Flipped Learning Model
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The Flipped Learning Model, as explained by Jo Kori, UK Learning Consultant for Tata Interactive Systems (TIS) on the 29th and 30th Jan at the Learning Technologies 2013 event in UK.
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Flipped Learning Model
- 1. Jo Kori BA (Oxon) MA RCA UK Learning Consultant Tata Interactive Systems Flip your training!
- 2. Pedagogical research means finding out more about how learning takes place so that educators can direct their energies into approaches which are more likely to be successful.
- 3. Pedagogical research means finding out more about how learning takes place so that educators can direct their energies into approaches which are more likely to be successful. Learning models provide educators with an organised system for creating an appropriate learning environment, and planning instructional activities.
- 4. ONLINE 1 Information/concept exploration [e.g. Video lectures; Podcasted lectures; Content-rich websites; Online chats] LIVE EXPERIENCE
- 5. ONLINE 1 Information/concept exploration [e.g. Video lectures; Podcasted lectures; Content-rich websites; Online chats] 2 Experiential engagement [e.g. Hands on activities; Games; Online chats; Experiments] LIVE EXPERIENCE
- 6. ONLINE 1 Information/concept exploration [e.g. Video lectures; Podcasted lectures; Content-rich websites; Online chats] 2 Experiential engagement [e.g. Hands on activities; Games; Online chats; Experiments] 3 Demonstration and application [e.g. Through personalised projects and presentations] LIVE EXPERIENCE
- 7. ONLINE 1 Information/concept exploration [e.g. Video lectures; Podcasted lectures; Content-rich websites; Online chats] 4 Reflection/Evaluation 2 Experiential engagement [e.g. Blogging; Reflective [e.g. Hands on activities; Games; Podcasts; Reflective vodcasts] Online chats; Experiments] 3 Demonstration and application [e.g. Through personalised projects and presentations] LIVE EXPERIENCE
- 8. “Our current 18 year old students have not known life without the internet, and do not see technology as something separate from their lives, nor from learning.” University of Wolverhampton
- 9. What is flipped learning? Why apply it to training?
- 10. The Traditional Classroom The Flipped Classroom The teacher’s role: Sage on the Stage The teacher’s role: Guide on the Side LECTURE TODAY ACTIVITY TODAY Homework WATCH Reading and questions due tomorrow Lecture online tonight! INVERSION
- 11. The Traditional Classroom The Flipped Classroom The teacher’s role: Sage on the Stage The teacher’s role: Guide on the Side LECTURE TODAY ACTIVITY TODAY Homework WATCH Reading and questions due tomorrow Lecture online tonight! INVERSION
- 12. The Traditional Classroom The Flipped Classroom The teacher’s role: Sage on the Stage The teacher’s role: Guide on the Side LECTURE TODAY ACTIVITY TODAY Homework WATCH Reading and questions due tomorrow Lecture online tonight! INVERSION
- 13. WHAT FLIPPED LEARNING DOES Students watch lectures and access online information at home at their own pace, communicating with peers and teachers via online discussions Concept engagement takes place in the classroom with the help of the instructor
- 14. WHAT FLIPPED LEARNING DOES Students watch lectures and access online information at home at their own pace, communicating with peers and teachers via online discussions Concept engagement takes place in the classroom with the help of the instructor
- 15. Factors driving the increased adoption of the flipped learning model within education
- 18. Prevalence of online video Adults who have viewed an online educational video 2007 15% of internet users 2010 30% of internet users
- 19. Training example
- 20. Training example 3 stages of training
- 21. Training example 3 stages of training Each stage of increasing complexity and challenges understanding of core concepts
- 22. Training example 3 stages of training Each stage of increasing complexity and challenges understanding of core concepts Internal accreditation for each level
- 23. Training example 3 stages of training Each stage of increasing complexity and challenges understanding of core concepts Internal accreditation for each level Training to take place over a 6-9 month period
- 24. Training example 3 stages of training Each stage of increasing complexity and challenges understanding of core concepts Internal accreditation for each level Training to take place over a 6-9 month period Employees will be out in the field during that time
- 27. Solution ingredients Mobile learning Online interactive learning elements
- 28. Solution ingredients Mobile learning Online interactive learning elements Virtual classroom
- 29. Solution ingredients Mobile learning Online interactive learning elements Virtual classroom VLE posts and social communication
- 30. Solution ingredients Mobile learning Online interactive learning elements Virtual classroom VLE posts and social communication
- 32. ONLINE 1 Information/concept exploration [e.g. Video lectures; Podcasted lectures; Content-rich websites; Online chats] 4 Reflection/Evaluation 2 Experiential engagement [e.g. Blogging; Reflective [e.g. Hands on activities; Games; Podcasts; Reflective vodcasts] Online chats; Experiments] 3 Demonstration and application [e.g. Through personalised projects and presentations] LIVE EXPERIENCE
- 33. 1 Information/concept exploration Training example Pedagogic level Learning assets created Level 1/2 Stage 1 core concepts are created as m-learning Ask the learner to reflect nuggets and are infographic in style back the core information they have been delivered Learning anytime, anywhere Employees can access the m-learning nuggets wherever they are and as many times as they like If they don’t have phone access, they can access the learning nuggets through the LMS Employees are asked to keep a ‘learning journal’ to note down their use of these core concepts when out in the field
- 34. 2 Experiential engagement Training example Pedagogic level Embedded learning Level 3/4 After 3-6 months employees are given online access to Learners need to show Stage 2 simulations where their responses are evaluated evidence of embedded within a number of different parameters and feedback is knowledge and the ability given to apply core knowledge The employee should be able to see how their learning journal is useful in helping them understand how the core concepts are embedded within their practice
- 35. 3 Demonstration and application Training example Pedagogic level Extended learning Level 5/6 After 6-9 months employees are given online access to There should be a more Stage 3 complex scenarios/dilemmas sophisticated and personalised application A group of employees visit the first stage of a of knowledge - learners scenario/dilemma through the VLE and are asked to post can, in some their response/what they would do next subjects, problem-solve complex situations and After a period of time another stage is posted on the VLE dilemmas and a response asked for, and so on
- 36. 4 Reflection / Evaluation Training example Pedagogic level Reflection Level 7 Employees are encouraged to share similar experiences Some learners will move with peers (their learning journal will help with this), or up to Level 7, which reflect on what they have been through involves debate and thought processes The emphasis is less on just ‘getting it right’ and more on a beyond the established sharing a mature learning experience system of knowledge – in some cases, evidence of thought leadership
- 37. ANY QUESTIONS? Visit Tata Interactive Systems at Stand 39
Editor's Notes
- I’m Jo Kori, UK Learning Consultant for Tata Interactive Systems (TIS).To set the scene for why I’m talking to you about the flipped learning model today I’ll explain a little about myself and my role.I have worked as an instructional designer for nearly 15 years. When I’m brought in at the beginning of a project, I conduct a training needs analysis to ensure a proposed solution will answer the learning and evaluation needs of the client.
