisprogram.Forthis,wecancreateWebmixesseparatelyforvarioustopics,wherewecancollectrelatedwebsites.Inthisway,wehaveeverythinginoneplace,wecaneasilyaccessallthethingsthatconnectwiththetheme:articles,YouTubevideos,blogs,events,etc.

Theprogramalsooffersunlimitedpossibilitiesforourstudents:wecansharewiththemtheaforementionedcollections,butwecanalsoassignthematask:theymustresearchontheInternetandcompiletherelevantwebpagesforthetopicdiscussed.

AWebmixpreparedforstudentshelpsthemtohaveaclearvisionofwhatishappening.Ifourstudentshavetheirownpersonalwebpagesorblogs,vlogs,...withSymbaloowecanputthemallinoneplacewithasingleclick.

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2.16. Socialnetworks


AnotheroptionsimilartothatofdigitalbookmarkingistousethesocialnetworkPinterestthatallowsyoutoorganizeimagesandvideosbytheme.Pinterestallowsyoutosavethewebsitetogetherwiththeimage,whichfacilitatesthevisualsearchandthesystematizationofthecontents.Forexample,ifweareworkingonthetaskofcookingordecoratingwithourstudents, it isappropriatetochoosePinterest,sinceyoucanmanagewithafewclicksandsavetherecipesandideasnexttotheimageandsubtitles.Tosavetheideasandwebsitesthatwelike,wemustregisterfirst.Inwww.pinterest.eswehavetoputouremailaddressandpassword,followedbysomeotherinformation(username,gender,age).

Afterregistering/loggingintotheprogram,youwillimmediatelyprovideuswithhelp:wehavetheopportunity tochoosebetweenourareasof interestorwecansearch to find theaspects thatwewouldliketostudy.

Source:Pinterest.es

Ifwelikesomeofthepin,wecanrecordit inthefollowingway:byclickingontheimage,a"Save"buttonwillappearatthetopandtheprogramwillaskwhichboardwewanttoputiton.Ifwedonothaveaboardcreatedorweareworkingonacollectiononanewtheme,theprogram(atthebottomofthepanel)willoffertheoptiontocreateanewboard.Atthismomentweputthenameoftheboard,and we can also configure it to be visible or hidden, that is, available only to us.We can createsubtables,addcollaboratorstoourboards(allowstoworkingroups),addcommentstothepins,etc.

The program also works as a social network, we can receive offers of boards from other peopleaccording to our interest, also, if we put a page on one of our boards, the programwill offer usadditionalboardsthatcanalsobeinterestingforus.Afterregistrationifweinstalltheapplicationinourbrowser,whenwebrowsethewebwecanlookforthePinteresticonorthe'pitit'tagneartheimageandfixitontheselectedboard.

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Pinterestcanbeusedincaseswherewewanttosavevisualelementsgroupedaroundatheme.Evenifwearecollectingimagesforaparticularclassorsubject,orsimplywanttosavevisualtasksofourstudents(forexample,infographics)inafixedplace,Pinterestwillmakeourworkmucheasier.

Wecanalsorequestassignmentsfromstudentswheretheycancopewiththecollectionofmaterialsonthesubject.Whensearching,weoftenfindtutorials(withstep-by-stepimages)aboutaparticulartopic,soitgoesbeyondasimplecollectionofimages.Forexample,ifwehavetocreateaboardinalessonaboutthecultureofthecountry,youcanfindinterestinganddiversesolutionsonPinterest.

Similar toSymbaloo,wecanalsouse itasavirtualclassroom.Theconfigurationof theapplicationmakespossibletheavailabilityofcontentforstudentsonlyfromtherightmoment.Fortheinvertedclass,youcanexpandthematerialstoredonPinterest:first,weuploadthevideototheboard(forexample,viaYouTube),andthenaddthetasktotheclassboard.Wecanalsoaddcontenttotheboardthroughcollaborativestudentwork.

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2.17. Onlinebrainstorming

Thefollowingprogramsgobeyondtheopportunitiesofferedbydigitalmarkersandprovidevariousfunctionstofacilitatebrainstorming,brainstorming,andclassroomassessments.


Therearedifferentapplicationswiththesefunctionalities,suchasLinoandPadlet.

Linocanbeconsideredasanonlinecorkboard.Theprogramcanbetestedwithoutregistering,buttheregistrationprocessdoesnottakelongeither.Italsoallowsaccessthroughexistingusersinsocialnetworks.Whenaccessingtheapplication,wecometoaninterfacewherewecanseetheboardsorcanvasesthatwehave.Wecanseethetaskswesetforourselvesandwecanalsoverifythoseofourgroups. In the menu bar in the upper right corner, we can modify our settings by clicking on'Preferences', suchasmodifyingourusername,password,profile image, time zoneor applicationlanguage.We canexit theprogramby clickingon 'Close session' near 'Preferences'.Wealsohavesearchpossibilitiesunderthemenubar.

Thecanvasesthatwecreatedwillbefoundinthe"Mycanvases"section,andhereyoucancreateanewonebyclickingon"createanewcanvas".Thenewscreenmustbecustomizedfirst:givinganameand optionally choosing the background (it can be anything from the cork panel to a solid lightbackground,butifwedonotlikeanyoftheoptions,wecanloadanotherimagebyclickingon"upload"animage"menuitem.)Wemustalsocorrectthevisibilitysettingsofthecanvas,wherewecanchoosebetweenthefollowingthreeoptions:onlyforpersonaluse,anyonecanseethenotes,oranyonecanplaceanewnoteonthecanvasLater,theconfigurationcanbechangedatanytimeIfwewantourstudentstopublishonthecanvas,butotherusersdonot,itisrecommendedtocreateagroupandcreatethecanvaswithinthegroup.agreetoshareourcanvasamongthoserecommendedbyLinoonyourwebsite.Tosavetheconfiguration,clickon"createcanvas"

Loadingacanvas,wegetalargeworksurface.Thelowerleftcornerofthescreenwillshowthemainmenuandwecanalsomovetoourpreviouscanvases.Ifthemenubarisannoying,asmallarrowontheupperrightsidewillclosetoaminimumsizeandwecanopenitagainonlyifnecessary.The'notes'intheupperrightcornerallowustoexpressouropinions,arguments,orideasbyaddingtext,imageorevenvideo.Toedittext,wecanusetheworksurfaceinmanyways,andwecanchooseiconstodifferentiateoralsocolor.Onasharedsurface,anunlimitednumberofusersareallowedtoworksimultaneously, which allows students to comment with their anonymous feedback (feedback),opinionsandideas.

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Fuente:Linoit.com


BothLinoltandPadletareexcellentforonlinecollaborationamongstudents.Similartothesystemsusedpreviously,wecanusethepagesassimpledigitalmarkers,whichextendwiththepossibilityofrecordinglongerorshortertextsalongwiththelinksforthosewhocooperatewithusorvisitourcorkpanel.Theboardsallowustolaunchabrainstormonatheme,encourageournewlyformedgrouptocreaterules(whichwecansavelater).Ourgroupsandcollaboratingstudentscanmakeintroductoryphotosandvideosthatcanalsobeuploadedtoa"stickynote".Thenumberofoptionsisinfinite,weoftenusethesurfaceinourclassesfortheevaluationofprojectsorgroups:inthiscase,theteacheristheonewhostartstakingnotes,writingsomequestionsabouttheevaluationandalsoputtinghisownanswers(inseparatenotes).Thensharetheboardwiththestudentstodothesame.Aninterestingfeatureofthisprogramisthatitmaintainstheanonymityofthepeoplewhowritepost.Ifweneedtoknowwhowritespost(forexample,becausewerateparticipationpositively),itisenoughtoaskthestudentstomentiontheirnamewhentheywritethepost.

Linolt, due to itswide rangeof functions, can alsobeusedas amentalmapor as a slightlymoreelaborateanddetailedversionofamap.Wecancollectsamplevideos,tutorials,orwecanevenusetheboardtooutlineasummaryonthesubjectthatcanbeincorporatedintothevideotutorial.Wecanalsorequestcommentsrelatedtothevideooranticipateourquestionsforstudentstoanswerafter viewing the video. It is recommendednot to establishobjectivequestionsor data, but openquestionsaboutopinionsandthoughts.Inthisway,notonlythefirstenthusiastscanrespond.Aspecialadvantageofthevideoisthattheycandoitwithoutregistering,itisenoughtoshareanemailcodewiththestudents,andtheiranswerssenttothisaddresswillbeautomaticallypublishedasnotesontheboard.

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2.18. OnlineDebates


Withrespecttoonlinethinking,TricidergoesonestepfurtherthanLinoltandPadlet.

Withyourhelp,youcancreatedebatesandvoting,andcompletetheminthevirtualspace,soinaFlipped Classroom or classroom inverted can be perfect to verify if students have viewed andunderstoodthevideosorotherresourcesdeliveredasaprevioustask.

Wecanusethisresourcewithoutregistering,butifweaccesswithouruser,wehavemoreoptionsavailable,so it isworthdoing.Tricider'sstartingpoint isalwaysaquestionthatwill start tostartadebate.Studentscan initiatediscussionsontheirown inthesystem.Afteraskingthequestion,wehavetheopportunitytogiveananswer,anideaormaybeathought,inordertoguidetheminthedebateandgivethemclueswhenit isblocked,butwecanalsosimplysharewiththestudentsthewebsitewhichcontainsthequestion.

Studentsparticipateonline: in the ideas section, theycan revealnewaspectsof thequestionand,througharguments,theycanreacttotheideasofothersbywritingprosandcons.Finally,theycanvoteonalltheideas,sothatatfirstglancetheteachercanseeclearlywhichideaistheonethatthecommunity likes themost. In addition, they can indicate if they like each idea and / or argumentindividuallyanonymously,althoughwhentheywriteacomment,theycanrevealtheirname.


Tricideradaptsperfectlytoorganizedebates,andcanbeanexcellentstartingpointforaninvertedclassroomclass,ifinadditiontowatchingthevideoweaskforareactioninTriciderbythestudents.

Fromhome,Tricidercanprovidealotofadditionalinformationtoteachersabouttheextenttowhichstudents understood the content of the videos,what their attitude towards them is, or how theyshould continue their learning. The face-to-face class couldevenbeginbyprojectingTricider, thusstartingfromacommonbasetobeginwith.Inaddition,Triciderimprovesstudents'abilitiestothinkanddiscuss..

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Publishingandsharingcontent

2.19. Introduction

Thepreparationofdigitallearning(videos,presentations,etc.)isonlythefirststepinthedevelopmentofFlippedClassroomcontentorinvestedlearning.Thenextphaseishowwearegoingtosharethiswith our students. There are many possibilities, most of them belong to the group of web 2.0applications.

Socialsoftwareandwebsitestosharecontent

"Nobodyknowseverything,everyoneknowssomething,alltheKnowledgeresidesinhumanity.”

