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Cub Kahn

Successful Flipped Classes - 1 views

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    "Based on their research, Velegol, Mahoney, and Zappe have the following suggestions for faculty interested in flipping: (1) Keep the video segments less than 10 minutes, (2) review the material in class for less than 20 minutes, (3) give students time in class to work on real-life and relevant problems or projects that are traditionally done at home, and (4) provide at least weekly assessments to keep the students on track."
Cub Kahn

7 Things You Should Read about Microlearning in Mobile and Flipped Contexts - 1 views

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    (Educause registration required for access to this pdf; OSU is an institutional member of Educause.)
Cub Kahn

"Introduction to Ancient Rome," the Flipped Version - 3 views

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    Lessons from a Texas A&M professor who flipped a 400-student "Introduction to Ancient Rome" course.
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    I'd love to hear some real world examples that address one point in the article: "Content delivery is the easy part. The hard part is figuring out what to do in class that keeps students engaged, and motivated to prepare for class."

    If anyone in our group knows of some specific tricks teachers usually employ for this, please let me know.
    (lil' quizzes? Q&A discussions? or something more interesting?) I'm wondering if there are other sorts of multimedia activities I could make that would serve similar function.
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    Warren, good question! The peer instruction approach of Eric Mazur et al. (see http://mazur.harvard.edu/research/detailspage.php?rowid=8) is a popular in-class technique. Here are some of other methods OSU hybrid faculty use to link online and face-to-face spheres:

    1 - A low-stakes weekly quiz online prior to each class meeting.
    2 - A discussion that flows from online to face-to-face and back again.
    3 - A very short online essay turned in before each class meeting that builds on the online content, and is tied directly to in-class discussion or group work that follows.
    4 - An interactive multimedia lesson online that provides a foundation for or extends in-class learning. (Examples: I recommend looking at Simon Driver and Megan McDonald's hybrid EXSS 444--I can connect you.)
    5 - Group work online (e.g., formulating a debate position or a solution to real-world problem) that feeds into the next f2f class activity.
    6 - A quiz at the start of each class meeting based on the online content.

    Whatever the method, a key is that the learning activities online channel rather directly into the in-class activities and vice versa. Think of it as a long ping-pong volley between learning activities in the online and f2f spheres from the first day of the term until the final exam or project.
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