EDUCAUSE Live! Participant Chat: Links and Abbreviated Transcript
Flip the Classroom and Catalyze the Learning
September 27, 2012: 1:00 p.m. ET (UTC-4; 12:00 p.m. CT,11:00 a.m. MT, 10:00 a.m. PT)
Session Links:
- Confessions of a Converted Lecturer:
- 7 Things You Should Know about Flipped Classrooms:
- ASCD:
- The Flipped Class: Myths vs Reality:
- Learning Catalytics:
- IPAL:
- Twitter commenter:
- Not A Bene:
- Just-in-tim Teaching:
- Classroom Assessment Techniques (CATs): The Muddiest Point:
AbbreviatedSession Chat:
Douglas Stewart: (13:10) The flipped classroom is a viable tool for students with a knowledge baseline similar to the instructor’s expectation used to develop her online presentations. However, for those students that may be lacking the same baseline skill level, it does not appear to grant allowance for formative assessments by the instructor, other than the Q & A in the presentation. How does this help the faculty member determine what to reteach, or recheck the student’s grasp of the information, etc., to bring the class to a common level of understanding before in-class collaborations? Secondly, as a potential solution, would this require faculties to have secondary tutorials available via the web to address learning gaps?
Wes Adams: (13:12) Are there examples of this being used at colleges less prestigious than Harvard? For example those of us that teach often under prepared community college students.
Ali Green UNLV: (13:12) What was the YouTube title?
Doug Roscoe: (13:13) Lectures can help students see how someone thinks "as a chemist," as a political scientist," "as an historian," etc.There's a modeling process, right?
manmalik: (13:13) Confessions of a converted lecturer - you tube
Ali Green UNLV: (13:13) Thank you Brent.
Gerald Hughes Texas A&M University Galveston: (13:15) We are trying to hybrid with online lectures and classroom time spent on practicing/discussion of material
Rebecca (SCTCS): (13:15) What is the difference between Flipped Classrooms and Hybrid Courses?
Abby Parrill, The University of Memphis: (13:15) Wes - we have collected good quantitative assessment date for a flipped version of our preparatory chemistry course (used for student underprepared in math or high school chemistry for the regular general chemistry course).Publication should be coming out soon.In short, students are more successful in the flipped class, as well as in the following regular lecture general chemistry course.
University of Maryland - College Park: (13:16) How can you overcome student resistant to changes? They want - insist upon - their lecture! Faculty in my dept are leading not resisting.
Elaine Mcleod: (13:17) Rebecca, we still do lecturing in our hybrid courses. I am thinking that flipped is expecting students to have studied the material and our hybrid classtime is used for hands on classwork.
Gerald Hughes Texas A&M University Galveston: (13:17) Agree with Elaine that's how we are looking at it
University of Maryland - College Park: (13:17) Your complaints about lectures assume your lecture is simply a transmission of facts instead of exemplifying working out new ideas of engaging in thinking not yet in textbooks.
Elaine Mcleod: (13:18) Rebecca, who are you with? I am at Midlands Technical College, Columbia.
Rebecca (SCTCS): (13:19) Flipped Classrooms are a new concept to me so Im grateful for any insight as to what makes them so different from other methods of teaching. Thank you!
Rebecca (SCTCS): (13:19) System Office
Elaine Mcleod: (13:19) Great!
Elaine Mcleod: (13:20) BTW, Plugged In was great!
Rebecca (SCTCS): (13:20) Thanks!We are constantly plugging into new and innovative ways to learn with technology...
Scott Delinger 2: (13:20) I've also heard "hybrid course" used to describe standard lecture classtime in conjunction with online materials in a course management system.
Shannon Smith, EDUCAUSE: (13:20) @Elaine and @Rebecca HI! :-D Plugged in was indeed great! :-)
Rebecca (SCTCS): (13:22) @ Shannon You are the reason Im here in this lecture today.Thank you for speaking and sharing your knowledge!
Hope Botterbusch: (13:22) online and face2face
Stephan Sinka WHSC: (13:22) Also known as blended learninh=g
Elaine Mcleod: (13:22) Ditto, Rebecca!
Terry Bradley: (13:22) Dr. Mazur, could you talk a bit about the specifics of teaching physical sciences in this mode? I see lots of discussion from those in the arts and humanities, but it's much harder to find this mode in physics, chem, bio ... thanks!
Todd Vens - Iowa State: (13:22) hybrid is on a continuum
Judith Tabron, Hofstra Univ.: (13:23) Hybrid courses can be flipped or can be "un-flipped"
Chris: (13:23) flipped classrooms are different from hybrid.
Hope Botterbusch: (13:23) @ Judith - yes!!
Scott Delinger 2: (13:23) lecturing in chemistry is modelling chemistry professing, not bench chemistry work (PhD chemist here)
Elaine Mcleod: (13:23) Please elaborate, Chris.
Todd Vens - Iowa State: (13:23) darn!
Rebecca (SCTCS): (13:23) @ Chris, what is your definition of Flipped?