(PierreLevy)

Socialsoftwareistheessenceofweb2.0:itturnstheInternetintoacommoncreation,collaborationand communication platform. There are numerous web-based programs that encourage us to bepresentinvirtualcommunities,publish,shareideasinvideos,documents,images,mentalmaps,thusleaving ourmark on the digitalmedium. Examples of social software are: YouTube, Flickr, Picasa,Animoto,Prezi,etc.-butmostweb2.0applicationsalsobelongtothiscategory.Alloperateinasimilarwayfromatechnicalpointofview:theapplicationrunsonacentralserver, registeredvisitorscanupload,edit,createtheirownobjects(mentalmaps,videos,images,etc.)providingsomedescriptionaboutit.Theusermaydecidetosharethecontentthathecreated,orkeepitprivate.Guestswhohavenotregisteredcanmovefromonepubliccontenttoanother,butsometimesthesearchisonlyallowedifweregisterfirst.

Ifweprepareourcontentwithoneoftheseapplications,weusuallyonlyneedtosendalinktoourstudents,andtheycanaccessitevenwithoutregisteringtothatwebsite.

However,ifwewanttoapplytheFlippedClassroommethodregularlyandconsistently,thisisnotthebestsolution.Inthelongterm,youwillneedapermanentwebsite,wheretopublishthematerials,andthatcanbethepointofreferenceforstudentstovisititregularly.Nowwearegoingtopresentacoupleofweb2.0applicationsthatadapttothesepurposes.

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2.20. Videos,Images,Animations

Previouslywehaveseensomeapplicationsthatallowustocreatevideosonawebsite.Forexample,Animoto,SwayandPowtoon.Insuchcases,weonlyneedtoprovidethelinkforourstudents.

Ifwemakeourownvideorecording(withsomeeditingortrimmingonourcomputer),onceweareready,wecanuploadittoYouTubeafterafewsimplesteps.BecauseYouTubeisownedbyGoogle,weonlyneedaGoogleaccounttosignin.

Source:Youtube.com

Intherightcorner,ifweclickonthesmallcross,thetext"Uploadvideo"appears,whichtakesustotheloadingpage.Clickonthefollowinglinktoseetheloadingsteps:

https://support.google.com/youtube/answer/57407?co=GENIE.Platform%3DDesktop&hl=es

OncethevideoisuploadedtoYoutube,wecanshareitthroughsocialnetworksoroureducationalplatform(Moodle,Blackboard,etc.).Asthelinkitgeneratesistoolongtobesharedassuch,wecanshortenitusing,forexample,usingBitly.

Linksthataretoolongareunfriendly.Therefore,thereareapplicationssuchasGoogleURLShortener(https://goo.gl/)orBitly(https://bitly.com/)thatallowyoutoshortenthelinks.

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2.21. Presentations

Slideshare is a website to share content. In the "Explore" menu, we can navigate betweenpresentationsloadedbyothers,andwecanevensearchforspecifictopics.

Slideshareexplore

Source:SlideShare.net

Inhttps://www.slideshare.net/,weclickontheUploadbutton,andawindowappearswherewecan"draganddrop"thepresentationwewanttoshareor,alternatively,weselectthefilefromourcomputer.Ifwehavenotregisteredbefore,wecandoitwithanexistingLinkedInaccount,orcreateanewaccountwiththe"Register"button.

Onceweuploadourpresentation,clickingon"Share"weobtainaninsertioncode,withthehelpofwhichwecanplaceitonourwebsite,butwecanalsocopythelinkobtainedandsendittoourstudents.

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2.22. Personalwebpages

Anothergroupoftoolsisorientedtowardsthecreationofpersonalwebpages.HundredsofservicesareofferedinadditiontoRSS,withthehelpofwhichwecancustomizeourownhomepage.Theyusuallyhavewidgetssuchasdiary,clock,collectionoflinkstowebsiteswithoutRSSservice,editandpresentnotes,messages,calculator,accesstotheirownmailboxtoreademails,etc.

TherearemanytoolsofthistypetocreatepersonalwebpagesthatareupdatedautomaticallythroughRSSfeeds.Togivesomeexamples:Netvibes,iGoogle,Protopage,aPageflake,MyYahooorMicrosoftLiveportals.

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2.23. Blogs

Ablogisbasicallyawebsiteusedtopublishentriesinthestyleofanewspaper.Therearedifferenttypesofblogs.Personalblogs,wherewefindpublicationsrelatedtoaspecificperson.Althoughweoftenfindthematicblogsthatcontainpublicationsrelatedtoaspecifictopic.

TheMicroblogserviceoffersacommunicationportaltoitsusersthatissuitableforexchangingshortmessages regularlyandquickly.Thesocial function isalso importantand there is thepossibilityoffollowingmessagesfromourfriendsorpeoplewhodealwithissuesthatinterestus.

Theblogportalsareeasytouse,andwithverybasicICTskills,itisalreadypossibletoopenandeditablogwithouttoomanysetbacks.

Source:Wordpress.com

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2.24. ClassroomplatformsorvirtualLearningEnvironments(VLEs)

LearningManagementSystems(LMS)offeravirtualspaceinwhichtouploadcontent,createanddescribeactivities,communicatewithstudents,etc.Manyschoolshaveaplatformofthistypeandthisgreatlyfacilitatesthemanagementofcoursesorsubjects,bothteachersandstudents.

OneofthemostusedopenplatformsisMoodle(https://moodle.org/?lang=en)thathasahighdegreeofcustomizationandmanyfeatures,inadditiontobeingcompatiblewithalargenumberofmodulesthattheyallowtoextendtheirfunctionalities.

Source:Moodle.org

Another popular application,moreoriented towards creating a community that includes teachers,students and families, is Edmodo. It is compatible with Google Apps andMicrosoft Office, whichfacilitatesitsuse.Thisplatformallowsfamiliestotracktheevolutionoftheirchildren.

AnotherpopularapplicationisEdmodo.

Source:Edmodo

Google Classrooms allow you to create courses to communicatewith students by placing ads andrespondingtotheirpublications.Italsoallowsyoutouploadmaterialsandcreatetasksbyorganizingworkinmodulesorunitsthroughthemesandintegrateitintothesharedcalendar.Byintegratingwith

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otherGoogletools,suchasGoogledocs,Hangouts,orGoogleDrive,itmakesiteasierforteachersandstudentstouse.Inaddition,ithasanappthatallowsyoutouseitonanydevice.

Source:GoogleClasseoom

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Chapter3.RUNNINGCLASSES

PlanningtheFlippedClassroom

3.1. TheFlippedClassroomModel

The FLIP-IT project, basedon theexperiencesof the consortium, supportedby the researchdescribedabove,suggestsamodelfortheapplicationofFlippedClassroomspecificallyaimedataddressingthemultiplecriticalelementsofEuropeanVET.

3.1.1. OverallInstructionalGoals

AtthecoreofthismodelistheOverallInstructionalGoals.Thesearetobedeterminedbytheteacher/institutionandshouldultimatelyrefertothelearningoutcomesofthegivencourseofstudy.Ideally,theinstructionalgoalscouldbesummarizedinasinglesentenceandthelearningoutcomesguidedbythis.

3.1.2. AssessmentItems

Theassessmentitemsinvolvedinthecourseofpracticelieoutsideoftheinstructionalgoalsbutitisextremelyimportantintheselectionoftheassessmentitemsthatthesecorrelatedirectlywiththelearningoutcomes(inanefforttoensureconstructivealignment).Onthisbasis,itisimportant that the appropriatemethod of assessment be selected and that non-traditionalmethodsofassessmentbeconsideredaspartofthis.Theflexibilityoftheflippedclassroominpotentially providing in-class time to students to, for example, engage in projectwork or inapplication of the skills and knowledge they have learned outside of class, could facilitatenumerousmethodsofcontinuousassessment,asopposedtoasinglesummativeassessment(e.g.:writtenorMCQexam)attheendofamodule.

3.1.3. Learningoutsidetheclassroom

Itisrecommendedthattimeandactivityoutsideofin-classtimetakeplaceinaprimarilyonlineformat (although a more low-tech approach can be undertaken, this would most likely beconsiderablylesseffectiveforlearningandretention).Bothteachersandstudentsmayneedtobeprovidedwithtrainingrelatedtodevelopingandaccessingdigitalsupportlearningmaterial.Considerationsthereforeneedtobemadeforlogisticalconsiderationsliketrainingfornewskillsdevelopment,availabletimeandresourcesfordevelopingandengagingwithonlinecontent,etc.

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Teacher’sOnlineRoleThe role of the teacher from an online perspective in this approach lies in the creation orsourcingofaseriesofmediatofacilitateself-directedlearningatthestudent’sownpace.Thismediacouldincludescreencasts,videoandaudiorecordings,developmentofrapide-learning,narrated lectures,etc.Studentsshouldbeabletousethiscontenttoengage inself-directedlearninginordertoadequatelyprepareforin-classactivitiesrelatedtoapplying,discussingoranalysing this information. Additionally, teachers should engage in communication withstudentswhileonlineinordertomonitorstudentenquiries,studentactivities,providefeedback,etc. The teacher’s online role may require the development of skills in developing and/ orsourcingsupportinglearningmaterial,curatingthismaterialandmakingitavailabletostudents(andothers)aswellasskillsinonlinecommunicationandcollaboration.

Student'sroleinlearningoutsidetheclassroomThe role of the student from an online perspective in this approach lies in accessing andabsorbingtheinformationcontainedinthecuratedseriesoflearningsupportmedia,developedbythelecturer,tofacilitateself-directedlearningattheirownpace.Thislearningcontentshouldthenbeappliedinsomewayinactual in-classtime(this issomethingwhichshouldbemadeexplicitlycleartothestudent).Tothispoint,itcouldberecommendedthatstudentsberequiredheretoengageinsomeformofformativeassessmentrelatedtothismaterialpre-classtoensureunderstanding/evaluation,etcand/orsomeformofcommunicativeorcollaborativeactivity.Theseelementshave theaddedbenefitof increasingstudentdigital literacyskills,aswellaspotentially building skills in communication, collaboration, independent learning, self-evaluation,etc.

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Source:WikimediaCommons.UsedundertheCreativeCommonsAttribution2.0Genericlicense

3.1.4. Learningintheclassroom

It is recommended that the time and activity during the scheduled class be devoted to theapplication of learned content. Thismay involvemultiple combinations of various activities,including, but not limited to: discussions, hands-on demonstrations, applications of learnedcontent, etc. Both teachers and students may need to receive training related to certainmethodsandactivities.Inaddition,itisimportantthatallstakeholders(includingsupportstaff,ICT support, etc.) have clear what the requirements and goals for class time should be.Therefore,itisnecessarytotakeintoaccountlogisticalconsiderationssuchasthetrainingforthe classroom activities, the time reserve and the materials necessary for the properdevelopmentofthepracticalsessions,thegeneralorganizationofthemoduleanditssituationwithintheprogramofthecourse.

