KM Competence Development with Flipped Classroom

KM Competence Development with Flipped Classroom Barbara Geyer-Hayden

Slide 2 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden

Content

• Flipped Classroom10:00 –10:20

• Experiences with Flipped Classroom10:20 – 10:40

• Force Field Analysis10:40 – 12:00


Barbara Geyer-Hayden Degree course head of the master study program Applied Knowledge Management

University of Applied Sciences Burgenland Campus 1 | A-7000 Eisenstadt | Büro: E.HG.151

T: +43(5)7705-4322E: [email protected]

mailto:[email protected]

Slide 4 | KM Competence Development with Flipped Classroom | Barbara Geyer-HaydenTopics from the NMC Horizon Report > 2015 Higher Education Edition

[Johnson et al. 2015]


Disruptive Education: Transforming Universities

[Gallagher & Garrett 2013]


FLI ED Classroom

PP


WissensmanagementKonzepte

Franz BarachiniBarbara Geyer-Hayden

Projekt- undProzessmanagement

Roman HartlChristian Katschnig

"Inverting the classroom means that events that have

traditionally taken place inside the classroom now take place

outside the classroom and vice versa"

[Lage, Platt & Treglia 2000]


Flipped Classroom=

another form ofBlended Learning


face-to-face classroom+

web-based online learning=

Blended Learning


“The real test of blended learning is the effective integration of the two main components (…) such that we are not just adding on to the existing dominant approach

or method. (…).

A blended learning design represents a significant departure from either of these approaches. It represents a

fundamental reconceptualization and reorganization of the teaching and learning dynamic (…).

In this respect, no two blended learning designs are identical. This introduces the great complexity of blended

learning.“

[Garrison & Kanuka 2004]


Elements of Blended Learningface-to-face classroom

web-based online learningself-study

phase

Output: blended learning design


Elements of Flipped Classroom

Phase 1: Lecture (Before Class)

Phase 2: Homework Activities(During Class)


Traditional Model

CreatingEvaluating

Analyzing

Appling

Understanding

Remembering

Flipped Model

Blooms Taxonomy

Students are responsible for homework in these levels of understanding

Teachers introduce new material to students

Students and teachers work together on these levels of learning.

New material is introduced to students outside of class as their homework

[Williams 2013]


Elements of Flipped Classroom

Phase 1 (Before Class): Videos (Screen casting, Narrated PowerPoint movie, Video of lecturer talking or Animation)Limited: Podcast (Audio file) and Pre-Readings

Phase 2 (During Class): Discussion around pre-viewed online contentTesting of conceptsWorkshop and problem solving activities


[Gerstein 2012]

Based on Kolb’s Experiential Learning Cycle

The Experiential Flipped Classroom Model


The Teacher´s Role

Image: Flickr / AJC1, CC BY-SA 2.0


CreatingEvaluating

Analyzing

Appling

Understanding

Remembering

Flipped Model and Knowledge Management

Blooms Taxonomy

Students and teachers work together on these levels of learning.

New material is introduced to students outside of class as their homework

[Williams 2013]


Master Study Program Applied Knowledge Management

Image: FH Burgenland


Focus of the Master Study Program Applied Knowledge Management:

- Knowledge Transfer, - Online Communication and - E-Learning.


Main Parameters“Applied Knowledge Management"

• Master study program with 120 ECTS• 50% face-to-face classroom and

50% web-based online learning• E-Portfolios

Study Program

• Part-time students• The average age of the students is 35• 40% of the students have a pedagogic educationStudents

• From the fields of Knowledge Management and E-Learning• The most are part-time lecturerLecturer


FLI ED Study Program

PP


Reasons

• A coherent blended learning design for the whole study program• Clear suggestions for the web-

based online learning• Do what you teach (Focus: E-

Learning)• Quality of teaching

Slide 23 | KM Competence Development with Flipped Classroom | Barbara Geyer-HaydenAppl

ied

Know

ledg

e M

anag

emen

t:

