Flipped Learning Global Standards Project Spawns Active Learning Nonprofit — from marketwatch.com
Academy of Active Learning Arts and Sciences Formed to Support International Best Practices for Flipped Learning Training and Practice

Excerpt:

LOS ANGELES, May 22, 2018 /PRNewswire/ — Today, the Flipped Learning Global Initiative (FLGI), announced that the Global Standards Project created to establish an international framework for Flipped Learning, has incorporated as a non-profit organization. All GSP activities are migrating to the new entity which will operate as the Academy of Active Learning Arts and Sciences (AALAS). The new organization will maintain a narrow focus on identifying and supporting global standards for Flipped Learning and related active learning instruction. AALAS will also focus on research, education, and accreditation.

AALAS was formed in response to confirmation from educators around the globe that standards are needed and wanted. The adoption of Flipped Learning is accelerating worldwide from K-12 to higher education and corporate training. But the growing gap in understanding about Flipped Learning leads to implementations that far underperform the potential for active learning.

“I think a lot of people have a rather naive conception of Flipped Learning. They think Flipped Learning is simply watching videos before class. That’s it. Boom. Done,” said Eric Mazur, a professor at Harvard University and one of the pioneers of Flipped Learning. “But it is a much deeper process, and that is why it’s so terrifically important to have a greater conception of what Flipped Learning is.”

 

 

 

 

From DSC:
The simpler something is, the greater chance that it will be adopted. Think of HTML and how simple it was years ago for people to create and post their own web pages. I would argue that it was that level of simplicity that lead to the explosive growth of the World Wide Web. 

So when we look at what the term “flipped learning” or the “flipped classroom” is all about these days, I think we need to be careful that things don’t get too complex. Consider the growing complexity of the flipped classroom out at flr.flglobal.org/?p=417

Version 1.0 was easy to understand and therefore to implement. But Version 3.0 looks far less clear as to what we’re even talking about now. We need to find ways to keep it simple, if that’s possible. I realize that teaching and learning is messy, so I’m not sure it’s always possible to practice the KISS principle when we’re talking about pedagogies. But if we don’t try, we’ll have a harder time getting adoption in the future — because Instructional Designers, Teachers, Trainers, and Professors won’t even know what we’re talking about.

 

 

 

Robert Talbert gets at some of this too in his posting entitled, “Four challenges for flipped learning for the next five years.”  Below is an excerpt from that posting:

1. Build a standard operational definition of flipped learning.
One of the biggest challenges facing flipped learning is simply defining what it is. Several competing definitions, all with some overlap but also with nagging differences, are in use today, and this is making it all but impossible to conduct or interpret research on flipped learning or practice it with students. It’s to the point that if you hear an instructor say she uses “flipped learning”, you have to dig deeper to know what she really means.

So as the first challenge, and as a prerequisite to the others, I propose that somehow, we all come up with an operational definition of flipped learning that can serve as the standard for research and practice. I’ve already proposed my own. I’m not saying this should be the standard, but I think something like this could be the starting point. How will “we” decide on a standard, and who’s the “we”? I don’t know, but I think it will involve some group of people a high profile to lead the discussion and decide on one, and then start using it and labeling it as “the standard definition”.

Can other people use models of flipped learning, such as the in-class flipped model, that don’t conform to a standard definition? Sure. Who’s going to stop them? But we need a starting point

 

 

FLGI Publishes the Top 100 Educators Leading Flipped Learning in 2018
The Flipped Learning Global Initiative identifies the movement’s leading educators, administrators, and technologists worldwide

CHICAGO, April 16, 2018 /PRNewswire/ — Today, the Flipped Learning Global Initiative (FLGI), a worldwide coalition of educators, researchers, technologists, professional development providers and education leaders, announced the publication of the FLGI 100. The annual list identifies the top 100 K-12 educators who are driving the adoption of the flipped classroom around the world.  The list is compiled by the FLGI executive committee – led by Jon Bergmann, Chief Academic Officer and one of the pioneers of the flipped classroom movement. Educators from around the globe are represented, including Flipped Learning practitioners from Brazil, Australia, New Zealand, Italy, China, Taiwan, Spain, the United Kingdom, Turkey, Italy, Korea, Argentina, Iceland, Sweden, India and the United States. FLGI also identified the top 50 Flipped Learning leaders in higher education and the top 50 Flipped Learning administrators and tech coaches worldwide.