TheroleoftheteacherinlearningintheclassroomThe teacher's roleduring theclassperiodwillbe toconducta seriesofexperiential learningexercisesintheclassroom.Theycanbecollaborativeactivities,cognitivelearningactivities,etc.to ensure that students receive practical and appropriate guidance to correctly meet thelearningobjectivesandresultsofthemodule,aswellasensuringthattheybecomegraduatespreparedtowork.

RoleofthestudentinlearningintheclassroomTheroleofthestudentduringtheclassperiodwillbetoarrivetoclasshavinginternalizedtheinformationmadeavailabletothemonlineandhavingcarriedoutanyactivityassociatedwithit. In class, you should take part in a series of experiential learning exercises, collaborativeactivities,cognitivelearningactivities,aswellasparticipatinginself-directedlearningactivitiesorassessments.

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Source:CalicoSpanish.UsedundertheCreativeCommonsAttribution2.0Genericlicense

3.2. PlanningtheFlippedClassroomApproach

The flipped classroom is a student centred model with the aim of increasing studentengagement, understanding and retention by reversing the traditional classroom teachingapproach.

Although so far existing definitions vary slightly, the Flipped Classroom is a more student-centered approach to learning whereby students receive lecture materials before class,generallyinsomedigitalformat.

Thisapproachallowsstudentstolearnaboutthetopicsoutsideofclassandattheirownpace.Thentheycancometoclassalready informedandpreparedtoengage indiscussionsonthetopic and apply their knowledge through active learning, they can spend their class timeundertakingmoreactiveandcollaborativeactivities.Applyingthismodel,amoreefficientuseofclasstimeisexpectedbyfocusingonthepracticalapplicationofknowledgeduringclass.

Theregularandstructureduseof technology in thismorestudent-centredapproach iswhatdifferentiatestheflippedclassroomfromaregularclassroomwhereadditional,supplementaryresourcesareused.

It is not easy to start applying the FlippedClassroommethod. It is necessary to think aboutstrategies,itisnecessarytoconsiderthelearners,theirabilitiesandlearningpreferences.

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ThesuccessoftheFlippedClassroomdependsonthealignmentofthecontents.Theteachermustmakehis/herstudentsfamiliarofwhathe/shewantsthemtoaccomplishbefore,duringandaftertheclass.

Aneffectiveandsuccessfulflippedclassroomneedsareallycarefulpreparation,acarefullessonplanning.TheuniversalrequirementsgenerallyimposedonlessonplanshavetobeobviouslyappliedtoFlippedClassroomlessonsaswell.Teachershavetoplantheirownactivitesandtheirstudents´activitiescarriedoutinthreephases(mentionedalreadyabove):

“beforetheclass“,“duringtheclass“and“aftertheclass”.

Generally speaking, a lesson plan can be considered to be the teacher´s roadmap of whatstudentsaresupposedtolearnandhowthatwillbedoneeffectively.

Therearethreekeycomponentstobeintegratedineverylessonplan:

• Learningobjectives

• Teaching/learningactivities

• Strategiestocheck/assessstudentunderstanding

Asindicatedabove,thefollowingstepsareessentialonthewayofcreatingasuccessfullessonplan:

Step1:Identificationofthelearningobjectives

ItishighlyimportantforstudentstounderstandWHYtheyaretaughtthelessonandWHATtheycanexpecttogetoutofit.

Teachersshouldbeabletogiveanswerstothefollowingquestions:

• Whatisthetopicofthelesson?

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• WhatdoIwantthestudentstolearn?

• WhatdoIwantthemtounderstandandtobeabletodoattheendofclass?

• WhatdoIwantthemtogetoutofthisparticularlesson?

• Whatarethemostimportantconcepts/ideas/skillsIwantstudentstobeabletograspandapply?

• Whyaretheyimportant?

It isrecommendedtoapplyactiveverbsfromBloom´staxonomytodescribewhichcognitiveprocess the students are expected to go through. This process can be described with thefollowingcontinuumgoingfromlowerorderthinkingskillstohigherorderones:remember→understand→apply→analyse→evaluate→create.

Step2:Planningthespecificlearningactivities

Teachersshouldbeabletogiveanswerstothefollowingquestions:

• WhatwillIdotoexplainthetopic?

• WhatwillIdotoillustratethetopicinadifferentway?

• HowcanIengagestudentsinthetopic?

• Are there relevant real-life examples, analogies, or situations that canhelp studentsunderstandthetopic?

• Whatwillstudentsneedtodotounderstandthetopicbetter?

Step3:Planninghowtocheckthestudents´understanding

Teachersneedtoknowwhethertheirstudentshavereallylearntsomething,theyhavetoplanwhatquestionstheywillaskthestudentstocheckforunderstandingandwhattheywillaskthestudentstodemonstrate.Itisnecessarytogobacktothelistofthelearningobjectivesandtothinkwhichactivitiescancheckwhethereachofthosehasbeenaccomplished.Possibletypesand procedures of assessment have to be considered (formative and/or summative, self-assessment,peer-assessment)togetherwithassessmentcriteriaandstandards(rubrics)andtheprovisionoffeedback.

Asithasbeenalreadysaid,theabovegivenstepsaregenerallyapplicableforanykindoflessons.ConcerningtheFlippedClassroom,somespecificstrategiesshouldbeappliedmainlywithinthethreesteps.

Asithasbeenalreadysaid,theabovegivenstepsaregenerallyapplicableforanykindoflessons.ConcerningtheFlippedClassroom,somespecificstrategiesshouldbeappliedmainlywithinthethreesteps.

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Step1

Develop a creative introduction to the topic to stimulate interest and encourage thinking.Presentthetopics/issueswhichstudentsstrugglewith.WhenstartingwiththeFC,donotbetooambitious!Thevideosmadebyyoudonotneedtobeperfect!

Step2

ApplyingtheFCapproach,itisessentailtoconsiderthefollowingthreeissues:

• Isthematerialeffectiveandrelevantforthepresentedtopic?

• Dothestudentshaveaccesstothematerial?

• Dothestudentsknowhowtousethematerial?

When learning activities are planned in the FC, teachers should choose the evidence basedinstructionalapproachwhichfitsthemainlearningactivity.

Thepre-classworkshouldsetthesceneforthein-classactivity.Teachershavetocarefullyplanhow theywill communicate the new instructional ideas.Would students benefitmore fromwatchingavideodemonstrationoutsideofclassattheirownpaceandasoftenasneededorwouldsomeothermediatypebemoreeffective?

Specificlearningmotivatingactivitiesaretobepreparedbeforeclass.Theessentialquestionsare:

• Whatkindsofactivitieswillmotivatestudentsandpreparethemforclass?

• Whatshouldstudentsbeabletodotoprepareforclass?

• Whatquestionswillthestudentsbeasked?

Teachersneedtoidentifythekindsofincentivesormotivationsthatwillengagestudentsintheinstructionalmaterialandpreparethemforthein-classactivity.Itiscrucialtodeterminehowtheteachercanprovidefeedbacktostudentsaboutwhattheyknowanddonotknowpriortoclass.

Themostimportantissueaboutplanningin-classactivitiesisthattheseactivitiesaretoprovidestudentswithopportunitiestodeepenunderstanding.Thatiswhytheyaretofocusstudentstoattainhigher-levelcognitiveabilities.Theseactivitiesneedtobealigned&matchedwiththelearningobjectives,clearinstructionsaretobepreparedfordistributiontostudentsin-class.

Teachers need to use a timelinework plan to help you keepmanage the activity and keepstudentsontask.Whenplanningpost-classactivitieswhicharetoextendstudents´ learning,thesequestionsaretobeanswered:

• Howwill students continue the learning experience from the inside class activity tooutsideofclass?(Wedonotretainwellwhatwemaylearnfromjustoneexposuretothematerials.)

• What kind of in-class activities will focus students to attain higher-level cognitiveabilities?(seeBloom´staxonomyabove).

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• Teachersneedtoprepareclear instructions fordistributiontostudents in-class; theyalsohavetoconsiderhowtheywillconnecttheslessontothenextlessonsothattheyflowcoherently.

Step3

Teachersshouldknowiftheirstudentsreallylearnedsomething.Todothis,theyhavetoplanwhatquestionstheywillaskthestudentstoverifytheirunderstandingandwhattheywillaskthemtodemonstrate.Itisnecessarytoreturntothelistoflearningobjectivesandthinkaboutwhatactivitiescanverifyifeachofthemhasbeenachieved.Thepossibletypesandproceduresof evaluation (formative and / or summative, self-evaluation, peer evaluation) should beconsidered togetherwith theevaluationcriteriaandstandards (rubrics)and theprovisionoffeedback.

Withrespecttotheevaluationstrategies,intheinvertedclassmodelitisrecommendedtoapplytheevaluationbypairs.Thistypeofevaluationallowsstudentstoseeotherpointsofviewwithwhichotherpeersdevelopedthesameactivity,whilealsolearningtotoleratecriticalcommentsabout their work from their peers, and learn how to evaluate the performance of peers. aconstructivewayInthisway,theycanmakethemostofcollaborativeactivities.

However,itisalsoimportanttheevaluationoftheteacherwhomustcarryoutacontinuousandpersonalizedfollow-upofthestudentsaccordingtothefollowingcriteria:

• Iftheyaccessedmaterialsoutsidetheclassroom• Iftheyadequatelyunderstoodthecontents• Iftheyareabletoapplythemproperlyindifferentcontexts• Iftheyareactivelyinvolvedinface-to-facesessions• Iftheycollaboratewithotherclassmates

As inanyothereducationalmodel,havinganeducationalprogram in theFlippedClassroommodelisessential.

Peer-assessmentisdefinitelyalsotobeappliedintheFCmodel.Studentscanlearnhowtocopewithandpotentialcriticalcommentsgivenbytheirpeers,theycanlearnhowtoevaluatetheirpeers´performances.Thentheycanprofitfromcollaborativeactivities.

Whenplanningany lessons,FlippedClassroomonesnotexcluded, teachersneedtocreatearealistic timelineforall thephases.And,aboveall, theneedtobeflexible–theyhavetobereadytoadjusttheirlessonplanstotheirstudents’needsandfocusonwhatseemstobemoreproductiveratherthanstickingtotheiroriginalplans.

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3.3. Lessonplanelements

Everybodysurelymadealotsofdifferentlessonsplansbefore,nowweareonlypresentingastandardtemplateforcreatingyourownlessonplan,togethetwithsomeideastoensurethatthelessonsplanswillbeuseful.

Compulsoryelementsofalessonplan:

Schedulingaface-to-facesession

• Teacher'sname:• Subject:• Course:• Lessontheme:• Objectiveofthelesson:• Durationofthesession:• Connectionwithothersubjects:• Evaluationmethods:

Timeframe Partsofthelesson

TeachingstrategyNotes,

commentsMethods Workingforms Tools

TipsandSuggestions

Hereweformulatetheexpectedlearningoutcome,inawaythatitismeasurable.

Define the knowledge that should be mastered (e.g. new concepts), cempetencies to bedeveloped,theachievementlevelyouaimat.

