Assistant

Professor
Centre for the Enhancement of Teaching
& Learning (CETL)

Joint Workshop by CETL, EPSU, and TELI

A quick survey

www.govote.at
65 64
1997: Peer Instruction

2007: Reverse instruction Karl Fisch 201o: Flipped classroom

2000: Inverting the classroom

Know each other rst before we work with each other! (8 minutes)
 Common themes:
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: p.32).
Exposure to content before class
a teaching approach in which students get a rst exposure to course
content before class through readings or videos, then spend class time
deepening their understanding of that content through active learning
exercises. (Centre for Teaching, Vanderbilt University,
https://cft.vanderbilt.edu/guides-sub-pages/ipping-the-classroom/ )
Activing learning activities in
class
In a ipped classroom, the information transmission component of a
traditional face-to-face lecture (hereafter referred to as the traditional
lecture) is moved out of class time. In its place are active, collaborative
tasks. Students prepare for class by engaging with resources that cover
what would have been in a traditional lecture. After class they follow up
and consolidate their knowledge. (Abeysekera & Dawson, 2015: p.1)
(Deslauriers, Schelew, & Wieman, 2011; Mazur, 2009; U.S. Department of Education, 2010)
manage their own learning reused

more interesting
process and
reect on contents and concepts
before address the gaps

detect gaps
apply higher-
order thinking skills
immediate feedback
feedback
 Intended Learning
Outcomes

What you want your

students to achieve

Teaching and Assessment

learning activities How you will judge how
How you want your well your students have
students to learn learnt
 Intended Learning
Outcomes

What you want your

students to achieve

Teaching and learning activities Assessment

How you want your students to learn How you will judge how
well your students have
Pre-class In-class After-class learnt
 Why ip: Review your ILOs (10 minutes)
(worksheet, p.3)

Didnt bring a course/lesson today?

Not too late to think about what you are teaching now.

Not having any lesson/course to work on?

Another option:
Learning At the end of this workshop, participants will be able to:
outcomes: 1) Identify the key elements of a ipped class;
2) Select and evaluate face time activities to connect in- and out-of-class sessions to
support the achievement of intended learning outcomes
3) Develop an initial plan for ipping a class
Details
Opening Introduction to ILOs
Activity 0: A quick survey
Activity 1: Participants self-introduction
Mini lecture 1 What is a ipped classroom
Activity 2 Why ip: Review your ILOs
Mini lecture 2 1. Models of ipped classroom
2. Key elements of ipped classroom
3. Face-time strategies
Activity 3 A ip plan

Closing Resources available
Evaluation
Peer instruction:
Peers learn collaboratively through discussions on conceptual questions which is designed to expose common
diculties in understanding the materials.
Pre-class S: exposure to learning materials/recourses
S: attend to assignment/quizzes

In-class Pose a (conceptual) question (ConcepTests)

Students reect and commit to an answer
All students answer in anonymous polling manner
Almost all get it right -> short summary/comment
Most get it wrong small group discussion; facilitator circulate to promote
productive discussion
Students commit again to an individual answer poll again
Facilitator review responses again and give mini lecture when necessary
A new question

Keyword conceptual question (ConcepTests), peer, poll, discussion

Tool e-learning platforms; polling tools Disciplines Almost all disciplines

Reference Mazur, 1997

http://mazur.harvard.edu/education/pi.php
Team-based learning:
A structured form of small-group learning where students learn through collaborative learning and application of
knowledge in class.
Pre-class S: exposure to learning materials (e.g. videos; instructor-provided lecture notes; readings)
S: warm-up assignment (open-ended Q); individual readiness assurance (RA) assessment
In-class S: readiness assurance
(RA assessment)
Work in team to compare and discuss their responses to RA assessment
Reach an agreement for team responses (team RA assessment)
Present answer in teams/ score themselves
Appeal questions that they got incorrect
(The class vote for their favorite answer)
T: review the team scores
T: mini-lecture on misconceptions/concepts students struggled with the most
S: work on the same sets of problems of higher level challenges in team and report
T: circulate to support students and give feedback
S: peer evaluation to increase team members accountability
Keyword readiness assurance, team, immediate feedback, appeal, problem of higher level challenge
Tool e-learning platforms; polling tools Disciplines Medicine, science, social science, humanities
Reference Hake, 1998; Hrynchak & Batty, 2012; Wallace, Walker, Braseby, & Sweet, 2014; Zgheib, Simaan, & Sabra,
2010
Team-based learning
Just-in-time Teaching (JiTT):
Use student-performance data to understand students struggles and gaps in understanding or pinpoint students at-risk,
in order to tailor the subsequent lecture to meet students needs or give students more personalized attention.
Pre-class
S: exposure to learning materials/resources
S: assessment that designed to collect feedback on what to focus in lectures
submit questions based on pre-class materials
respond electronically to autograded assignment due shortly before class
T: review questions and tweak lesson plan to respond to students needs and interests
T: identify the misconceptions or the gaps in understanding from performance data

In-class Lecture that begin from where students are and bring them to the desired end;
Discussions (started with students own words) and group work on targeted topics/contents
Assessment/application tasks

Keyword
pre-class assessment; gaps in understanding; student at-risk; just-in-time adjustment; feedback loop

Tool e-learning platforms: quiz summary, data on Disciplines biology, physics, social sciences and
individual submissions humanities
Reference (Marrs & Novak, 2004; Novak, Patterson, Gavrin & Christian, 1999)

