NITLE Shared Academics: Flipped for the Sciences

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What is motivating the growing interest in the “flipped classroom”? Concerns about the accessibility and affordability of education and the rise of MOOCs drive part of it, but there is also a genuine curiosity about the pedagogical value of restructuring class to optimize learning for the 21st-century student. Faculty in the liberal arts and sciences have been “flipping” their classes long before it became a pedagogical trend. Nevertheless, emerging technologies are presenting new possibilities for how classroom content is delivered. These new tools coupled with students’ ever-evolving preferences for how they engage with content are prompting faculty to examine how they might most effectively allocate classroom content and assignments. For instance, video segments of content that might have previously been conveyed in a lecture are providing students a chance to review the content as many times as are necessary for comprehension. Does this then lead to more productive classroom discussion? If you are designing a flipped classroom in the sciences, how do you discern which assignments belong in class, which belong outside of class and which technologies add the most value to your students? Moreover, how do you rethink your own role? Join Maha Zewail Foote, professor of chemistry at Southwestern University, and Steven Neshyba, professor of chemistry at University of Puget Sound, as they share what they learned from flipping their chemistry classes.

Educação Tecnologia

Flipped for the Sciences
9

3

15

F Li P

Dr. Maha Zewail-Foote, Southwestern University
Dr. Steven Neshyba, University of Puget Sound

The canonical flipped class
Students are introduced to concepts
(in class)

Students work homework problems
(at home)

The canonical flipped class
Students are introduced to concepts
(at home)

Students work homework problems
(in class)

Poll
Have you tried flipping a course or parts
of a course? And to what extent?
A)

B)
C)

I flip all the time
I have tried some flipping
approaches
I have not tried to flip any part of my
course

Our courses - Steven


Gen Chem (30-40 students), for
majors and nonmajors



Pchem (20-30 students), for chemistry
and biochemistry majors

The weekly routine
Monday – Wrap up prev. week
(review, quiz)
 Tuesday – Heavy duty lecture, preview
lab and computational activities
 Thursday/Friday – Hands-on
computational activities


All have video supplements, as needed

Our courses - Maha
General Chemistry (30 students, for
majors and non-majors)
 Monday, Wednesday, Friday course
(50 min)


How it’s done in our classes
Before class
Videos can be
recorded
lectures or
narrated
slides

During class

After class

How it’s done in our classes
Before class
Videos can be
recorded
lectures or
narrated
slides

During class
Grappling with
complex
problems, collabo
rative hands-on
work, clickers

After class

How it’s done in our classes
Before class
Videos can be
recorded
lectures or
narrated
slides

During class

After class

Grappling with
complex
problems, collabo
rative hands-on
work, clickers

Completing, reflecti
ng , and preparing
materials to be
submitted

So … Why flip? (Maha)
Engaged students!
 Lectures are more effective when
students can learn at their own pace.
 Homework is more effective if students
can begin the problem solving in class
 More individual attention to students
 Prompt corrective action


So … Why flip? (Steven)
It’s easier to show than to describe
 Class time feels more like office hours
 Classroom becomes student-centered
 Videos let students absorb new ideas
out of class, with multiple views if
needed
 It’s possible to go after greater nuance
and depth, without too much loss of
coverage
 Asynchronicity is very important


Before class
Which material?
 What is the outside of class activity?


◦ Doesn’t have to be a video
◦ Show a demonstration, “how to” problem, minilecture


How to keep students engaged with the
material?
◦ Lecture outline
◦ Assess student understanding (quizzes;
problem sets; student feedback)
◦ Accountability

Technology
Camera and tripod
 Screen capture and editing


◦ imovie, Camtasia, Snag-it, Quicktime
Player

Explain Everything app (iPad)
 On-line quizzes (Google
forms, Learning Management System
like Moodle)
 Upload videos to YouTube, Google
site, Moodle
 Clickers


Lessons learned
What are the steps to a flipped classroom?
 Need for personalized videos
 Asking the right questions for pre-class
activities
 Student accountability
 What do students have to say?
 Asynchronous learning
 Inter- and Intra- institutional collaborations
 Institutional support
 Technology services
 Student outcomes


Chat
What concerns do you have about
flipping?