“The global Flipped Learning community continues to grow, introducing us to fresh ideas, new innovations, and emerging leaders. The 2018 FLGI Flipped Learning leaders lists include veterans from prior years, and many new names and faces. The FLGI 100 list, along with the two FLGI 50 lists, represent the practitioners who are showing us the connection between Flipped Learning, active learning, and world-class learners,” said Jon Bergmann.

The FLGI Flipped Learning leaders lists are updated annually, and all three lists are published in the April issue of Flipped Learning Review (FLR): the Flipped Learning 3.0 magazine. FLR is the first digital magazine dedicated to covering the ideas and people driving the global Flipped Learning movement. The issue features an insightful interview with one of the leading voices in the Flipped Learning community: Dr. Eric Mazur at Harvard University. Bergmann and Mazur discuss how Flipped Learning has evolved over the last decade and why group space mastery is the next frontier for this instructional model.  The April issue also includes the full list of global delegates participating in the project to establish international standards for Flipped Learning. The 2018 FLGI 100 list, the Bergmann/Mazur interview, and the global delegates lists are accessible at http://flr.flglobal.org/

About the Flipped Learning Global Initiative
The Flipped Learning Global Initiative, (FLGI), was created to support the rapidly expanding adoption of Flipped Learning all over the world in countries including China, Taiwan, Spain, UAE, the United Kingdom, Turkey, Italy, Korea, Argentina, Iceland, Sweden, India and the United States. FLGI aims to fill the growing global need for collaboration across borders in three domains: evolving best practices in Flipped Learning, research curation and distribution, and technology selection and implementation.

FLGI serves as a global hub for coordinating, orchestrating and scaling the key elements required to expand Flipped Learning successfully around the world.  FLGI is home to the Flipped Learning International Faculty, the Flipped Learning Innovation Center, the Flipped Learning Global Standards project, and Flipped Learning Review (FLR).

For more information, contact: Errol St.Clair Smith, Director of Global Development at 949-677-7381, 193454@email4pr.com or go to www.flglobal.org.

 


Also see this page, which states:

On Monday, April 16, 2018 The Flipped Learning Global Initiative (FLGI) will publish the 2018 FLGI 100. The annual list identifies the top 100 K-12 educators who are driving the adoption of Flipped Learning around the world.  The list is compiled by the FLGI executive committee, led by Jon Bergmann, Chief Academic Officer. Educators from around the globe are represented, including Flipped Learning practitioners from Italy, China, Taiwan, Spain, UAE, the United Kingdom, Turkey, Italy, Korea, Argentina, Iceland, Sweden, India, and the United States. The initiative also identified the top 50 Flipped Learning leaders in higher education and the top 50 Flipped Learning administrators and tech coaches.

 


 

 

 

How a Flipped Syllabus, Twitter and YouTube Made This Professor Teacher of the Year — from edsurge.com by Bruce Anderson

Excerpt:

A few years after John Boyer began teaching world geography at Virginia Tech, a survey revealed that 58 percent of college-aged Americans could not locate Japan on a map. Sixty-nine percent could not find the United Kingdom.

Boyer raced ahead undaunted. He loved the scope and implications of his subject. “The great thing about geography is . . . everything happens somewhere,” he explains. “Geography is the somewhere.”

Boyer is now a senior instructor and researcher at Virginia Tech. He took over World Regions, an entry-level geography class, while he was working on a master’s degree nearly 20 years ago. The class then had 50 students. Now the course is offered each semester and a whopping 3,000 students take it in any given school year.

What has made it so popular? Innovative pedagogy, for starters. Boyer uses a “flipped syllabus” in which students’ final grades are based on the points they’ve earned—not lost—throughout the semester. His legendary assignments range from reviewing films to tweeting on behalf of world leaders (more on that below). Mostly, Boyer himself has made the class a rite of passage for undergraduates, who typically find him funny, passionate, and consummately engaging. Boyer even created a comic alter ego called the Plaid Avenger, who has narrated textbooks and podcasts but is now largely retired—though Boyer still sports his famous plaid jackets and drives a plaid Scion.

 

 

Given the disparity in knowledge levels as well as the disparity in what they like to do in terms of work, whether that be watching international film or writing papers, I wanted to increase the flexibility of what the students could do to achieve a grade in this class.

 

 

Tell us about the Twitter World Leaders.
You can choose to be a true, real world leader. Of course, they’re fake accounts and we make sure everyone knows you’re the fake Donald Trump or the fake Angela Merkel of Germany. Once you take on that role, you will tweet as the world leader for the entire semester, and you have to tweet two to three times a day. And it’s not silly stuff. What is the chancellor of Germany working on right now? What other world leaders is Angela Merkel meeting with? What’s going on in Germany or the EEU?