Itisworthphrasingitlikethat:

“Bytheendofthelessonstudentswillbeabletocreate…….”

Youmaygivemorethanoneobjectives,youcancreatesmallerobjectivestoeachactivityofthelesson.Forexample,asforthematerialsharedwithstudentspre-class,wecouldaimat:Havingwatchedthevideo,studentswillbeabletolist…

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Whenformulatingtheobjectives,wecanselect fromtheverbsbasedonBloom’staxonomy,suchas:

Individual,BEFORECLASS(lowerorderthinking)

Understand–summarize,explain,debate,demonstrate…

Remember–define,list,memorize,repeat,recall…

INCLASS(higherorderthinking)

Create–construct,design,create,simulate,invent…

Evaluate–criticize,judge,review,defend,validate,test,argue…

Analyze–compare,examine,relate,categorize…

Apply–use,demonstrate,implement,illustrate,operate…

TeachingStrategies

Inthetemplateprovided,wedifferentiatebetweenmethodsandwaysofworking.Whenwetalkaboutmethods,werefertotheconcretionofapedagogicalapproachinagivencontext,taking into account the age of the students, the learning subject, the expected results. Theapplicationofadidacticmethodinvolvesaseriesofspecifictechniquesandprinciples.Someofthemost commonly knownmethods that areperfectly integratedwith FCareall those thatencouragethestudent'sactiveparticipation, suchas:project learning,autonomous learning,cooperativelearning,service-learning,casestudies,dialogicallearningorgamification.

To better understand this, when we speak of pedagogical approach, we refer to a set ofprinciplesandadescriptionoftheteachingpractice,whichwecouldlinktoacertainideology,thatis,toawayofconceivingthelearningandteachingprocess,aswellliketheevaluationone.Some pedagogical approaches most commonly used are, for example, the constructivist,behaviorist,trial-error,inductiveordeductive.

Finally,whenwerefertoformsofwork,werefertothewayinwhichwemanageandenergizethegroupofstudentsintheclassroom.Wecandoactivitiesinpairs,ingroups,withthewholegrouporindividually.Theworkcanbesimultaneousorsequential,andwecanoffermoreorlesstheworktobedone,everythingdependsonthemethodsthatwewanttoapply.Themostimportantthingwhenselectingandapplyingteachingstrategiesisconsistencyandclarity.Whenstudentsdonotunderstandtheworkdynamicsordonotthinkitisfairoradaptedtotheirneeds,itiseasytoloseinterestandattention.

ThefollowingexamplemayhelptounderstandmoreclearlyhowtoselectteachingstrategiesintheprogrammingofaFClesson

• Subject:Trainingoftrainers• Course:Trainingoftrainers• Lessontheme:Programmingtrainingactions• Objective of the lesson: the participantswill be able to define andprogram training

actionsforactiveworkersbasedontheanalysisofthejob• Durationofthesession:2hours

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• Connectionwithothersubjects/courses:Descriptionandanalysisofjobs• Evaluationmethods:

o Self-evaluation:Throughasurveyo Co-evaluation:Betweengroups,bymeansoftheworkevaluationrubriccarried

out by each group and intra-group, evaluating the group process and thecontributionofeachmemberbymeansofachecklist.

o Hetero-evaluation:Rubricsforevaluatingtheworkofeachgroup

Timeframe

Partsofthelesson

Teachingstrategy Notes,comments

Methods Workingforms Tools

10min Checkingwhathasbeenlearnedinthestudyofteachingmaterials

Gamification Individual.Thewholeclass

Kahoot Thosewhogetthebestscorewillbethefirsttoselectajobtoworkwithinclass

15min Selectionofjobstobeworkedwith

Individual Noticeboardwithprofiles

Thereisdefinitionofprofilesofdifferentsectors

5min Groupofstudentsbasedontheselectionofpositions

Group(cooperative)

Roles:

• Coordinator:organizeworkandboostwork

• Secretary:Writerelevantinformation,saveandsharedocuments

• Controller:timeandtaskcompliance

• Spokesperson:speaksonbehalfofthegrouptoconsultdoubtstotheteacher

Countdowntimer

Thetimeinwhichtheyarequietlygroupedintheclassroomistimed

50min Definitionoftrainingactionsandtheirdidacticprogramming

CaseStudy Onelaptopperteam

Theymustincludealltheelementsofaschedule.Notemplateisoffered,theymustworkbasedonwhatwasstudiedinthedidacticmaterialprovided

25min Presentationoftheworkdone

Given Theexhibitionismadebyamemberofthegroupselectedatrandom,whichforceseveryonetoworkbecausethenoteisthesameforallteammembers.5minpergroup

15min Evaluationoftheactivityandtheworkdone

Individualandgroup

Evaluationtools:survey,rubricandchecklist

1stindividual,2ndgroup

(therubrictoevaluatetheworkoftherestofgroupsisusedduringtheexpositionofeachgroup)

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Tools

Theweb2.0toolspresentedinModule2canbeappliedduringtheclassroomlessonaswell.

Whenintroducinganewtopic,wecancreateinfographics.Wecanrecallknowledgewiththehelpofmindmaps,butacommonbrainstorminginLinoitwillalsoaddcolourtothelesson.

Ifwe have to revise a topic,we can use LearningApps,Quizlet, timeline creator,wordcloudmakerapplications,orKahoot.

We can create practice exercises in LearningApps-szel, while timelines, infograohics andmindmapsareusefultoolswhensummarizingandclosingatopic.

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Assessment

3.4. Theroleofassessmentanditstypes

Basicallywecandifferentiate3typesofassessment.Letuslookatthembeforetalkingaboutassessmentinaflippedclassroomcontext:

Diagnosticassessment:Itservesasatooltoidentifyaproblemorasituation,itsaimistomapneedsorpossiblelackofknowledge.Itsaimistogatherinformationsointhiscasegradesarenotgiven.Typicallywedothistypeofassessmentatthebeginningoftheschoolyearorwhenintroducinganewsubject.

Formativeassessment:Itisbasedonregularmonitoring.Itgivesfeedbacktostudentsandtothe teacher during the activities. Such techniques include making notes on essays orassignments,multiplechoiceexercisesperformedaspartofstudentself-assessment.

Summativeassessment: Thishappensat theendofanactivity, tocheck towhatextent theobjectivesweremet.Anexampleforthisisthefinalwrittentestattheendofatopic.

In the case of flipped classroom, a so called pre-formative assessment category can beintegrated to the above mentioned ones. This refers to the activity students performindividually,beforetheclassroomlesson.

Wecanclassifythetypesofassessmentfromanotherpointofview:whoistakingpartintheprocess.Wecandistinguishthefollowingcases:

• Teacherevaluatesindividualstudentperformance

• Teacherevaluatesgroupwork

• Studentself-assessment

• Studentassessmentbypeers

Forthelasttwo,instructionneedstobeprovidedbytheteacheratthebeginning,sostudentsgradually learnhoe toprovide feedback about their ownperformanceor about their peers’performance.

Self-assessmentandassessmentbypeersbothincreasestudentautonomy,responsibilityandhelpstodevelopsocialskills.

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Inthefirstmodulewegotfamiliarwiththe characteristics if the FC method –oneofthekeyfeaturesofthemodelisthatitisstudentcentered.

To ensure that this approach ismaintained througout the wholeteaching-learning process, theevalutaion system should also bestudent-centered.

Nowadays we look at evaluation as acontinuousprocess,notsimplyawayof„accounting” when closing a topic.Traditional evaluation methods usuallycomparestudentstoeachother,andso

generatecompetitionamongthem.Asopposedtothat,inthestudent-centeredapproachtheaim is tomonitor thedevelopmentofastudentcomparedtoherself/himself,giving regularfeedbackonher/hisprogressinthelearningprocess.

Incaseofaflippedlessontherearemoreopportunitiesforinteractionduringtheclassroomlesson.Byaskingquestions,theteacherwillhaveimmediatefeedbackaboutstudents’understandingofthetopic.Votingapplications(e.g.Kahoot!)areveryusefultoolstosupportthisactivityaswecanhavefeedbackfromallstudentsatthesametimewiththehelpofsuchonlinetools.

Thereisnoneedtoalwaysthinkabouttestsandgrading,whentalkingaboutevaluation.Wecanhavealotofinformationfromaninformaldiscussionwithourstudents,talkingthroughaprocess.

The aimof the so calleddeveloping assessment is to develop higher level thinking skills byinvolvingstudents.Thiswayassessmentisnotonlyaboutperformanceevaluation,butalsoawaytoimporvecompetenciesnecessaryfor„learninghowtolearn.Wehavetoenablestudentsto be able to identify their own weaknesses, plan the necessary next steps and takeresponsibilityforperfomingthem.Ideallystudentswillsetuptheirownsystemsforlearning,andwillmakedecisionsregardingtheirownlearningprocess.Atthesametimetheteachercanmakenecessarycorrections,amendmentsintheteachingprocessaswell.

Methodssupportingstudent-centeredassessment:

• self-assessment,assessmentbypeers,

• evaluationofprojectwork,cooperativework,

• portfolio,

• articles,studies,

• studylogs.

Remember:Theobjectiveofassessmentistoimprovethequalityoflearning.

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3.5. Checklists

Fromtimetotimeitisworthtoformallylookatandmakenotesonhowstudentscanapplythenewconcepts,skillsandattitudes.

Usingchecklistsisonewaytodothat,evaluatingdifferentareas,suchas:

• presentationtoclass

• thinkingskills

• communicationskills

• cooperation

• problemsolvingskillsetc.

Bytypeitcanbe:

• self-assessment

• peerassessment

• assessmentbyteacher

Thesechecklistareusedforaquickcheckofunderstandingorlackofunderstanding.

Howtousethem?

Basedontheexamplesshownbelowwecancreatechecklistsforourownpurposes,preferablyonline.Itisadvisabletosharethesewiththestudentbeforetheystartworking,sothattheycanseewhataspectswillbeevaluated,bywhom.Wecanapplydifferenttypesatthesametime,asitcanbeusefultocomparetheself-assessmentwiththepeerassessment,andhaveadiscussionaboutthat.

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3.6. Questionnaires,quizzes

Wecanchecktheunderstandingofthelearningmaterialbyquizzes,questionnairespreparedwithweb2.0applications,thiswaywecanmakesurethateventhosestudentswillanswerwhowouldnotbeactiveotherwise.Wereceivefeedbackfromthewholeclassatthesametime,sowehaveapictureabouthowtheyunderstoddthematerial–whetherweneedtoreviewsomepartsindividuallywithsomestudents,orwhetherwehavetoworkonsomethinginmoredetailasmoststudentsdidnotunderstand it. ForexampleKahoot! isanexcellenttool formakingquizzes.

Alternativelywecanprepareonlinequestionnairesaswell,forexampleusingGoogleForms.Inthiscaseevaluationiseasytodo,andwereceivealotofusefulinformationthisway.Inthenextsectionyouwillfindatutorialtothisapplication.

