Group items tagged

Several multimedia explanations, and some readings and resources, about the flipped classroom. 

"Here is the problem with the term "Flipped Class:" it implies version one of our screencasting model: that which used to be done in class is now done at home, and that which used to be done at home, is now done in class.  In a nutshell, that IS "The Flipped Classroom," but it does not end there, which is why the term "The Flipped Classroom" does not do justice to the many models being used."

Valuable reading, as understanding how these cycles reinforce learning leads to better planning for blended learning. The Pedagogy and Technology Workshop employs a cycle much like the first few diagrams. 

Math teacher Katie Gimbar shares her whole flipped Algebra 1 class. Lots of great videos here, plus her rationale on how and why to flip.

Another set of flipped classroom videos from math teacher Katie Gimbarr. Wonderful examples and rationale here.

iPad/iPod apps, sorted by discipline, then category within discipline. Really awesome list.

Videos and examples of flipped learning.

"A true flipped classroom is centered on the idea that technology can help us deliver quality teaching when and where the students are ready for it. Teaching methodology must be pedagogically sound in order for a flipped classroom to be effective, but that is no different than any other method being explored by teachers."

"We teach numbers, then algebra, then calculus, then physics. Wrong!" exclaims the Massachusetts Institute of Technology mathematician, a pioneer in artificial intelligence. "Start with engineering, and from that abstract out physics, and from that abstract out ideas of calculus, and eventually separate off pure mathematics. So much better to have the first-grade kid or kindergarten kid doing engineering and leave it to the older ones to do pure mathematics than to do it the other way around."

Tons of links and resources on blended learning, from Diigo.

Good thoughts on setting goals for technology use in a school, rather than allowing the technology to define the school's goals. "In the end, our advice is: be sure your school defines clear goals for what it seeks to achieve by having computing devices in the hands of its students."

"suggestions for keeping students engaged in a project and accountable for their time with computers"

UConn professor demonstrates the difference between presentations with text and multimedia. A nice example of why multimedia is a better tool and creates less cognitive distraction when learning from a slideshow.

"Resources and Annotations from UW-Stout's E-Learning and Online Teaching Graduate Certificate Program. Contributors are mainly from the E-Learning for Educators Course & the E-Learning Practicum Course."

6 models of blended learning, from Michael Horn: "Face-to-Face driver, Rotation, Flex, Online lab, Self-blend, Online driver."

Information and resources on PLNs for educators.

A passionate and eloquent plea from a university lecturer, attesting to the continued relevance of the lecture as a learning tool. I value her point that a lecture promotes active listening, but I disagree with the notion that a technology that has worked for thousands of years should see continued use simply because it has worked in the past.[1] Given the multitudes of other means of delivery of information today (remember, the lecture was developed when the only other means to spread information was handwriting), the lecture as transmission of information is a tool, not THE tool. She also equates books to lectures, and says that if we abandon one we move toward abandoning the other. A bit of tenuous logic, if you ask me. Still, perhaps worth a read.  [1] See also: http://en.wikipedia.org/wiki/Scriptorium#Trithemius.27_Praise_of_Scribes

"Online learning is sweeping across America. In the year 2000, roughly 45,000 K-12 students took an online course. In 2009, more than 3 million K-12 students did. What was originally a distance learning phenomenon no longer is. Most of the growth is occurring in blended-learning environments, in which students learn online in an adult-supervised environment at least part of the time. As this happens, online learning has the potential to transform America's education system..."

This one is worth reading, but not because it's necessarily worth following. It's a wrong-headed approach to tech integration, one that values the tools above the pedagogical goals -- because it assumes that the use of the tool is valuable in itself. What it omits is why any one of these scenarios can support learning... which would be a much more effective way to lobby a teacher to use it...

"Exploring the intersections of education, learning, and technology"