 

 

 
 

High-Tech, High Touch: Digital Learning Report and Workbook, 2017 Edition — from Intentional Futures, with thanks to Maria Andersen on Linkedin for her posting therein which was entitled, “Spectrums to Measure Digital Learning
Excerpt (emphasis DSC):

Our work uncovered five high-tech strategies employed by institutions that have successfully implemented digital learning at scale across a range of modalities. The strategies that underscore the high-tech, high-touch connection are customizing through technology, leveraging adaptive courseware, adopting cost-efficient resources, centralizing course development and making data-driven decisions.

Although many of the institutions we studied are employing more than one of these strategies, in this report we have grouped the institutional use cases according to the strategy that has been most critical to achieving digital learning at scale. As institutional leaders make their way through this document, they should watch for strategies that target challenges similar to those they hope to solve. Reading the corresponding case studies will unpack how institutions employed these strategies effectively.

Digital learning in higher education is becoming more ubiquitous as institutions realize its ability to support student success and empower faculty. Growing diversity in student demographics has brought related changes in student needs, prompting institutions to look to technology to better serve their students. Digital courseware gives institutions the ability to build personalized, accessible and engaging content. It enables educators to provide relevant content and interventions for individual students, improve instructional techniques based on data and distribute knowledge to a wider audience (MIT Office of Digital Learning, 2017).

PARTICIPATION IN DIGITAL LEARNING IS GROWING
Nationally, the number of students engaged in digital learning is growing rapidly. One driver of this growth is rising demand for distance learning, which often relies on digital learning environments. Distance learning programs saw enrollment increases of approximately 4% between 2015 and 2016, with nearly 30% of higher education students taking at least one digital distance learning course (Allen, 2017). Much of this growth is occurring at the undergraduate level (Allen, 2017). The number of students who take distance learning courses exclusively is growing as well. Between 2012 and 2015, both public and private nonprofit institutions saw an increase in students taking only distance courses, although private, for-profit institutions have seen a decrease (Allen, 2017).

 

 

 

 

 

 

 

Some reflections on students owning their own learning — from DSC:
Sometimes when students are introduced to a new method of learning something — say when a professor introduces a new pedagogy into an active learning-based classroom — they may not like it. It not only looks and feels different, but at times this new method of learning may require additional time and/or effort from them. For example, this could occur with a flipped/inverted classroom approach. In that model of learning, the students are supposed to review some learning-related materials online ahead of time so that their face-to-face time in the (physical) classroom can be used for group discussions, group work, problem solving, debates, etc.  Coming to class prepared may take some additional time and/or effort. Also, to think of where the gaps are in one’s understanding — a metacognitive activity — requires effort, time, and reflection.

Students may balk at having to do these things. These methods don’t match up to their histories…to the ways things have always been done. In fact, a student may ask, ‘Why should I do these things? It’s a lot more work than listening to the lectures in class, then doing the homework outside of class. I’ve/We’ve never done it this way before.”

Here are some of my answers to that WHY question:

  • You need to OWN your OWN learning and be open to new ways of learning. Your future will require it.
  • You need to be active — and even proactive — in your own learning. Intentionally build your own learning ecosystem and make adjustments to it as necessary.
  • To stay marketable and relevant today, each of us is now required to be a lifelong learner. No longer is it a situation of going to college for four years and calling it good. You need to learn how to learn.
  • When you graduate, it’s likely no one will be there to give you a Betty Crocker list of next steps. You need to think of and own those decisions.
  • When you get into your first job, you will likely get some training (if the company or organization is any good). But there will be times when the training isn’t enough to get you ready to take the next step in your career (and I’m not talking about a job ladder, which often doesn’t even exist anymore). In fact, you could easily be laid off from that first job due to a new direction that the company decided to take. Or you could be let go because the company was acquired by another organization — and you have to move or lose your job (which happened to me…twice). Or perhaps your group is being let go due to a decline in sales. Or perhaps some technological changes were made by everyone else in your industry — except your company — and now your company is being blown out of the water by its competition. There are a myriad of reasons you could lose your job. Then, what will you do? No one is there to spoon feed you. You need to be able to pivot, think for yourself, practice real-life problem solving, reflect on your values and where you want to contribute, etc.  This will be on YOU, and no one else. You need to be able to learn new things.

