Week 3 - Digital

The blended learning models that we use in the session come from the Clayton Christensen Institute (see  http://tinyurl.com/tmlblended), but are based on the work of Horn and Staker (2014). These model are:

• Rotation model 
  
  • Station Rotation
  • Lab Rotation
  • Flipped Classroom
  • Individual Rotation 
• Flex model
• A La Carte model
• Enriched Virtual model

In class, we'll ask you to look at the possible benefits and constraints of these blended learning models for the teacher(s) and the(ir) students.

Blended learning definition

The definition of blended learning is a formal education program in which a student learns:

1. at least in part through online learning, with some element of student control over time, place, path, and/or pace;
2. at least in part in a supervised brick-and-mortar location away from home;
3. and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

Flex Learning - Hapara Workspace - Works like Symabloo Can be individualised 

Flipped Classroom

The idea of the flipped classroom as first developed in 2007 by Bergmann & Sams (2012), who describe their experience in their book "Flip Your Classroom: Reach Every Student in Every Class Every Day". The idea behind a flipped model of education is that much of the content is covered outside of the classroom through bite sized (under 10 minute) video clips, quizzes and collaborative discussions. Subsequently, deeper learning can occur in the classroom through face to face discussion which can apply, evaluate and contextualise the content as well as enhancing collaborative activities, strengthening relationships, developing communication skills and other key competencies. The pedagogical approach has to be adapted and the mode of teaching must change to a more student orientated practice as the content (often teacher led) part of the session has already been covered. A flipped method fits in extremely well with many different learning areas but particularly links well and supports active learning experiences; more time for hands on learning and less time stuck in the classroom.

One interesting approach suggested by Schell (2013) is that it is best not to tell students you are “flipping” or “experimenting” since they might be resistant to the idea. Instead, just go ahead and do it ('stealth flip'). She also suggests that just flipping the classroom is not enough; you probably also need to rethink your assessment practice. 

In-Class Flipping (See http://tinyurl.com/tmlflip)

Besides the fact that it avoids the home-related problems of a traditional flip, the In-Class Flip has other advantages as well:

• The teacher can observe whether students are really watching. 
• The initial exposure to the video content has a better chance to sink in.
• Hardware is (presumably) safer. 

In-Class Flipping is not without its own challenges:

• It doesn't make for tidy one-period lesson plans. 
• More preparation is required at the beginning. .
• Technically, you don’t "gain" more class time.

Tools for Creating Content for Blended Lessons

These are some of the tools we'll explore during this weeks session. 

• TED-Ed
• BrainPop
• EDpuzzle
• Edmodo
• Vialogues
• Teachem
• Tes Teach (formerly Blendspace)Go Formative
• Google Classroom
• OneNote
• VideoNot.es
• PlayPosit
• VoiceThread
• LessonPaths
• OR other you might have heard of

We hope you look into their possible pricing models, device/browser requirements, age limits and the level of usability/benefits/constrains for teachers/students.

Filming for Flipping

Bergmann & Sams (2012) learned that their students prefered conversational videos featuring both of them; thus, they made time to create those together to include that dynamic… As always, know what your students need and give it to them.

We do hope you embrace the art of screencasting this week in class. We recommend using Screencast-O-Matic.com (any laptop) or QuickTime (Mac).

Screenrecording Tips

• Check that the microphone is on, test it
• Try to reduce the background noise
• Select the right tab or screen to record
• Check that the software lets you save in the right output format (and preferably for free)
• Don’t mind the tiny mistakes, just go on
• Sometimes recording another version is quicker than editing… it also helps you to summarise your message

References

Bergmann, J. & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Washington, DC: International Society for Technology in Education. https://books.google.co.nz/books?isbn=1564844684

Horn, M.B. & Staker, H. (2014). Blended: Using Disruptive Innovation to Improve Schools. San Francisco, CA: Jossey-Bass

Schell, J. (2013). The 2 most powerful flipped classroom tips I have learned so far. http://blog.peerinstruction.net/2013/04/16/the-2-most-powerful-flipped-classroom-tips-i-have-learned-so-far/