Group items tagged

"I believe that words mean things and the names we attach to the things we care about serve as little icons that can tell a very brief story about the things themselves. I think flipped learning is at the point now where it's past the point of being the Next Big Thing in Education, and the first order of business, it seems to me, in moving the conversation about flipped learning forward is just figuring out what story we want to convey by way of the terminology we use."

"By being up-front with my students about what I'm asking them to do outside of class, and-most essentially-why I have ordered things in that manner, I'm asking them to be co-owners of their learning experience. By making it clear that I'm doing my level best to value their time, they see my investment in their success."

"Students appreciated the MOOC's ability to support structured, self-paced learning. Students often watched the short (10-to-15-minute) lecture videos at double speed with the captions turned on, at times that fit the students' schedules. Students described Andrew Ng as a highly effective lecturer, which added to the value of the lecture videos. Students did not actively participate in the discussion forums provided by the MOOC, choosing instead to use each other and Professor Fisher as resources when they needed help with the material. Occasionally, a student with a specific question would check to see if that question had already been asked and answered in the forums. It often was, and so the forums were a study resource for the students even if they didn't post to the forums themselves. Doug's students appreciated the in-class active learning facilitated by the "flipped" approach. By shifting explanatory lectures outside of class, class time was made available for more discussion, interaction, and application of that material. The students described Doug's role as "facilitator," guiding class discussions and making sure that every student understood the material. The biggest challenge identified by the students was a misalignment between the MOOC material and the additional readings Doug provided. These readings took the students beyond the introductory ideas presented in the MOOC, focusing on recent and seminar research in the field. The readings weren't designed for novices in the field, as Andrew Ng's lecture videos were, and they required "a different kind of learning," as one student put it. Nor did the readings always build on the week's MOOC content in clear ways."

"My course this past semester began like so many others: 14 students and I arrived every Tuesday and Thursday morning in an uninspiring space of concrete-block walls and fluorescent lighting, with few windows and fixed desks all facing forward, ill suited to the discussion-based, flipped format of the class. So, a couple of weeks into the semester, we decided to go nomadic."

I'm tempted to make one of those. Also seems like you could skip the mirror and flip w software pretty easily.

"His overall charter is to create the digitally enabled university. That encompasses many areas, including flipping the classroom, tapping into learning analytics, and embedding digital literacy into the core curriculum."

If you flip that to a gdoc, I'll throw some more stuff in there.

I wish I could automate some things like this in rampages . . . like if you do a bare URL that doesn't link . . . I'd like to auto comment with some directions on how to make a link. Seems doable in terms of programming.