Resources
Flippedclass.org
 Peer Instruction


http://blog.peerinstruction.net/author/peerinstruction/

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Colleges and universities face a variety of pressures. Two pressure points are adjusting to the evolving landscape of higher education and using finite resources efficiently and effectively. Technology-enhanced “flipped” classrooms, the rise of digital scholarship, and a keener focus on assessment are examples of the former. Space, time, money, and staff expertise are examples of the latter. These pressures become even more pointed at smaller institutions. How have academic library and information technology organizations been contributing toward effective solutions? Some have embraced a path toward greater convergence of IT and library services. Has doing so enabled institutions to adjust sooner and more quickly to shifts in our higher education environment? Has it stimulated innovation? Has it helped eliminate duplicative effort? NITLE Shared Academics seminar leader Terry Metz delves into these questions, explores why and how the work of technologists and librarians is growing more and more similar, and highlights some colleges that have aligned technology and library talent in more integrated ways. Examine the benefits and challenges of converging IT and library services and consider future implications.

NITLE Shared Academics: Examining IT and Library Service Convergence

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Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, as they delve into new directions for digital collections. These slides are from Isaac Gilman's presentation.

NITLE Shared Academics: New Directions for Digital Collections by Isaac Gilman

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NITLE Shared Academics: New Directions for Digital Collections by Allegra Swift

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The current conversations about crisis in education - and the equally contentious debates about how to solve said crises - do not occur in a vacuum: both the problems and the solutions are the product of a dynamic cultural, economic, and political context. How do faculty, staff, and administrators navigate this changing environment in a way that honors the mission of their institutions and the wider values of post-secondary education? Sean Johnson Andrews, assistant professor of cultural studies in the Department of Humanities, History, and Social Sciences at Columbia College Chicago, examined hese issues with members of the NITLE Network on February 4, 2014.

NITLE Shared Academics: Cultural Factors Shaping "Crisis" Conversation in Hig...

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The term “flipped classroom” has become both familiar and increasingly more nebulous as its legitimacy is appropriated by companies like Coursera, Udacity, and EdX to construct a market for pre-recorded video lectures. Critics argue that the flipped classroom shifts attention away from engagement with primary evidence, constructing learning entirely around pre-recorded lectures and replacing reading with viewing. Advocates, including seminar leader Jen Ebbeler, point to the variable ways that a “flipped classroom” can be designed and argue that a flipped class can allow for more attention to reading, analysis, and higher-order problem solving. This seminar offered by NITLE looked at how we can incorporate the elements of the flipped classroom to enhance student learning as well as the quality of our instruction. It also examined some of the potential pitfalls and offered suggestions for avoiding them.

NITLE Shared Academics: Lessons from a Flipped Classroom

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This seminar presents an unusual relationship between Southwestern University, a liberal arts college located in the United States, and a partially American-managed archaeological research institute in Italy, the Restoring Ancient Stabiae Foundation. Dr. Thomas Noble Howe will outline ways of maintaining the high standards of American liberal arts colleges—with their intimate interactions between students and faculty—while combining education abroad and synchronous distance learning in a way that more affordably facilitates the insertion of international experiences into increasingly “sequenced” majors. With receptive faculty, good equipment, and reliable backup, a system may be established that obviates the need to replace faculty who are abroad and allows students studying abroad to follow essential courses for their majors. In this seminar, Dr. Howe shares his vision for providing students with international experience through collaboration with unusual international foundations like the Stabiae Foundation. Through discussion with colleagues at NITLE Network institutions, participants will examine possibilities for internationalizing the classroom through partnerships and emerging technologies.

NITLE Shared Academics: The Synchronous International Classroom: New Directio...

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Institutional readiness to respond and even thrive amid rapid change is dependent on the ability to cultivate a culture of collaboration and embrace transformative change. Indeed, institutional speed of response ultimately depends on shared vision, shared agreement, and shared leadership. Ann Hill Duin urges those involved with planning throughout all levels of an organization to actively foster a culture of collaboration. Doing so will ready your institution to tackle complex challenges and transform them into opportunities for reinvention and re-invigoration. As a professor of writing studies, Ann Hill Duin studies the language of the transactions that occur through networks of individuals engaged in collaborative, strategic work. During her 15 years in higher education administration, she has worked to build shared leadership across colleges, institutions, and academic and administrative realms. In her study of multiple inter-institutional partnerships, she found that a key component of fostering a collaborative culture is increased access to and shared understanding of “smart” change and “shared” leadership. During this Shared Academics seminar, you will gain increased understanding of these concepts and examine an action plan for strategic partnering.

NITLE Shared Academics: Fostering a Collaborative Culture: Smart Change and S...

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Mooc.mania

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CIEL VLLP NITLE Shared Academics

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Texas Language Consortium

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Kieft.nitle webinar april112013

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Nitle 2013 presentation

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Myth of the mooc

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