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CHAPTER4.ACOMPARISONOF2APPROACHESANDAPROPOSEDMODEL

Acomparisonof2FlippedClassroomapproaches

OverthecourseoftheFlipitProject,twoflippedclassroomapproacheswerepilotedwithtwodistinctgroupsoflearnersfortwodistinctteachingandlearningpurposes.Thepedagogicalapproachesutilisedwereundertakenusingmayofthetoolsandmethodologiesidentifiedinthisbook.

1) Thefirstgroupinvolvedanumberofteacherswhowantedtousevideo-basedteachingandlearningapproachesintheirclassrooms.

2) Thesecondgroupinvolvedsecondaryschoolstudentsandwasbasedaroundprovidingthesestudentswithtrainingonhowtopan,designanddevelopdigitalgames.

Theapproachesutilisedineachofthesepilotsandtheresultsofsameareoutlinedbelow.Anumberofconclusionsareofferedinrelationtokeyfindingsandrecommendationsarisingfromeachpilotexperience,aswellasidentifiedelementsofoverlap,difference,etc.whichfurtherinformsproposedusesandapproachesfortheflippedclassroomapproach.

WehopethatthisinformationwillbeusefulforyouinhelpingyoutobeawareofimportantelementswhichyoushouldbearinmindwhenconsideringyourownimplementationoftheFlippedClassroom.

1.1. UsingtheFlippedClassroomtoteachinstructorsabouthowtouseVideo

Introduction

Videooccupiesanever-increasingpositionofimportanceasalearningtechnologyduetoitsaffordancessuchasimmutability,editability,adaptability,andthepotentialforrevisionandre-purposing.Videoisvery“information-dense”andcanbeusedtoconveycertaininformationfarmoreeffectivelythan,e.g.:,text,"chalkandtalk",etc.andcanfacilitatetheapplicationofalternatepedagogicalstrategies(Sherin,2004)andthroughviewingandreflection,cansupportaformativefunctionforteacherandlearneralike(Mitraetal.,2010).

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Giventheeffectivenessofvideo,whythenisitusedsorarely?

Thepotentialforvideoasatoolforteachingandlearning,isgenerallyoffsetbythesupposeddifficultyofthesoftware,hardwareandproductionrequirementswhichareoftenassociatedwiththecreationofvideo.AsidentifiedbyNorton&Hathaway(2010),alackofteachereducationonthecreationofbespokevideoforteachingisamajorbarriertoitseffectiveuseandalackofvideoproductionknowledgecanresultinafailuretomanageassociatednecessaryelementssuchastimerequired,theimportanceofappropriatespacesforfilming,etc.

Ultimatelythedifficultyfacingteacherswhowanttousevideoforteachingandlearningisnotonesingle,simplereason,butincorporateselementssuchasthecostofpurchasingandusingvideoequipment,alackofknowledgeabouthowtocapturevideofootagetoareasonablestandard,alackofknowledgeonhowvideocanbeusedtosupportorenhanceteachingandlearning,alackofknowledgeabouthowtousevideoediting,etc.Addinginthetimeandenergydemandbyvideo,anditislittlewonderthatmanyteachersfindtheuseofvideoachallengetointroduce.

InstructionalGoals

BasedonmanyoftheapproachesoutlinedinthisbookandframedagainstthestandardTechnologyAcceptanceModel(TAM)anddrawinguponresearchundertakeninthearea(e.g.:Davisetal,1989),theuseoftheflippedclassroomapproachwasselectedasameansofteaching10instructors,teachingavarietyofsubjectsrangingfrommarketingtophysicaleducationtophysics,howtousevideoinordertosupportsomeaspectoftheirteachingandlearningprocess(es).

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Theuseoftheflippedclassroomapproachforthisprojectwasalsointendedtohelpfacilitateteachersinadoptingthesameapproachforusewiththeirstudents-i.e.byteachinginstructorshowtousevideo,thattheywouldbeabletodeveloponlineresourcestosharewithstudentsoutsideofclassandusein-classtimeforpeerdiscussion,debate,etc.Inessence,tousetheflippedclassroomapproachtoteachlecturershowtousevideosothatthosesamelecturerscouldusevideofortheflippedclassroomthemselves.

Initially,theentirepilotwasintendedtobebasedaroundtheuseoftheflippedclassroomtopromotetheuseoftheflippedclassroomtotheparticipants,butasthepilotprogressed,itwasidentifiedthatcentraltothesuccessofthepilotwasthedevelopmentofvideobyeachparticipantinthecontextoftheirowndisciplineandteachingpractice.Byavoidingaprescriptive"one-sizefitsallapproach",staffwereabletoplacetheirownneedsatthecenteroftheproject’strainingexperienceandwereempoweredandsupportedinusingthetechnologywithconfidenceandcreativityandforoptimalpedagogicaleffectivenesswiththeirstudents.Tothisend,itshouldbenotedthattheflippedclassroomapproachmaynotbeappropriateforallstudentsandeverysubjectanditshouldalwaysremainthedecisionoftheteacherthemselvesif,whenandhowtousetheflippedclassroomtofacilitatelearning.

TheFlippedClassroomApproach

Trainingintheinitiativewasfacilitatedviaafiveweekonlinecoursewhichusedtheflippedclassroomapproach.Thecoursecoveredthefundamentalsofvideoproductionwithafocusonenrichingtheteachingandlearningexperience.Eachweek,participantsattendedoneoftwoface-to-faceworkshopswhichwereusedascollaborativespaceswhereparticipantscouldcoversomeofthemorepracticalelementsoftheirindividualprojects.

ThelearningoutcomesforthedevelopmentofskillsrelatedtotheuseofvideoforteachingwaslargelydrawnfromKoumi’s(2014)“PotentPedagogicRolesforVideo”.Thesecanbecategorisedinto4areas:

1. Facilitatingcognition

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2. Providingrealisticexperiences

3. Nurturingaffectivecharacteristics(motivations,feelings)

4. Demonstratingskills

Theprocessofdevelopingandfacilitatingthesewasbasedaroundteachingvideotechniquesandteachingfunctionsthatexploitvideo’sdistinctivepresentationalattributes-thatothermediacannotachieveaseffectively.Itwasagreed,followingdiscussionandlearnerneedanalysisthattheprogrammeshouldrunover5weeksandshouldcoverarangeofelementsrelatedtotheuseofvideoforteachingandlearningpurposes.

Week1 Week2 Week3 Week4 Week5

Pre-production ShootingScenarios

Introductiontothecamera

LearnerEngagement

MultimediaPrinciples

UseoftheCamera

ProductionSkills

Editing

Publishing

Itwasagreedthattheflippedclassroomapproachwouldprovideonlinevideo-basedlessonswhichwere40minuteseachandwhichwouldalsoincludea10minuteactivity.Thesewouldbemadeavailableatthebeginningofeachweekandwouldbedevelopedusingsomeofthesoftwareidentifiedundersection2.10(“Videos,imagesandanimations”).ItwasalsoagreedtousearangeofTechnologyEnhancedLearningtoolstosupportalloftheseactivities,includingmanyofthetoolsidentifiedinthisbooksuchassoftwareidentifiedunder2.11(“MentalandConceptualMaps”),2.12(“WordClouds”)and2.17(“Onlinebrainstorming”).

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Thein-classelementoftheapproachwouldincludetwoone-hourfacetofaceworkshopsperweekandwouldbereservedforpracticalactivities&discussion.Aspartofthis,itwasagreedthattherewouldbearangeofelementsinvolved,includingonetoonediscussionsonprojectprogression,peerlearningthroughdiscussioninacollaborativeenvironmentandsubmissionofevidenceofprogress.Asidentifiedearlier,itwasnotedearlyonintheprocessthatitwouldbekeytotoavoidaprescriptive"one-sizefitsall”approachandtogivethelearnersspacetoconsiderandfollowarangeofideas,insteadofdictatingwhattheyspecificallyshouldorshouldnotdo.Tothisend,itwasveryimportanttofacilitatebothgroupcollaborationandindividualfeedback.

Timeframe Partsofthelesson Teachingstrategy

Workingforms Tools

5min Anoverviewofprojectprogress Thewholeclass Presentation/Kahoot

10min Aquickrecapofthelatestvideolesson(s)

Thewholeclass Video

15min Opendiscussionanddebate Group

Ledbyinstructor

Mindmap

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Evaluationofthestudentprogressionwasbasedaroundthesubmissionofevidenceofprogresseachweek,basedonthesubjectareabeingtaught-e.g.:inweek1,wheretherewasafocusonpre-production,participantswererequiredtosubmitastoryboardand/orscript,inweek2,wheretherewasafocusonusingthecamera,participantswererequiredtosubmitashortpieceoffootagetheyhadfilmed.Eachweekthereforerequiredthestudentstosubmitapieceofmediaaswellasareflectiononprogressandprocesses.Toincentiviseparticipantsincompletingthecourse,itwasagreedthataspeciallydesigned“digitalbadge”or“microcredential”wouldbeawardedtothemonsuccessfulcompletionoftheproject.

DataGatheringandFeedback

Qualitativefeedbackwasgatheredthroughafocusgroupwiththeentiregroupofparticipantsandthereat3face-to-faceinterviewswithindividualparticipants.

Minutestakenbyanotherorganiser

Participantstodiscuss,debate,tec.

10min Collaborativeopportunities Thewholeclass Brainstormingtools

15min Oneononediscussion&problemsolving

Individual N/A

5min Anyadditionalprojectupdates

Thewholeclass Evaluationtools/Data-gatheringtools

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Theoverallimpressionwasthattheentireprojectwasveryusefultobothstaffandtothestudentswhomhadbenefitedfromthedevelopmentofthevideo-basedlearningmaterial/activities.Theflippedclassroomapproachwasidentifiedasbeingextremelybeneficialtotheprojectandthatithadbeenpresentedandruninafavourablemanner.Participantsstatedthatthedigitalresourceswere“excellentforthenutsandbolts”-referringtothebasicknowledegerequiredforactivitiesrelatedtoplanning,filmingandediting.Participantsalsonotedthattherewereabletogreatlybenefitfromdiscussionintheface-to-facesessions,asopposedtosimplysittingthroughpresentationsand/ordemonstrations.Oneparticipantnotedthat“beingabletore-watch,pauseandfast-forwardthroughthevideoresourcesoutsideoftheclassroomandusingtheonlinevideosforon-the-jobreferenceswasgreat”.Itwasalsonotedthatforsomeprojects,theirideasfortheprojectfacilitatedtheadoptionofaflippedclassroomfortheirownstudents(e.g.:providingstudentswithpre-class/pre-labresources).

