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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Flip the Classroom Methodology in Teacher Preparation

#Twitter: 
#olc54451
Presenter(s)
Maria Lizano-DiMare (Sacredheart University, USA)
Session Information
October 14, 2015 - 12:45pm
Track: 
Technology and Emerging Learning Environments
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
All
Session Type: 
Information Session
Location: 
Oceanic 1
Session Duration: 
45 Minutes
Session: 
Concurrent Session 2
Abstract

In this session, the presenter will share a model on how pre-service teachers learn flipping the classroom in a graduate educational technology course.

Extended Abstract

Modeling technology strategies and building candidates' technology capacity are essential for educators to strive in the 21st century (P21Framework, 2015). Graduates from teacher preparation programs, in which embedded technology based assignments were modeled and required, have higher chances to incorporate technology within their own instruction (Kay, 2006; West & Graham, 2007). In this session, the presenter will share a model on how pre-service teachers learn flipping the classroom in a graduate educational technology course. This course is offered both as a blended and online modality supported by a learning management system (LMS) Blackboard Learn TM. The course emphasizes the integration of technological resources into primary and secondary classroom settings for the purpose of fostering student learning, creativity and innovation.
Bergmann, Overmyer & Wilie (2013) describe the flip the classroom approach as an instructional methodology to create meaningful learning environments for all students. In this approach students are responsible for their own learning and are encouraged to reflect about their learning outcomes. The instructor's role becomes one of a facilitator who personalizes and differentiates learning to meet students' needs. Bergmann & Sams (2012) describe the instructor's role as being one of a [...] "tutorial role" going around the classroom, helping students who have questions or need additional instruction (p. 14). Students also have the opportunity to access digital materials such as readings, videos, podcasts to review at their own pace. However Bergmann, Overmyer & Wilie (2013) caution that flip the classroom is not a synonym of only using online videos or other digital tools for teaching. On the contrary, it is an approach to teach students how to learn and develop their own understanding of course work.

In this flip model, students themselves first engage with the content outside the classroom; this is in contrast with traditional teaching models where the instructor is the disseminator of knowledge and presents the content; subsequently homework serves to reinforce the introduced content. When in the flip class, students are encouraged to deepen their learning via a myriad of activities such as discussions, hands-on projects, problem-based learning, peer feedback and assessment exercises. These activities target higher order thinking levels based on the new Bloom taxonomy: application, analysis, synthesis and evaluation (Anderson & Krathwohl, 2001). The flip approach can help students correct misconceptions and allow them to re-construct their knowledge (Bransford, Brown & Cocking, 2000).

This presentation describes a course design used to allow participants to progress through three phases to learn the flip the classroom approach. Phase one allows participants to explore pedagogical issues such as (1) clustering content based-knowledge in modular sets aligned with national and state standards, (2) deciding on learning outcomes and assessments, (3) understanding the philosophical underpinning of the concepts related to "flip the classroom" and "flipping learning", and (4) critically assessing the quality of existing flip classroom approaches.

The second phase entails the: (1) planning stage of a technology object, (2) technology tool selection and (3) product development (e.g. videos). A variety of techniques to develop a video product will be shared; such as the creation of storyboards, recording tips, implications of copyright issues, editing and testing tips, accessibility issues. A variety of software applications products as well as strengths and constraints of working collaboratively during this phase will be discussed.

The third phase relates to facilitating collaborative knowledge construction in which participants (1) provide peer assessment and feedback of video products including video interaction capabilities, (2) discuss hosting video options for teachers; (3) review alternatives for students who have limited access to technology, and (4) discuss collaboration and teaching implications.

Successes and constraints of creating an environment for pre-service teachers to transition into a flip learning teaching approach will be shared. The presenter will showcase products in various content areas, provide practical tips and share candidates' reflections about this journey. Strengths and limitations of various technology tools (e.g. Camtasia, Educreations and HUE Animation) will be addressed. The presentation is appropriate for all audience levels and it will be interactive in nature. The audience will have time to ask questions and comments.

References:

Anderson, L.W. & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. New York: Longman.

Bergmann, J., Overmyer, J., & Wilie, B. (2013). The flipped class: Myths vs. reality
Retrieved from http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php

Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, Oregon: ISTE.

Berrett, D. (2012). How 'flipping' the classroom can improve the traditional lecture. The Chronicle of Higher Education, Feb. 19, 2012.

Blackboard Learn TM (Version 8.x) [Learning management system]. Blackboard Inc.

Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Camtasia Studio 8 (Version 8) [Computer software]. Okemos, MI: TechSmith Corporation.

Educreations (Version 2.0.11) [Interactive whiteboard and screencasting app]. Palo Alto, CA: Educreations, Inc.

HUE Animation Studio (Version 1.5.4 ) [Computer software]. Austin, TX: Hue.

Kay, R. H. (2006) Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education,
38(4), 385-410).

West, R. E. & Graham, C. R. (2007). Benefits and challenges of using live modeling to help presevice teachers transfer technology integration principles. Journal of Computing in Teacher Education, 23(4), 131-141

Lead Presenter

Dr. Mar’a Lizano DiMare is Associate Professor of Educational Technology at the Isabelle Farrington College of Education, Sacred Heart University, Fairfield, CT. She holds an Ed.D. in Educational Leadership and a Masters in Educational Technology. She has been teaching in blended, online and mobile environments since 2001, has developed online curricula as well as provided professional development training on online pedagogy for faculty members at the University. In addition, Dr. Lizano DiMare has worked as an international accreditation team member for teacher preparation colleges in Latin America. Dr. Lizano DiMare's research interests include the use of emerging technologies in education, digital learning, global education, the development of university-community initiatives, and the infusion of languages within the curriculum. She is fluent in English, French, and Spanish; and also has working skills in German and Italian.