- My background includes PGCE at M-level and I use pedagogical research and educational learning models to ensure there is a sound learning and evaluation structure.
- I have found that educational learning models when applied to blended learning, for example, helps with: Clarifying the learning approach Giving the solution a clear shape - often in visual form, such as a diagram and Providing assurance of best practice in areas of evaluation and accreditation Here is a diagram of one of those models - the flipped learning model - which we’re going to take a closer look at.
- Technology-based educational research increasingly has to respond to the fact that there are now many students (‘digital natives’)who have not known life without the internet, and do not see technology as something separate from their lives, or from learning. Online social communications are a huge factor that cannot be ignored.
- Flipped learning is a more recent technology-based educational learning model which took off around 2007.Many educators are familiar with this model which is also known as flipped classroom. So what is flipped learning and why is it useful to consider it within the context of training?
- Flipped learning inverts traditional teaching methods, delivering instruction online outside of class and moving ‘homework’ into the classroom.The educator’s role changes from being the ‘Sage on the Stage’ to the ‘Guide on the Side’.
- Within the educational context, students watch lectures and access online information at home at their own pace, communicating with peers and educators via online discussions.Concept engagement takes place in the classroom with the help of the instructor.
- There are two key factors driving increased adoption of the flipped learning model within education in the US which are filtering through to the UK.
- The traditional one-size-fits-all model of education often results in limited concept engagements and severe consequences – drop outs, having to relearn etc.
- The availability of online video and increasing student access to technology has paved the way for flipped learning (classroom) models.
- I have found the flipped learning model useful in clarifying some of the larger and more complex blended learning solutions I have had to consider.Let’s go through a TIS training example. A client wants three stages of training for their new employees Each stage is of increasing complexity and further challenges understanding of the core concept There is internal accreditation for each level The training is to take place over a 6-9 month period and the employees will be out in the field during that time.
- At TIS we can talk to our client about an exciting blended learning solution using: Mobile learning Online interactive learning assets Virtual classrooms Use of the client’s VLE to post responses to activities and peer sharing/social communication This all sounds good as a set of ingredients – but we need to define the recipe.
- A theoretical framework is what will help us define the recipe.Educational (or learning) technology and activity learning have been identified as being needed. They are two key components of the flipped learning model and they both influence learning environments in fundamental ways.
- So using the flipped learning model I can sharpen the clarity of the proposed solution. Here is a reminder of the model.
- So this is the first stage of the solution: Information and Concept exploration.To help manage expectations in terms of evaluation and accreditation for this particular example, I’ve also included a comparative pedagogic definition of levels alongside the solution.
- The second stage of the solution: Experiential engagement.
- The third stage of the solution: Demonstration and application.
- Reflection and evaluation: this allows learners to progress beyond the training.
- There were a few questions from the audience: Q: What duration would be advised for applying a flipped learning model to a blended learning solution?A: I gave the duration for the example project (6-9 mths) but explained that this wasn’t fixed – clearly the duration depends on the amount of content to be covered and the number of learners. Q: The concept of the flipped learning model – is this new?A: No, I can match it to a combination of other learning models that were defined a lot earlier in the 20th century – but the technologies and people’s use of them are new, and the flipped learning model accommodate this in terms of best practice. Q: We didn’t realise TIS invested in this kind of research/learning consultancy – is this something new?A: Tata has always invested extensively in R&D in all areas of its services. For example, the specialist teams for Simulations/TOPSIM, Mobile/Tablet Apps, Serious Games, 3D Animations, Portal and Custom Apps, and Products such as LMS, PTS and Cybertest have 40% of their time put aside for R&D. As the largest e-learning company in the world we need to be continuously aware of developments and be able to respond accordingly. That’s why we’re able to offer products such as LEARNow©, our own mobile authoring tool which uses responsive design technology – we see R&D as essential, to ensure we can answer specific issues in a timely fashion.