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1.2. UsingtheFlippedClassroomtoteachinstructorsabouthowtouseVideo

Introduction

Theglobalvideogamesmarketgenerated$91bnin2016,rangingfrommobileandconsolegamestoassociatedareassuchase-sports,gamingvideosandthedevelopmentofVirtualReality(VR).Itisfurtherestimatedthat,withanannualgrowthof6.6%,theglobalgamesmarketwillreach$118.6bnby2019(PEGI,2016).Andwhilethedevelopmentofprogrammingskillsisnecessaryforeffectivegamedevelopment,theoverallprocessofdesigningagamerequiresamoreholisticapproachinstudenteducationdevelopment.

The“PressStart”initiativewasdevelopedthroughacollaborationbetweentheDeptofTechnologyEnhancedLearningintheCorkInstituteofTechnologyandCorkEducateTogetherSecondaryschool.Theaimofthe“PressStart”initiativewastoattempttofacilitatetrainingforstudentsfocusedonhowtoeffectivelyplan,developandpublishaneducationaldigitalgame.Whilethefocusoftheinitiativeintermsoftrainingtechnicalskillsandknowledgewasbasedaroundtheprocessofcreatinga“traditional”or“commercial”gameusingindustry-standardtoolsandtechniques,elementssuchasprocessesrelatedtoideageneration,theplanningofgameplaymechanics,etc.wereorientatedtowardseducationalgamedevelopment.

InstructionalGoals

Akeyelementinthedevelopmentoftheapproachforthepilotwasthedecisionthatthestudentsshouldnotjustdevelopagame,butdevelopandeducationalgame.Itwasintended

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thatthestudentswouldcreateeducationalgamesdesignedtoteachtheirpeersaboutaspecificsocialorethicaltopicoftheirownchoosing.Tothisend,the“PressStart”initiativefocusedonaprocessofteachinggamedevelopmentskillsandknowledgethroughencouragingstudentstodeveloptheirowneducationalgames-gameswhichwouldbedesignedtoteachtheirpeersabouttheethicalorsocialissueoftheirownchoosing.Studentsdevelopingthegameswerethemselvesthuscompelledtolearnabouttheirselectedethicalareaofinterestthemselvesinordertoscaffoldrelevantinformationrelatedtothisethical/socialareawithinthegameitself.Theethical/socialsubjectswereidentifiedasappropriategivenanongoingelementofthestudent’scurriculumrelatedtoongoingsocialissuesandthegrowthofgamesforsocialgood.Agroupof45studentsinCorkEducateTogether(approximatelyagedbetween14-17)wereselectedasparticipants.

Thisconceptofhavingstudentslearnthroughdevelopingeducationalgamescouldalsobecomparedwiththenotionofteachableagents.Teachableagentsmaybecontrastedtoapedagogicalapproachreferredtoas"pedagogicalagents"inwhichthereisagraphicalrepresentationofacharacterwhoinhabitstheroleofacoachorpeertohelpoptimizelearning(Baylor,2007).Somekeyelementsintheeffectivenessofteachingagentsrelatetoexistingresearchidentifyingthebenefitsoflearning-by-teaching(e.g.:Roscoe&Chi,2008,etc.).Martin&Schwartz(2009),forinstance,notethatlearnersfrequentlybetterorganizetheirunderstandingforthetaskofteachinganotherpersonbetterthantheydoforthemselves.

TheFlippedClassroomApproach

Traininginthe“PressStart”initiativewasfacilitatedviaaflippedclassroomapproachduetoanumberofreasons.

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Studentsweretobeprovidedwithinstructionalvideoseachweek,overa8-weekperiodandthenusein-classface-to-facetimetoexperimentwiththerelevantsoftware,askquestions,shareobservations,andgetengagedingroupdiscussionsandcollaborations.etc.Theflippedclassroomwasidentifiedaskeyforthisprocessduetoanumberofelementswhichitfacilitated,notleastofwhichwastheabilityoftheflippedclassroomtomaximisetheimpactoftheavailablein-classtime.Oneofthemostimmediateconcernsintheprojectrelatedtowhatwasfeasibleforstudentstofullyinculcateoveraperiodof5monthsinadditiontotheirongoingclasses.Itwasfeltthatbyutilisingaflipped-classroomapproachandencouragingstudentstostudyandexperimentusingthedevelopedresourcesoutsideoftheclassroom,thatthiswouldfreeupclasstimeandensurethatstudentswouldbeabletohavetimetoeffectivelyengagewitheachother.

Itwasagreed,followingdiscussionandlearnerneedanalysisthattheprogrammeshouldrunover8weeksandwasbasedonthecreationofa“bare-bones’programmeofinstructionforteachinggamedevelopment,incorporating:

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8

Anoverviewoftheprojectconcept,briefandtimelines.

Anintroductiontoseriousgames.

Anintroductiontothegamedevelopmentprocess.

Anintroductiontogameideadevelopment,gamedesigndocumentsandmoodboarddevelopment

Anintroductiontoconceptartdevelopmentandstoryboarddevelopment.

Anintroductiontoanimaticdevelopment(basedonstoryboards).

AnoverviewofUnrealEngine

FurthertechniqueswiththeUnrealEngine

FinalPresentationsandDiscussions

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Itwasagreedthattheflippedclassroomapproachwouldprovideonlinevideo-basedlessonswhichwere30-40minuteseachandwhichwouldalsoincludeaseriesofactivitieswhicheachgroupshouldselectandperformin-class.Theseweremadeavailabletostudentsatthebeginningofeachweekandin-classtime(45minutestwiceaweek)wouldbegiventodevelopmentofassets,askingquestions,sharingobservations,groupdiscussionsandcollaborationsandcompletionoftherequestedactivities.Someofthesoftwareidentifiedundersection2.10(“Videos,imagesandanimations”)wasusedfordevelopmentofthevideo-basedlessons.ArangeofTechnologyEnhancedLearningtoolsweretosupportmanyin-classactivities,suchassoftwareidentifiedunder2.11(“MentalandConceptualMaps”),2.12(“WordClouds”)and2.17(“Onlinebrainstorming”).

Alsobuiltintothistimelinewereanumberofperiodicreviewsessionsinwhichstudentswererequiredtopresenttheirworktodateforreviewin-class.Aninitialreviewofthegameideaandmoodboardoccurredafterweek3,areviewofgameconceptassetsafterweek5,etc.Withalloftheseinstructionaldecisionsagreed,studentswerethendividedinto11groups(withapproximately4-5studentspergroup),askedtocollectivelyagreeanethicaland/orsocialissuetobasetheirgameupon,andtheprojectproceeded.

Timeframe Partsofthelesson Teachingstrategy

Workingforms Tools

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5min Anoverviewofprojectprogress Thewholeclass Presentation,Kahoot

5min Aquickrecapofthelatestvideolesson(s)

Thewholeclass Video,Presentation

10min Opendiscussionanddebate Group-based

Ledbyinstructor

Studentstodiscuss,debate,tec.

Mindmaps,WordClouds,OnlineBrainstorming

10min Oneononediscussion&problemsolving

Individual/Group N/A

15min TimeforworkingonIn-classactivities

Group N/A

Itwasagreedthatevaluationwouldbebasedonthedevelopedgamesaswellasafinalpresentationin-classinweek8,inwhichstudentgroupswouldpresentoneverythingwhichtheyhadachievedduringtheproject,fromtheirinitialgameidea,tothegameassetswhichtheyhaddeveloped(i.e.:conceptart,storyboards,animatics,etc.)toanyprototypeswhichtheyhaddevelopedinUnrealEngine.

Thesocial/ethicalareasonwhichthestudentgroupsbasedtheirgameswereprimarilyrelatedto4mainareas:

● Environmental/Sustainabilityissues(4ofthe11groupsdevelopedgamesbasedonthis)

● WarandRefugees-(4ofthe11groupsdevelopedgamesbasedonthis)● Poverty/Homelessness-(2ofthe11groupsdevelopedgamesbasedonthis)● LGBTissues-(1ofthe11groupsdevelopedgamesbasedonthis)

DataGatheringandFeedback

Kirkpatrick&Kirkpatrick’s(2007)modelofevaluationwaschosentostructuretheevaluationprocessfortheinitiative.Theeffectivenessofthe“PressStart”initiativewasconsideredagainstfourlevels:

1. Studentreactionstotheinitiative.2. Whatstudentslearntbyengagingintheinitiative.

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3. Ifstudentsidentifiedanychangestofuturebehavioursasaresultofparticipation.4. Howtheinitiativecouldbeimprovedandre-run.

Aquestionnaireandtwofocusgroupswithparticipatingstudentswereadoptedtogatherdataacrossallfourlevels.Bothwerestructuredwithquestionsdesigned,wherepossible,toaddresseachofthelevelsidentified.Eachfocusgroupfeatured6questions/discussionpoints.Thequestionnairefeatured12questions,9ofwhichpresentedafive-levelLikertitem,3ofwhichwereopen-endedtextquestions.Thequestionnairewasdistributedasahardcopyandwasanonymoustoencouragehonestfeedback.Thetotalnumberofquestionnairerespondentswas35.Twofocusgroupswereheldwith6studentsineachfocusgroupandwereaudio-recordedtofacilitateanalysis.Boththequestionnaireandthefocusgroupstookplacebeforethefinalstudentpresentationsoneverythingwhichtheyhadachievedduringtheinitiative.

Theflippedclassroomapproachundertakengenerallyreceivedquitepositivefeedbackandstudentsidentifiedthatithadbeeneffectiveinwhatithadattempted(Inrelationtoapositivedispositiontotheflippedclassroomapproach,24%oftherespondentsidentifiedtheiropinionas"Definitelyyes".Afurther40%identifiedtheirresponseas"Yes").Theapproachundertakenwasconsideredtobeveryeffective,butacommonsuggestionmadebyparticipantstoimprovetheprocessrelatedtomorefrequentinteractionwithsoftwareearlierintheprocess,suggestingthatakeyelementintheprocesswasgivingstudentstimetobeginengagingwithsoftware,etc.earlyonintheprocess(“Evenifwearen’tbeingtaughtaboutit,wecanuseitourselvesandgetusedtoitbeforethevideolessonscoverit”).Feedbackfromthefocusgroupsuggestedthattheprimaryareasinwhichparticipantsfeltmostconfidentinwhattheyhadlearnedrelatedtotheprocessofworkinganideafrominitialconceptiontoactualizationwithinthegamedevelopmentsoftware("Thebestpartwaslearningaboutbeingabletouseideas-useyourimaginationandthenmakeit",“Theprocessofmakingsomethinglikethat-findingagoodwaytodostuff”).Participantsnotedthattheyhadlearnedalotaroundtheuseofgamedevelopmentsoftwarebutthatthissoftware,formany,hadbeenthemostchallengingintermsoflearninghowtouseit("itwaskindoflikeapuzzle,buttherewasalotofsatisfactionwhenyougotusedtoit").Sentimentanalysisfromthefocusgroupcollatedwithmuchofthisfeedback,identifyingthatmuchofthegeneralreactiontotheprojectandtowardstheflippedclassroomapproachwaspositive,withmanyofthefocusgroupparticipantsidentifyingthattheyenjoyedtheprojectbutthatthegamedevelopmentsoftwareandgamecharacterdesignsoftwarewasquitecomplextouseandthatthegamedevelopmentsoftwarecouldbeintroducedearlierintotheprocesstoallowmoretimetoworkwithsaidsoftware.Studentsalsosuggestedtospreadtheinitiativeoveralongerperiodoftime,allowingstudentsmorein-classtimeandspacetocompletetheactivitiesandreflectanddiscusstheirexperiences.

