Flipping Not Flopping: Infusing Active Learning in Online and Blended Courses

Flipping Not Flopping: Infusing Active Learning in Online

and Blended Courses

St. Mary’s University of MinnesotaSeptember 19, 2014

Jason Rhode, Ph.D.

DirectorFaculty Development and Instructional Design CenterNorthern Illinois University

jasonrhode.comjrhode@niu.edu @jrhode

Our Roadmap…

Photo credit: CC BY flickr.com/photos/jfxie/6448173183

Tenets of Flipping

Traditional Education

Transfer

In class the easy part

Outside class the hard part

Assimilation

Flipped Education

Transfer

Outside class the easy part

In class the hard part

Assimilation

Using technology in a new way to maximize deep learning

Interaction = key to deep learning experiences

Interaction Components

Interaction Matrix

Meaningful & Memorable

Learning

Formal InteractionIn

form

al In

tera

ction

CC BY Jason Rhode

Students Value Interaction

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Collaborative Learning

Informal Learning

Teaching Naked (Bowen, 2012)

Harnessing technology outside the classroom so more meaningful interactions can take place inside the classroom

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Technology in Teaching

“Technology is a technique, not a strategy” - Bowen

Technology as a Tool

If the only tool you have is a hammer, you tend to see every problem as a nail. – Abraham Maslow

Photo credit: CC BY flickr.com/photos/jrhode/4632887921

Trends in Technology & Pedagogy

http://www.nmc.org/publications/2014-horizon-report-higher-ed

19

Warburton’s 3D Matrix

http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html

20

Warburton’s 3D Matrix

http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html

Formal

InformalIsolated Social

Passive

Active

Shift Toward Online LearningFa

ce-2

-Fac

e

Onl

ine

Diagram adapted from Rodney Murray’s, http://youtu.be/_yn7tIE5S_c

Classroom Supported

Online Learning

Hybridor

Blended Learning

Fully Online

Learning

Technology Enhanced Learning

Classroom Learning

30% online

80% online

Flipping…

What it means to “flip” online?

Synchronous vs Asynchronous Learning

Connected Learning

Increasing Pedagogical Richness

http://www2.warwick.ac.uk/services/ldc/resource/eguides/pedagogies

What makes a quality online learning experience?

..begins with course design

What constitutes quality online?

Baseline Standards a Must

Variety of Quality Definitions

HLC Expects Quality

Blackboard Catalyst Program

The Blackboard Catalyst Award Program honors those who push the boundaries of their educational programs and technology in order to delivery innovative and effective learning experiences.

Catalyst Award Categories

Exemplary Course Award

Staff Developmen

t Award

Student Impact Award

Innovation Award

exciting and innovative

courses that represent the

very best in technology and

learning

individuals and/or

institutions that successfully

increased levels of student

engagement or retention

those who support and enhance faculty and professional development skills

those that think outside the box in such areas related to teaching and learning practices, online program management, etc.

Exemplary Course Program

Blackboard.com/ecp

Exemplary Course Program Rubric

Developed based on research and best practices, used for evaluating in four areas:Course Design, Interaction & Collaboration, Assessment, and Learner Support

Exemplary Course Program Rubric

j.mp/bbecprubric14

Major Areas & Sub-Categories

Course Design

Interaction & Collaboration Assessment Learner

Support

• Goals & Objectives

• Content Presentation

• Learner Engagement

• Technology Use

• Communication Strategies

• Development of Learning Community

• Interaction Logistics

• Expectations• Assessment

Design• Self-assessment

• Orientation to Course and LMS

• Supportive Software Plug-ins

• Instructor Role and Information

• Policies & Support• Accessibility• Accommodations • Feedback

Sample Online Course

Exemplary Course Award

Instructional Media and Technology – more info at jasonrhode.com/ett510exemplarycourse