Linda Heimburger, SCTCS: (13:24) Flipped classrooms seem toput the transfer of information more in the hands of the student through out of class tuotirals, videos, and content and put the assimilation piece back into the classroom
Chris: (13:24) Hybrid is a blended approach to teaching.Usually F2F sessions are substitued for online activities.The example the moderator spoke about is usually a web-enhanced course
Gerald Hughes Texas A&M University Galveston: (13:25) right the burden is on the student to get the textbook knowledge and the classroom to see it in action
Elaine Mcleod: (13:25) good explanation, Gerald!
Douglas Stewart: (13:25) @ Linda Correct. It also, in my opinion, placess them in jeopardy for discouragement because they are left on an island without explanation for information towhcih they have no tie-in. I do not feel the concept is appropriate for all content areas.
Chris: (13:25) Flipped classroom means that you take the knowledge acquisition part of learning and move it outside the classroom and then move the knowledge application, synthesis into the classroom
Gerald Hughes Texas A&M University Galveston: (13:26) No - those with less confidence on material can ask and discuss in the classroom
Chris: (13:26) it allows for differencitaed learning
Terry Bradley: (13:27) so - for a subject like physics, where there's not only a vocabulary for the student to learn, but also many misconceptions about the concepts to "unlearn"/learn correctly, then learn how to solve problems... how do we get there with hybrid OR blended OR flipped mode? (I see usesfor all 3 modes...)
Paul Hibbitts: (13:27) Any experience with a flipped classroom that does not use video as the primary means of knowledge transfer?
C. Mattison (OSU): (13:27) Where can I read more about the data/results that show improved learning and retention? Is there a book or website summarizing the findings?
University of Maryland - College Park: (13:28) How do you manage time given the unpredictability of student responses?
Brent Royuk: (13:28) I've used Concept Tests for years, always just with raised hands. The content of the question is of utmost importance- my favorites have powerful distractors that expose misconceptions.
Scott Delinger 2: (13:30) Is the data analytics filter housed on campus, or contracted?
Paul K. Johnson, MBA: (13:32) I ask the students questions and also have them present during lectures to provide peer to peer learning.
nagwa Abou E-Naga: (13:34) are these quesions more about memorizing?
Anushka Karklanova: (13:34) Chris is right. Students are suposed to come to class prepared already (watch the videos and respond to questions in advance) and ones in class they actually work on activities to improve learning and understanding
nagwa Abou E-Naga: (13:35) I like this quesion
Judith Tabron, Hofstra Univ.: (13:37) Truly wonderful innovative tool for open answers.
Helene Cohen UMCP: (13:37) can anyone access the archive or do they need to be an Educause member?
manmalik: (13:37) #EDULIVE How do you do Peer Instruction using this new tool that does not have MC questions?
Bill Junkin Eckerd College: (13:38) We have an open source Moodle module (IPAL=IN-class Polling for All Learners) that allows for both multipl-choice or free response questions. We would welcome anyone who wants to add these additional question types to Moodle and to IPAL. It is free due to funding by Educause as one of the NGLC grants.
Todd Vens - Iowa State: (13:38) Does anyone have experience using HyFlex course design?
Scott Delinger 2: (13:38) privacy protection laws in Canada means you have to do a Privacy Impact Assessement and report before the class that the data will leave the country. Thanks for answering my question!
nagwa Abou E-Naga: (13:38) is it an open software that you developed?
Nancy Millichap: (13:39) Thanks to Bill Junkin for posting his NGLC-supported IPAL system - open source and integrated with Moodle.
nagwa Abou E-Naga: (13:40) thanks
Douglas Stewart: (13:40) I am confused. I thought earlier on he said assessments lack authenticity.
Lisette Boily Seneca College: (13:41) I believe he said multiple choice assessments lack authenticity (not all assessments)
manmalik: (13:41) How is PI done in PI2.0
C. Mattison (OSU): (13:41) Douglas Stewart--I think he was referring to general assessment or unplanned assessments
Judith Tabron, Hofstra Univ.: (13:41) @Douglas Stewart exactly - authentic assessments will drive authentic study habits
Chris: (13:41) assessment does not = test
Kim Purdy, USC Upstate: (13:41) Thanks for that link Bill.
joe du fore: (13:41) what was the name of that technology?
Stephan Sinka WHSC: (13:41) Have you ever used Voice Thread
Chi-Cheng Lin: (13:42) What is the name of the tool Eric just mentioned?Thanks.
Chris: (13:42) assessment means anything you use to assess the acquisition and understanding of materials
Bill Junkin Eckerd College: (13:42) Kim, you (and others) are welcome to contact me ()
Chris: (13:43) ePortfolios, case-studies, Experiental learning activities...
Lori Sumners: (13:43) a critical variable is that the students actual complete the pre-class reading/assignment or watch the videotaped lecture.If they don't then it is difficult to flip the classroom.How do you deal with that potential issue?
Fonsie Guilaran: (13:43) Does Learning Catalytics currently allow one to write their own questions?