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1.3. ConclusionsandRecommendations

Basedontheexperiencesoutlinedabove,anddrawingfromtheevidencesoutlinedinthisbook,anumberofconclusionsontheuseoftheflippedclassroomcanbereached.

• Akeyelementmentionedearlieristoavoidaprescriptive"one-sizefitsall”approach.Whileaclasscanbeprovidedwiththesamematerialoutsideofclassandpursuethesameactivitiesin-class,itisimportanttorememberthateachlearnerisanindividualandwillinterpretandpursueinformationinadifferentway.Youshouldgivethelearnersspacetoconsiderandfollowarangeofideas,insteadofdictatingwhattheyspecificallyshouldorshouldnotdoandanticipatethatnotalllearnersintheflippedclassroomwillendupwiththeexactsameresults.

• Theflippedclassroomrequiresthatstudentsworkingroups.Evenifthestudents’workisindividual,theyaregenerallyrequiredtoengageingroupactivitiesin-classandcertainlyoneofthebenefitsoftheflippedclassroomrelatestotheabilityofstudentstohearfromtheirpeersandengageinactivitieswiththeirpeers,suchasdiscussion,debate,collaboration,etc.Tothisend,itisimportanttobeawareofgroupdynamicsandtoensurethatgroupactivitiesarestructured.Itisalsoimportant,ifatallpossible,toencouragestudentstotakepartingroupactivitiesasmuchaspossible.

• Certainskillsandknowledgerelatedtolearningactivitieswillallowonetogetmorefromtheflippedclassroomapproach.Whiletheflippedclassroomisahighlyeffectiveanddynamicapproach,itdoesrequireacertainamountofpre-existingskillsinordertobestfacilitateit.In-classactivitiessuchasdiscussion,debate,collaboration,etcallbringtheirownchallengesandrequirecertainactivitiesoftheirparticipants.Themorefamiliarandcomfortableaclassisengagingintheseactivities,themoretheycangetfromtheexperience.

• Youmayfinddifferentexperiencesbetweendifferenttargetaudiences.Similartothepreviouspoint,differenttargetaudiencesmayfindtheapproachmoreorlesseffectivethantraditionalclassroomlearningbasedontheirownabilities,familiaritywiththesubjectbeingtaught,theirabilitytolearnindependently,etc.Inthetwoexamplesgiven,theinstructorswhoweretaughtvideoweremorecomfortableengaginginindependentlearningandneededlittleguidanceapartandwerereadyandwillingtoengageintheface-to-facesessions.Thestudentsbeingtaughtgamedevelopmentwereslowertoengageintheface-to-facesessionsandsomefeedbackgatheredidentifiedthatsomestudentswouldhavepreferredmorestructureandmoreguidanceonhowtoworkwithintheflippedclassroomapproach.

• Theremaybeatemptationwiththeflippedclassroomtogivestudentstoomuchspaceandtoassumethattheyareworkingcontentedlyonmaterial.Whiletheflippedclassroommayrequirestudentstoengageinindependentstudyandforthemto“own”theirlearning,itisessentialtoengagewithstudentsasaninstructorintheface-to-facesessionstoallowthemtheopportunitytoaskquestions,seekclarifications,etc.Itisrecommendedthatin-classsessionsthereforebefacilitatedasoftenaspossibleandtostructuretheseinordertobestfacilitatestudents.

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• Itshouldbenotedthattheflippedclassroomapproachmaynotbeappropriateforallstudentsandeverysubjectanditshouldalwaysremainthedecisionoftheteacherthemselvesif,whenandhowtousetheflippedclassroomtofacilitatelearning.Whatiskeytodeterminingthisistoexaminewhatistobetaughtandtoidentifytheappropriateonlineresourcesandthein-classactivitiesthatcanbeundertakenwhichareofgenuinerelevancetothelearningrequired.Iftherearenotin-classactivitiesinaparticularsubjectwhichwouldrealisticallyfacilitatelearning,thentheflippedclassroomapproachmaynotbeapplicable.

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1.4. ApotentialFlipIT!FlippedClassroomAdoptionModel

BasedontheresultscontainedintheFlipIT!Projectandbasedontheaboveexperiences,aswellasonfootoftheexperiencesoftheconsortium,somegeneralguidelinesandamodelforintroducingtheflippedclassroom-bothtoteachersandstudents-arepresentedbelow,whichisorientatedtowardsspecificallyaddressingthemultiplecriticalelementsofEuropeanVET.

Thereareanumberofkeyelementstoconsideraspartofthismodel:

OverallInstructionalGoals

AtthecoreofthismodelistheOverallInstructionalGoals.Thesearetobedeterminedbytheteacher/institutionandshouldultimatelyrefertothelearningoutcomesofthegivencourseofstudy.Ideally,theinstructionalgoalscouldbesummarizedinasinglesentenceandthelearningoutcomesguidedbythis.

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AssessmentItems

Theassessmentitemsinvolvedinthecourseofpracticelieoutsideoftheinstructionalgoalsbutitisextremelyimportantintheselectionoftheassessmentitemsthatthesecorrelatedirectlywiththelearningoutcomes(inanefforttoensureconstructivealignment).Onthisbasis,itisimportantthattheappropriatemethodofassessmentbeselectedandthatnon-traditionalmethodsofassessmentbeconsideredaspartofthis.Theflexibilityoftheflippedclassroominpotentiallyprovidingin-classtimetostudentsto,forexample,engageinprojectworkorinapplicationoftheskillsandknowledgetheyhavelearnedoutsideofclass,couldfacilitatenumerousmethodsofcontinuousassessment,asopposedtoasinglesummativeassessment(e.g.:writtenorMCQexam)attheendofamodule.

Online

Itisrecommendedthattimeandactivityoutsideofin-classtimetakeplaceinaprimarilyonlineformat.Bothteachersandstudentsmayneedtobeprovidedwithtrainingrelatedtodevelopingandaccessingdigitalsupportlearningmaterial.Considerationsthereforeneedtobemadeforlogisticalconsiderationsliketrainingfornewskillsdevelopment,availabletimeandresourcesfordevelopingandengagingwithonlinecontent,etc.

Teacher’sOnlineRole

Theroleoftheteacherfromanonlineperspectiveinthisapproachliesinthecreationorsourcingofaseriesofmediatofacilitateself-directedlearningatthestudent’sownpace.Thismediacouldincludescreencasts,videoandaudiorecordings,developmentofrapide-learning,narratedlectures,etc.Studentsshouldbeabletousethiscontenttoengageinself-directedlearninginordertoadequatelyprepareforin-classactivitiesrelatedtoapplying,discussingoranalysingthisinformation.Additionally,teachersshouldengageincommunicationwithstudentswhileonlineinordertomonitorstudentenquiries,studentactivities,providefeedback,etc.Theteacher’sonlinerolemayrequirethedevelopmentofskillsindevelopingand/orsourcingsupportinglearningmaterial,curatingthismaterialandmakingitavailabletostudents(andothers)aswellasskillsinonlinecommunicationandcollaboration.

Student’sOnlineRole

Theroleofthestudentfromanonlineperspectiveinthisapproachliesinaccessingandabsorbingtheinformationcontainedinthecuratedseriesoflearningsupportmedia,developedbythelecturer,tofacilitateself-directedlearningattheirownpace.Thislearningcontentshouldthenbeappliedinsomewayinactualin-classtime(thisissomethingwhichshouldbemadeexplicitlycleartothestudent).Tothispoint,itcouldberecommendedthatstudentsberequiredheretoengageinsomeformofformativeassessmentrelatedtothismaterialpre-classtoensureunderstanding/evaluation,etcand/orsomeformofcommunicativeorcollaborativeactivity.Theseelementshavetheaddedbenefitofincreasing

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studentdigitalliteracyskills,aswellaspotentiallybuildingskillsincommunication,collaboration,independentlearning,self-evaluation,etc.

In-Class

Itisrecommendedthattimeandactivityduringscheduledin-classbegiventotheapplicationoflearnedcontent.Thiscaninvolvemultiplecombinationsofvariousactivities,includingbutnotlimitedtodiscussion,hands-ondemonstrations,applicationoflearnedcontent,etc.Bothteachersandstudentsmayneedtobeprovidedwithtrainingrelatedtoutilisingnew(ornot)in-classmethodsandactivities.Additionally,itisimportantthatallstakeholders(potentiallyincludingsupportstaff,ITsupport,etc.)beclearonwhattherequirementsandgoalsforthein-classtimeshouldbe.Considerationsthereforeneedtobemadeforlogisticalconsiderationsliketrainingfornewin-classactivities,availablescheduledtimeandequipment,theoverallmodule/curriculumorganisation,etc.

Teacher’sIn-ClassRole

Theroleoftheteacherduringthein-classperiodwillbetoleadaseriesofin-classexperientiallearningexercises/collaborativeactivities/cognitiveapprenticeshipactivities,etc.inordertoensurethatstudentsreceivepracticalandappropriateguidancetocorrectlymeetthemoduleaimsandlearningoutcomes,aswellasensuringthattheybecomework-readygraduates.

Student’sIn-ClassRole

Theroleofthestudentduringthein-classperiodwillbetoarrivetoclasshavingabsorbedtheonlinelearningcontentandhavingperformedanyassociatedonlineactivitiesandtothen,in-class,takepartinseriesofexperientiallearningexercises/collaborativeactivities/cognitiveapprenticeshipactivities,aswellaspotentiallyself-directedlearningorassessmentwork.

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Annex1-TheNetgeneration

Thetheoryof‘generations’wasdevelopedintheearly1990sbytheAmericansociologistsNeilHoweandWilliamStrauss.Eachgenerationhasitsown‘character’–acharactershapedbytheirmostrelevanteconomic,socialandculturalactivitiesandattitudes,however,therearenoprecisedatesforwhenthecohortsstartorend.GenerationXwasnamedtorepresentanunknownfactor,andYandZwereselectedasthelettersfollowingX.