Mod

ules

W1 7Knowledge- 4management ApproachesW2 7Knowledge- 4management Strategies

PM 7Project- 4and Process-management

FE 7Research Methods 4

W3 7Knowledge- 4management Methods

K1 7Online 4communication Tools

WO 7Knowledge 4Organisation

K2 7E-Learning 4

E1 2English 2

DA 7Master's Thesis 2

PP 14Project group coaching- > 3 accompanying seminar-> 2

EL 7Online Media 4

17 individual coaching -> 1 Master Thesis Seminar -> 2

AT 7Current 4Topic

E2 2English 2

Final Exam 4 ECTS

SemesterECTSSWS

ECTSSWS

ECTSSWS

ECTSSWS

ECTSSWS

ECTSSWS

3018

3018

3013

30 9

120 58

1

2

3

4

General Electives 15,8 ECTS / 7 SWS

ECTS (European Credit Transfer System Learning Points): One ECTS fulfills 25 working hours for Students SWS (Semester week hours): One SWS meets 15 x 45 minutes teaching time


Exploration

Survey

Students Lectors

InterviewsStudent Lecturer Degree course head

In the summer semester 2016


W1 7Knowledge- 4management Approaches

PM 7Project- 4and Process-management

FE 7Research Methods 4

K1 7Online 4communication Tools

E1 2English 2

SemesterECTSSWS

ECTSSWS

ECTSSWS

ECTSSWS

ECTSSWS

ECTSSWS

3018

1

FF 2IT Update 2

Flipped Classroom in the 1. Semester

Status of the winter semester 2015


Positive sides

Flexible web-based online learning

Appreciation of the face-to-face time

Learner-centered


WissensmanagementKonzepte

Franz BarachiniBarbara Geyer-Hayden

Projekt- undProzessmanagement

Roman HartlChristian Katschnig

"students who come from an educational background where

lecturingand rote work is the norm may

experience a great deal of culture shock at the

inverted classroom and resist taking on the responsibility for learning that

themethod entails"

[Talbert 2012]


Image: FH Burgenland


Lecturer

• More effort (for implementing a new blended learning design)• The advantage over the

traditional design is not clear for all • Want to be free to teach

without the corset of a given teaching method


Resume

• Changes in a system take a lot of time and many small steps• Flipped Classroom has

the potential to support competence development better than traditional teaching forms



Why do we use the Force Field Analysis?

Reasons for and against the introduction of the Flipped Classroom

ClassroomFlipped

Slide 33 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden [Gray & Brown 2010]


Literature[Gallagher & Garrett 2013] Gallagher S, Garrett G. (2013). Disruptive Education: Technology Enabled Universities. The United States Studies Centre at The University of Sydney; Available at: http://ussc.edu.au/ussc/assets/media/docs/publications/130801_DisruptiveEducation_GallagherGarrett.pdf [Garrison & Kanuka 2004] Garrison, D. R., Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. In The Internet and higher education (Hrsg.), Internet and Higher Education 7 (95 – 105).[Gerstein 2012] Gerstein J. (2012). Flipped Classroom: The Full Picture for Higher Education. Available at: https://usergeneratededucation.wordpress.com/2012/05/15/flipped-classroom-the-full-picture-for-higher-education/ [Geyer-Hayden 2016] Geyer-Hayden B. Entwicklung eines ICM-Einführungsmodells für einen Fachhochschulstudiengang, In: Das InvertedClassroom Modell. Begleitbandzur 5. Konferenz "Inverted Classroom and Beyond“, p. 71-76.[Gray & Brown 2010] Gray D, Brown S, Macanufo J. (2010). Gamestorming: A Playbook for Innovators, Rulebreakers, and Changemakers. Sebastopol: O'Reilly.[Johnson et al. 2015] Johnson L, Adams Becker S., Estrada V, Freeman A (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium. Available at: http://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/ [Lage et al 2000] Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43.[Talbert 2012] Talbert, Robert (2012): Inverted Classroom. In: Colleagues (Volume 9, Issue 1, Article 7), S. 17–20. Available at: http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1183&context=colleagues [Williams 2013] Williams, Beth (2013). How I flipped my classroom. NNNC Conference, Norfolk, NE

Image sources (if not stated otherwise): pixabay, CC0 Public Domain

http://ussc.edu.au/ussc/assets/media/docs/publications/130801_DisruptiveEducation_GallagherGarrett.pdf

https://usergeneratededucation.wordpress.com/2012/05/15/flipped-classroom-the-full-picture-for-higher-education/

http://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/

http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1183&context=colleagues