Gerald Hughes Texas A&M University Galveston: (13:44) Lori - that is actually the same as the student who doesn't come to the lecture and then doesn't pass
susan wilson - CSUSM: (13:44) Lori, you can use short quizzes,forums, reflection journals, submit questions before class based on what they learned or didn't understand.
Scott Delinger 2: (13:44) Ooh, privacy issue again!
Thomas Arendall- UW Extension: (13:45) Lori - the general principle would be to build in accountability for the students, so there are consequences for not absorbing the material before class...
Thomas Arendall- UW Extension: (13:45) Lori - How you do that... wiser minds will have to answer. :-)
Gerald Hughes Texas A&M University Galveston: (13:46) Student's have to develop self initative
University of Maryland - College Park: (13:47) Can you talk about time management issues using this method? Thanks
Chris: (13:47) at Harvard there is an expectation that students come prepared
Chris: (13:48) simple Personal Responsibility
John Tingerthal (Northern Arizona University): (13:48) @chris - we should all have that expectation, no?
Scott Delinger 2: (13:48) med schools are good at JIT teaching/learning
Chris: (13:49) @John we should but many do not believe if they hold students accountable that they will actually do the work
Gerald Hughes Texas A&M University Galveston: (13:50) Later in life if they don't take responsiblity they won't keep their job
Lorraine Elder, Northern Arizona University: (13:50) Use the "Muddiest Point" assessment technique from the Angelo & Cross book. Here's a short animated video about how that can work in a blended or flipped setting
Chris: (13:50) If we all had high expectations it would be easier to manage
Fonsie Guilaran: (13:50) the learning catalytics website advertises use of a 6,000 question database - does this mean a user cannot write their own questions?
Scott Delinger 2: (13:50) @chris agreed. Expectation differences make for trouble both for instructors AND students.
University of Maryland - College Park: (13:51) How does this prepare students for standardized tests?
John Tingerthal (Northern Arizona University): (13:52) @chris: I think that we forget to overtly state our expectations to our students.Setting the expectation early is key.
Chris: (13:52) @Maryland - we should not be teaching to the tests.If you prepare activities that are geared towards higher order thinking (Blooms) than the students would have to learn the declaritive information often targeted in these types of texts
Scott Delinger 2: (13:52) @John@NAU: that would be good. Paper Chase: look at the student to your left and to your right...
joe du fore: (13:54) But people are good at remembering shows and movie content...
University of Maryland - College Park: (13:54) @Chris - I agree with you but schools, especially medical schools, law schools, etc are rated on standardized exam results
Todd Vens - Iowa State: (13:54) @joe after one sitting?
Scott Delinger 2: (13:54) @joe: not me
Lori Sumners: (13:55) so wouldn't watching a videotaped lecture be similar to watching tv? maybe not the best way to present lecture information??It would be interesting to compare brain activity when reading versus watching online lectures.
ying: (13:55) But isn't asking students to watch videos before class similar to watching TV?
Stephan Sinka WHSC: (13:56) How could you translate this idea to today? ws this not a transfer of information? Therefore some issues CAN NOT use this method?
Cindy Jennings, USC Upstate: (13:56) @ying Excellent point!
Douglas Stewart: (13:56) @Chris, I agree 1000%. unfortunately, not reality...
Scott Delinger 2: (13:56) watching a lecture you can go over and over. Lecture, not so much.
Lee_BATC: (13:56) @ying, that is why you follow up with active learning in the classroom
Lorraine Elder, Northern Arizona University: (13:56) @Lori: agreed. Talking head lectures are deadly dull unless the speaker is utterlycaptivating, a rarity
Gerald Hughes Texas A&M University Galveston: (13:56) @Lori - the difference should be that the video lecture should be short - about 5 minutes max - that the student can revisit
Scott Delinger 2: (13:56) lecture in class, not so much (I meant)
joe du fore: (13:56) I just asked my student worker, and she recounted nearly every scene from Modern Family last night!... serious ly more detail than i ahve time for
Douglas Stewart: (13:56) @Scott Yes, this is a real advantage.
mkleach: (13:56) Watching a lecture on the students own time and using the class time for interaction is definitely worthwhile.
Lorraine Elder, Northern Arizona University: (13:56) Better to use very short videos focused on a single topic, especially demo type videos
Chris: (13:56) @Douglas - Why not? as educators should we not expect more?
Scott Delinger 2: (13:57) We have seen students watch the same lecture up to EIGHT times.
Eric Mazur, Harvard University: (13:57) Confessions of a converterd lecturer on Youtube
Stephan Sinka WHSC: (13:57) SHort vidoe clips that require reply's is called Voice Thread..check it out very interactive
Douglas Stewart: (13:57) Yes, as educator's absolutely. However, as long as success is guages quantitatively the numbers remain the story. Numbers do not = learning?
Robert Voelker-Morris: (13:57) Don't underestimate the brain activity happening during strong visual sources as TV, ds and marketers and latent memory.That is a different issue versus verbal transferring of information I think.
Robert Voelker-Morris: (13:58) * ds = ads