"THEYarevariouslyknownastheNetGeneration,Millennials,GenerationYorDigitalNatives.Butwhateveryoucallthisgroupofyoungpeople—roughly,thosebornafter1980—thereisawidespreadconsensusamongeducators,marketersandpolicymakersthatdigitaltechnologieshavegivenrisetoanewgenerationofstudents,consumers,andcitizenswhoseetheworldinadifferentway.Growingupwith the internet, it is argued, has transformed their approach toeducation,workandpolitics."(Economistonline,England,issueonMarchof2010)

GenerationYistheYahoo,mobilephones,Google,Facebook,iPhonegeneration.Accordingtothestudiesresearchingthesechangingattitudes,digitalnativesare:

• fascinatedbynewtechnology:theyuseITdevicesintuitivelyandnavigatetheInternetproficiently,duetothefactthattheyspendmanyhourseverydayplayingvideogamesandbeingconnectedtotheInternet;

• nottoobotheredabouthowtechnologicalgadgetswork,andgenerallynoteveninterestedinthedetail;

• reluctanttoreadlargeamountsoftexts;theyaremorevisuallyliteratethanearliergenerations;

• commonlyusingmorethanonemediumatatime:theywatchTV,talkovermobilephones,listentomusicortheradiosimultaneously-theyarefamiliarwith‘multitasking’;

• quickatinformationconsumption:theyareusedtoreceivinginformationveryquickly,andexpectimmediateresponses.

• usingtechnologyintensivelyintheirsocialization:theyarewillingtojoinphysical,virtualandhybridcommunitiesequallywell.

ThechildrenofGenerationZ(bornafter1995)haveneverknownaworldwithoutcomputersandcellphones.ThemembersofGenerationZintegratetechnologyseamlesslyintotheirlives,useitfromtheyoungestage.Theyaremorevisuallyengagedthantheirparents,educationallytransformed,theyareentirelydependentonICTdevices.

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Annex2–Bloom’sTaxonomy

Bloom’s taxonomy follows the thinking process: we are not able to understand a conceptwithout remembering it, similarly we cannot apply knowledge and concepts withoutunderstandingthem.ItisacontinuumfromLowerOrderThinkingSkills(LOTS)toHigherOrderThinkingSkills(HOTS).

In2001LorinAndersonandDavidKrathwohl(studentsofBloom)reviseditusingverbsratherthannounsforeachofthecategories,andrearrangingthesequencewithinthetaxonomy.

Source:https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

In2007,AndrewChurchesfurtherdevelopedandrefinedBloom’sTaxonomytocreateBloom’sDigitalTaxonomy,ataxonomymorealignedwith21stcenturylearning.HereisadiagramthatAndrewusedtosummariseBloom’sdigitaltaxonomy:

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Source:http://eduteka.icesi.edu.co/articulos/TaxonomiaBloomDigital

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Annex3-PedagogicalapproachesrelatedtotheFlippedClassroom

ActiveLearning

Active learning isbroadlydefinedas “any instructionalmethod thatengages students in thelearning process” (Prince, 2004; Michael, 2006) and isassociated with student engagement and critical thinking(O’Dowd&Aguilar-Roca,2009).Theflippedclassroomoffersthepotential forondemand feedback and interactionwiththeeducatorthroughthisactivelearningprocess.Whileactivelearning is not a new approach, or unique to the flippedclassroom,moretimeandfocusisgiventoitasakeyelementoftheprocess.Usingtheflippedclassroomapproach,timeisgiven toallowstudents toactively constructknowledge inameaningfulmannerunderthesupervisionandguidanceoftheeducator.Thisallowsbothstudentsandeducatorstoassessandevaluatethelearning(Huba&Freed,2000)and,ifnecessary,“fixfaultymodels”(Michael,2006).

Research shows that active learning is a powerful tool. The benefits for students is thedevelopmentofabilitiesthatarecrucialforlearners,suchas,criticalthinking,team-workandinformationalliteracy.Itencourageslearnerstobeself-directedwhichisasignificantskillthatstudentswillneedtoacquireinordertobesuccessfulinthe21stcentury.

Project-basedlearning,problem-basedlearning,andinquiry-basedlearningallcloselyrelatetothe information processing approach. They all fit well with technology-rich learningenvironments where the focus is not on the hardware and software, but on the learningexperience.Ineachcase,technologyisusedtofacilitatelearning.Itmaybeatooltoorganizeideas, search for current information, or present ideas. However, the focus of learningenvironmentisthestudent'sexcitementaboutsolvingaproblemoraddressinganissuetheyfindmeaningful.

Projectbasedlearning

Project-basedlearningisateachingmethodinwhichstudentsgainknowledgeandskillsbyinvestigatingandrespondingtoanengagingquestion,problemorchallenge.

AsJohnDewey,a20thCenturyAmericaneducationaltheoristpointedout,“Educationisnotpreparationforlife;educationislifeitself”.

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PBL applies across disciplines and consistentlyemphasisesactive,student-directedlearning.PBLgives students an authentic, real-world contextfor learning, creating a reason for learning tooccur.PBLalsooffers studentschoiceandvoice,personalising the learning experience eitherthrough their products or in the design process.Students face complex challenges when theycompletetheirformaleducation;knowinghowtosolve problems, work collaboratively, and think

innovativelyarebecomingessentialskills-notonlyfortheirfuturecareersbutalsofortacklingdifficultissuesinlocalcommunitiesandaroundtheworld.

Inquiry-basedlearning

Inourexperience,childrenwhoarecuriousseemdestinedforsuccess.

Acuriouschildismotivatedtoaskquestions,seekanswers,andapplythoseanswerstohisorherpersonalexperience.Thegoodnewsisthat,giventherightconditions,everychild inourclassroomscandemonstratecuriosity,anattitudeofwonder,andadesiretodiscover.Curiosityandmotivationlieattheheartofinquiry-basededucation.Thisapproachtolearninghasturnedtraditionalclassroomsintohigh-energylearningcentres,wherechildrenareexcitedtolearnandparticipate.

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Inquiry-basedlearningstartsbyposingquestions,problemsorscenarios—ratherthansimplypresentingestablishedfactsorportrayingasmoothpathtoknowledge.

Problem-basedlearning

Problem-based learning involves students working collaboratively to solve complex open-ended problems in order to develop knowledge of content as well as improving “problem-solving,reasoning,communication,andself-assessmentskills”.Hmelo-Silver(2004)alsonotesthedevelopmentof“flexibleknowledge,[...]self-directedlearningskills,[...]collaborationskills,andintrinsicmotivation”.

1. Thefirststepinanyinquiryistheformulationofaquestionorsetofquestionsrelatedtothetopicofinquiry.Sometimesthequestionisreferredtoasahypothesisoraproblemstatement.

2. Onceaquestionisposed,pupilsareencouragedtoinvestigatethetopicbygatheringinformationfromsources.

3. Whenenoughinformationisgathered,itisorganizedincategoriesoroutlinedbyhighlightingtheimportantinformationrelativetothetopic.

4. Theinformationisdiscussedandanalyzedforfurtherunderstanding.Theteachercandirectthediscussionandhighlighttheimplicationsthatarisefromtheinvestigationandshowhowitrelatestothesolutionoftheproblem.

5. Conclusionsaremadeandrelatedbacktotheoriginalquestion.Studentreflectionsareencouragedandserveasawaytorelatebacktotheinquiryandretracethestepsthatledtotheconclusion.

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The problem is what drives themotivation and the learning. Rather than teaching relevantmaterialandsubsequentlyhavingstudentsapplytheknowledgetosolveproblems,theproblemispresentedfirstElproblemaesquéimpulsalamotivaciónyelaprendizaje.Enlugardeenseñarmaterialrelevantey,posteriormente,hacerquelosestudiantesapliquenelconocimientopararesolverproblemas,elproblemasepresentaprimero.

Studentsgenerallyhaveto:

• Examineanddefinetheproblem.• Explorewhattheyalreadyknowaboutunderlyingissuesrelatedtoit.• Determinewhattheyneedtolearnandwheretheycanacquiretheinformationand

toolsnecessarytosolvetheproblem.• Evaluatepossiblewaystosolvetheproblem.• Solvetheproblem,testthebestsolution.• Evaluateresults.• Reportontheirfindings,shareresults.

Nilson(2010,p.190)listslearningoutcomesassociatedwithproblem-basedlearning.Awell-designedproblem-basedlearningprojectprovidesstudentswiththeopportunitytodevelopskillsrelatedto:

Fuente:(Nilson,2010)

Peerassistedlearning

Peerassistedlearningisdefinedas“theacquisitionofknowledgeandskillthroughactivehelpingandsupportingamongstatusequalsormatchedcompanions”(ToppingandEhly,1998).Peer-assistedlearningcomplementsindependentstudyanddirectinstruction,andhelpstoprovidetimelyinterventiontoreducemisconceptionsearlythroughrapidfeedbackfrompeers.

Cooperativelearning

applyingcoursecontenttorealworldexamples

workinginteams

managingprojectsandholdingleadershiproles

oralandwrittencommunication

self-awarenessandevaluationofgroup

processes

workingindependently

criticalthinkingandanalysis

explainingconcepts

self-directedlearning

researchingand

informationliteracyproblemsolvingaccross

disciplines

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Johnson & Johnson (1998) definecooperative learning as that which involvesstudents working together in teams toaccomplish a common goal under specificconditions. According to the authors, theseelements include positive interdependence,individual accountability, face-to-facepromotive interaction amongst groupmembers, appropriate use of collaborative

skillsandgroupprocessing.SmithandMacGregor(1992,pp15)acknowledgethatcooperativelearning“representsthemostcarefullystructuredendofthecollaborativelearningcontinuum”.

Peerinstruction

Peerinstruction(orpeertutoring)pioneeredbyEricMazur,isa“cooperativelearningtechniquethatpromotescritical thinking,problemsolving,anddecision-makingskills” (Cortright,etal.,2005)andisoftenfacilitatedbylinkingolderorhigherachievingstudentswithyoungerorlowerachievingstudents.HamdanandMcKnight(2013)note,however,thatthisapproachisnothingnewandhaslongbeenchampionedbyteacherswithBloomobserving,somethirtyplusyearsago,that“continuousfeedbackandcorrectionstudentsreceiveduringone-on-oneinteractionssignificantlyimproveslearningandachievement”.

Priming

The flippedclassroommodel supports researchonprimingofmemory,whichshows thatbyexposinglearnerstosomething,theirrecallofthat,oranassociated,stimulusislaterimprovedduetothispriorexperience(Bodieetal.,2006;).

As Kadry and El Hami (2014) observe with regard to the flipped classroom, “by providingstudentswithdirectinstructionoutsideoftheclassroom,theyareinessence‘primed’fortheactivelearningtaskscarriedoutintheflippedclassroom”.

Pre-training

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Similarly, pre-training aims to reduce the cognitive load on learners by providing someinstructionorinformation,e.g.giving“thenameandcharacteristicsofkeyconcepts”(Clark&Mayer, 2003) to learnersbefore they learn something indepth. This allows for someof theprocessingofthisinformationtobecarriedoutinadvancethuspreventingthelearner’sworkingmemory from being overwhelmed. Various studies acrossmultiple disciplines (Mayer et al.,2002; Pollock et al., 2002; Ayers, 2006;Mayer, 2009;Musallam, 2010) have supported theapplicationofpre-trainingsuggestingtheeffectivenessofpre-training,asused in the flippedclassroommodel,whenmanagingandprocessingcomplexconcepts.

FLIPPED CLASSROOM IN PRACTICE - European Commission

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