Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course Technology Computing Conference Presenter: Teri Donat, San Francisco University Come learn how I flipped the classroom from lecture/demonstration to engaging students in the learning process by involving them in projects and activities. Learn how I use video, interactive learning software (SAM), web resources and the textbook for student learning outside of the classroom. See activities used in the classroom that have students demonstrating and sharing with fellow classmates what they have learned. This style of teaching has resolved issues of diversity in computer literacy, hardware (Mac vs. PC) and software version differences by encouraging students to explore and discover Microsoft Office features. In the workplace, employees encounter different versions and applications of Microsoft Office. By flipping the classroom, students learn a strategy that helps them to solve problems they encounter when using Microsoft Office.

1. Get Students Involved: Flip the Classroom to Teach Microsoft Office

2. Teri Donat, MA. Ed.
• Master of Arts in Education, Instructional
Technology
• Part-time Faculty
• Workshop Trainer
• 2007 Award “Excellence for Teaching”
Chabot-Las Positas College, Contract Education

3. My Journey
From Pioneer to Facilitator
• Became “Queen” of Lotus 1-2-3
& Microsoft Expert
• Used problem solving skills to create custom
solutions
• Catered to changing student needs

4. Instructor’s Role
A Facilitator
“one that facilitates; especially : one that helps to bring
about an outcome (as learning, productivity, or
communication) by providing indirect or unobtrusive
assistance, guidance, or supervision”
– Merriam/Webster dictionary
“My goal is to facilitate your learning [whatever the subject].“

5. Why Flip the Classroom?
21st Century Students
• Were rewarded for participation, not effort
• Raised with short snippets of information
• Parental support
• Technology dependent, but not
necessarily technology savvy
• Prefer to “Google it” instead
of going to the library

6. Why Flip the Classroom?
Workplace Demands
• Different software versions are used
• Employees are expected to already know
software programs

7. What is Flip the Classroom?
• Teach concepts with problem-solving classroom
and homework activities
• Online learning materials
– video lectures
– interactive learning activities

8. Changes in Technology
Verbal Learning
– Command driven
Visual Learning
– Overhead projectors
– Graphical Interface
Multi-sensory Learning
– World Wide Web – video,
audio, information at our
fingertips
– Wireless – information
anywhere, anytime
Audio Visual
Multi-
sensory

9. “ICT literacy is using digital technology,
communications tools, and/or networks to access,
manage, integrate, evaluate, and create information
in order to function in a knowledge society.”
– Educational Testing Services,
International Information Communication Technology Literacy Panel

10. Factors that Influence Retention
Lecture (5%)
Reading (10%)
Audio-Visual (20%)
Demonstration (30%)
Discussion Group (50%)
Practice by Doing (75%)
Teach Other/Use (90%)

11. Blooms Taxonomy - Learning Objectives
Evaluation
Synthesis
Analysis
Application
Comprehensive
Knowledge

12. Knowledge
• Recall data or informationDefinition
• Journaling, flashcards,
crossword puzzlesActivities
• Basic terms or conceptsAssess Learner

13. Comprehensive
• Understand meaning, to interpretDefinition
• What’s the difference, Teach by
describing, How-to perform a taskActivities
• State a concept in their own wordsAssess Learner

14. Application
•Use or ApplyDefinition
•End of chapter assignments, projectsActivities
•Use concept in a new situationAssess Learner

15. Analysis
• Separate concepts into component parts,
Distinguish between facts and inferenceDefinition
• Comparing different ways to accomplish
a taskActivities
• Identify the parts of a problem/situationAssess Learner

16. Synthesis
• Put parts together to form a wholeDefinition
• Word problems, problem solving
projectsActivities
• Design an original project or
assignmentAssess Learner

17. Evaluation
• Make judgmentDefinition
• Fixing document errorActivities
• Based on information provided provide
a solution to a problem and whyAssess Learner

18. Changes in the Classroom
• Pre-class Homework
• In class:
– Activity
– Brief Lecture
– Problem-solving activity
• Homework reinforcement assignment

19. Pre-class Activities
• Videos
• Chapter step-by-step
• SAM training
• Questions to research
• Journals

20. Classroom Activities
• What’s the difference?
• Look up an Excel function definition – teach
the class
• Two Truths and Tale (provide a list of topics
– student give 2 true facts and 1 false)
• Jeopardy Game

21. Classroom Activities
• Small group discussions
• Survey class then create document from
results
• Provide a business scenario then create a
document
• Have students design an assignment for
another class

22. Post-class Activities
• SAM assessments
• End-of-chapter assignments
• Online chapter quizzes
• Projects I adapted from other sources

23. Assessments
• Exams
• Timed-projects
• Refection paper

24. Outcomes
• Level the inconsistencies in skills
and computer literacy
• Overcome hardware and software
differences
• Student Engagement
• Communication
• Fewer individual questions
• Improved performance on
assessment projects

25. Before I review, any questions?

26. Summary
• Students need to use technology to research,
organize, evaluate and communicate information
• Use student-centered learning
• Remember the factors that influence retention
• Incorporate Blooms Taxonomy
• Develop pre-class work the prepares them for in
class problem-solving and group activities

27. References
The flipped classroom: A survey of the research, JL Bishop, MA Verleger - ASEE National Conference
Proceedings, Atlanta …, 2013 - asee.org
http://www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf
Digital Transformation A Framework for ICT Literacy A Report of the International ICT Literacy Panel,
Educational Testing Service
http://www.ets.org/Media/Tests/Information_and_Communication_Technology_Literacy/ictreport.pdf
Designing Rubrics for Assessing Higher Order Thinking
http://academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinking.html
Examples of Activities that Promote High Level Thinking
http://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-
thinking
Writing Objectives using Bloom's Taxonomy
http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-
blooms-taxonomy