Just-in-time Teaching (JiTT) (A language course)
Use student-performance data to understand students struggles and gaps in understanding or pinpoint students at-risk,
in order to tailor the subsequent lecture to meet students needs or give students more personalized attention.
Pre-class S: Reading homework (on morphemes, allomorphs, and closed classes of words)
S: Complete JiTT questions:
warmup questions (graded on eort) & puzzles ( for application of knowledge graded for
accuracy or receive extra credit ) graded automatically
adding explanation of the answer chosen
T: assessed student comprehension focus on morphemes and allomorphs

In-class Share the distribution of answers

Invite debate about the answers
Further applications

Keyword Pre-class assessment; gaps in understanding; student at-risk; just-in-time adjustment, feedback loop

Tool E-learning platforms: quiz summary, data on Disciplines Biology, physics, social sciences and
individual submissions humanities
Reference Abreu & Knouseb, 2014
 Student-generated content:
Students learn through generating course learning materials themselves in an online space for sharing and learning:
dening terms, creating assessments, compiling relevant learning resources (blogs, videos, podcast, quizzes, wiki)
Pre-class S: develop questions and provide explanations
S: answer existing questions
S: rate for quality and diculty and give comments
Auto-generated feedback for students:
This question has been answered by 30 people and has an average rating of 3.10 (based on 50
ratings).
Comments on the question
Time taken to answer the question each trial
Other students answers to the question
Contributor-suggested answer and explanation
T: Select the questions and concepts to be discussed about in class
In-class Discussions on the questions and answers generated
Discussions on the key concepts, feedback, modication of questions and answers
In-class exam
Keyword create, peer feedback
Tool PeerWise; blogs; LMS Disciplines physics and other 577 courses
Reference (Bates, Galloway, & McBride, 2011)
http://www.slideshare.net/EdPER_talks/can-studentgenerated-content-enhance-learning-in-introductory-physics
What are the key elements of a ipped classroom?

Incentive for Higher

First Consolidation/
students to order
exposure extended
prepare/ cognitive
to contents learning /
Preparation
assurance
activities preview

Pre-class In-class After-class

Applications use what students have learned to solve problems and
grapple with learned concepts by using them in authentic tasks

e.g.
analyze cases
deconstruct current events
solve problems
dierentiating strategies
apply skills or language in a scenario
carry out an experiment
role-play

Extensions: something that would have been taught had there been
more time; apply learned concepts to a novel domain, at more advanced
level, or in a more complicated context

e.g.
generate and test new hypotheses
solve problems of higher levels
create something new using the knowledge learnt
Feedback: receive (immediate) comments on their responses to
quizzes, assignments, or tasks; get their understanding claried and
enhanced; clarify what good performance is (goals, criteria, expected
standards); develop the capability to manage their own learning

peer feedback
teachers feedback
LMS feedback
self-evaluation
 Ricky Kwok
Associate VP (T&L)
March 8, 2016

http://www.coredigitalworks.com/
Its all about how to
engage and incentivize
participants to take
desirable actions
Make learning happen
Game squad
Gamifying: the process
Analysis
Learning outcomes, learning
materials, pedagogy,
technology, people, questions
to be answered.
Development Implementation
Developing the web-based Systematic monitoring, collecting
application, making feedback from learners
drawings, etc.

Playing Prototyping Evaluation

Do the games you have in mind Does it work? Is it scalable? Objectives revisited
answer your questions? (What, Hows the game dynamics?
why, when and how?) Does every
player have an equal chance to
win?
8 Core Drives of
Gamification
By Yu-Kai Chou

1. Epic Meaning & Calling

2. Development & Accomplishment
3. Empowerment of Creativity &
Feedback
4. Ownership & Possession
5. Social Influence & Relatedness
6. Scarcity & Impatience
7. Unpredictability & Curiosity
8. Loss & Avoidance
 Positive, immediate feedback

Situated, small step-by-step tasks

Defining Players, strategies, payoffs

Characteristics Goals (clear expectations)

Rules
 Exploiting the unique advantage of
face-to-face:

Games in a

Collaborative: work in teams
Competitive: race with other
classroom? teams
Co-creation: students create
contents that can be shared
immediately
Credits: efforts/results counted
toward the final grade
Whats a game anyway?
electronic/physical games, courses, projects, curricula...

Solving it in 9 seconds: https://youtu.be/HrOtKN1srvQ

Cube solver: https://youtu.be/vpAKfSYueMI
References

Gamification to improve our world: Yu- Gamification of Life: A Journey from Glued to Games: How Video Games
kai Chou at TEDxLausanne SBU to Silicon Valley Draw Us In and Hold Us Spellbound
https://youtu.be/v5Qjuegtiyc Marc Anthony Rodriguez at TEDxSBU (New Directions in Media) by Scott
https://youtu.be/W8dS658os5I Rigby and Richard Ryan (2011)

Cuff, A. J. (2016, January 18). And on the last day of class, we'll
play games. The Chronicle of Higher Education.
McGonigal, J. (2015, August 28). Its time to think like a gamer.
Psychology Today.
Ugh, M., Vukotic, G., Jereb, E., & Pintar, R. (2015). The model for
introduction of gamification into e-learning in higher education.
Procedia - Social and Behavioral Sciences, 197, 388 397.
 Application

Experience Feedback
Assignment

Reading Consolidation/
Extension Preview
extend learning
Video Product Quiz

Gamication

Pre-class: In-class:
After-class:
Exposure to contents & Higher order cognitive activities
Consolidation and way forward
preparation assurance individually or in team/pair/group

 A ip Plan
(7 minutes)
(worksheet, p.4)

(8 minutes)
(worksheet, p.5)

Not having a lesson/course at hand?

 (p.6)
http://mazur.harvard.edu/education/pi_manual.php

http://serc.carleton.edu/introgeo/justintime/references.html

http://www.slideshare.net/EdPER_talks/can-studentgenerated-content-
enhance-learning-in-introductory-physics
(p.7)