Example Attributes to be Shared

Course Design

Interaction & Collaboration Assessment Learner

Support

• Goals & Objectives

• Content Presentation

• Learner Engagement

• Technology Use

• Communication Strategies

• Development of Learning Community

• Interaction Logistics

• Expectations• Assessment

Design• Self-assessment

• Orientation to Course and LMS

• Supportive Software Plug-ins

• Instructor Role and Information

• Policies & Support• Accessibility• Accommodations • Feedback

Welcome – Start Here

Goals and Objectives Easily Located

Goals and Objectives Available in a Multiple Areas

Content Available or “Chunked” in Manageable Segments

Consistent Unit Structure

Navigation Intuitive

Info needed at beginning of the courseCourse news and updates

Social connections for building sense of community

Course content, activities, and assessments

Interaction

Reflection, feedback, & self-paced assistance

Collaboration in group

Content Flows in Logical Progression

Content Presented in Variety of Appropriate Mechanisms

Content Enhanced with Visual & Auditory Elements

Content Maxim

“Do what you do best and link to the rest.” – Jeff Jarvis

Guidance for Learners to Work with Content

Tools Available in LMS to Engage Students with Course Content

Wide Variety of Delivery Media Incorporated into the Course

Effort Made to Use Low-Cost or No-Cost Materials When Available

Plentiful Opportunities for Synchronous and/or Asynchronous Interaction

Asynchronous Communication Promotes Critical Reflection

Asynchronous Communication Promotes Critical Reflection

Synchronous Communication Activities, Real-Time Interactions

Communication Activities Designed to Help Build Sense of Community

Student-to-Student Interactions Required

Collaboration Activities Reinforce Learning Outcomes

Guidelines Explaining Required Levels of Participation

Rubric or Equivalent Grading Document is Included

Instructor Actively Participates, Including Providing Feedback

Instructor Uses Communication Tools to Provide Course Updates

Instructions Written Clearly and with Sufficient Detail

Assessment Activities Occur Frequently Throughout Course

Multiple Types of Assessments are Used

Opportunities for Self-assessment Provided

Contact Information for Instructor Easy to Find

Links to Institutional Policies

Course Materials are Accessible

Transcript provided for videos

YouTube videos captioned

Supportive Mechanisms for Learners with Disabilities

Learners Have Opportunity to Give Feedback on Course Design

View Exemplary Course Tours

j.mp/bbecptours13

ECP Winners Gallery

ecpgallery.coursesites.com

Volunteer to Review

• Explore in-depth a variety of different online courses and get ideas and inspiration for your own online courses

• Apply lessons learned from the Exemplary Course Rubric to your own courses or those you are helping to develop

• Share your knowledge and experience with others by providing feedback on their course designs

• Gain professional development experience and recognition for your accomplishments and participation in the program

Access Sample Shared Course

jrho.de/ett510ecp

Submitting Your Course

Blackboard.com/ecp

…realized through online teaching

Developing Online Learning Community

Tips from St. Mary’s Facultyfacultyfocus.com/articles/online-education/building-community-creating-relevance-online-classroom/

Tips from Bowen (2012)

1. Establish in the syllabus how you will communicate

2. Limit the forms of communication3. Create a schedule for yourself, follow through

for the entire semester, then re-evaluate4. It is ok to employ multiple methods of

communication, but be clear and consistent5. Consider how students will communicate

with each other outside of class

Photo Credit: CC BY flickr.com/photos/stephen_downes/252157734

Groups vs. Networks

Idea: News via Text Message

Remind.com

Idea: Twitter Chat

Idea: Instagram #ETRAeyespy

slides : resources : conversations

jasonrhode.com/smumn14

@jrhode

jrhode@niu.edu

Credits• Active Learning icon by Duke Innovation Co-Lab, The Noun

Project• Flipped Classroom icon by Duke Innovation Co-Lab, The Noun

Project• Informal Learning icon by Duke Innovation Co-Lab, The Noun

Project• Education icon by Duke Innovation Co-Lab, The Noun Project• Synchronous Learning icon by Duke Innovation Co-Lab, The

Noun Project• Asynchronous Learning icon by Duke Innovation Co-Lab, The

Noun Project

Credits (cont.)

• Connected Learning icon by Duke Innovation Co-Lab, The Noun Project

• Collaborative Learning icon by Duke Innovation Co-Lab, The Noun Project

• Question icon by Henry Ryder, The Noun Project• User icon by Luis Prado, The Noun Project• School icon by Ricardo Augosto Cherem, The Noun

Project • Education icon by Claire Jones, The Noun Project• Thinking icon by Michael V. Suriano, The Noun Project

Credits (cont.)

• Meeting icon by Slava Strizh, The Noun Project• Meeting icon by Michael V. Suriano, The Noun

Project• Architect icon by Luis Prado, The Noun Project• Thumbs-Up icon by Yamini Chandra, The Noun

Project• User icon by Max Hancock, The Noun Project• Network icon by Matthew Hawdon, The Noun

Project