Also, it’s not just what you know. It’s what you can do with what you know. “Yeh, yeh, yeh…blah, blah, blah…I’ve heard it all before” (I can hear some of you saying.) B.S.! This is serious business. Wake up! Let me give you some concrete, real-world motivation then that relates to whether you will be able to put some bread and butter on your table, and whether or not you will be able to pay your bills, and whether or not you will be able to pay for decent housing and medical care, and whether or not you will be able to save enough money for retirement, and more:

  • You didn’t get that software developer position because, though you knew a lot about programming, your applications were uninspiring/weak/not very useful and they weren’t easy to use.
  • You didn’t get that User Experience Design position because, although you had a UX degree from ___, the app that you submitted on your application was hard to use and not very intuitive.
  • You didn’t get that new sales job because your previous sales didn’t match the other applicants’ sales figures.
  • You didn’t get that marketing position because your competitions’ marketing campaigns were far better, more polished, and more effective than yours was.
  • You didn’t get that web developer position because your web sites didn’t employ the latest and greatest designs, colors, navigation methods, scripting, extended technologies, and more.
  • You didn’t get that editor position because, although your writing was grammatically correct, was boring and verbose. We need sharp, concise, engaging copy!
  • Etc., etc., etc.

There’s your bottom line. Not only do you need to know things — you need to be able to do good, solid work with what you know.

So, you need to own your own learning — you want to own your own learning. Now!

 

Some potential/relevant hashtags for this posting might be (even if they don’t currently exist):
#stayingrelevant | #surviving | #reinvent | #heutagogy | #lifelonglearning | #nomorespoonfeeding
#motivation | #ownyourlearning | #adaptingtochange | #paceofchange | #beingabletopayyourbills

 

 

Myths and Facts About Flipped Learning — from er.educause.edu by Robert Talbert

Key Takeaways

  • The combination of rapidly-accumulating research on the effectiveness of active learning combined with improvements in technology have created an ideal environment for almost any instructor to move their courses from a traditional to a flipped model.
  • Many articles on flipped learning contain misconceptions that can lead potential practitioners into error or away from using flipped learning entirely, to the detriment of their students and themselves.
  • This article looks at some of the myths about flipped learning and provides contradictory facts about this pedagogical approach.

 

Flipped learning, sometimes called the “flipped classroom,” is a pedagogical approach which uses time and space in a different way from the way courses are typically taught. In traditional instruction, students’ first contact with new ideas happens in class, usually through direct instruction from the professor; after exposure to the basics, students are turned out of the classroom to tackle the most difficult tasks in learning — those that involve application, analysis, synthesis, and creativity — in their individual spaces. Flipped learning reverses this, by moving first contact with new concepts to the individual space and using the newly-expanded time in class for students to pursue difficult, higher-level tasks together, with the instructor as a guide.

Flipped learning is a pedagogical approach whose time has come. The combination of rapidly-accumulating research on the effectiveness of active learning combined with improvements in technology have created an ideal environment for almost any instructor to move their courses from a traditional to a flipped model. At the same time, despite its popularity and the efforts of groups like the Flipped Learning Network to explain and operationalize flipped learning, it remains a somewhat poorly-understood concept among many. Many published articles on flipped learning contain misconceptions that can lead potential practitioners into error or away from using flipped learning entirely, to the detriment of their students and themselves.

Let’s take a look at some of the myths about flipped learning and try to find the facts.

 

 

 

Video on Its Way to Becoming Education Norm — from campustechnology.com by Dian Schaffhauser

Excerpt:

Video has become as ubiquitous in higher education classrooms as big screens in the fitness center and Hulu in residential halls. The use cases abound. The most popular use right now is to help with remote teaching and learning; 73 percent of institutions in a recent survey report the use of video for that purpose. That’s followed by the showing of video in classrooms (70 percent), as supplementary course material (66 percent) and for lecture capture (65 percent). But video is also gaining steam in student assignments, teaching skills and recording students as they practice them, recording campus events for on-demand viewing, as part of library media collections, to deliver personal introductions and to give feedback on student assignments and instructor teaching practices.

These examples aren’t the only ones cited in the latest results of Kaltura’s “The State of Video in Education.” The 2017 survey, done in May and June 2017, drew responses from more than a thousand people, 81 percent of whom work in higher ed (the rest from K–12 and other educational organizations). Most of the survey respondents hold one of four primary roles: instructional design, IT, faculty and media. Kaltura is a company that sells video products and services.

 

 

 

Also see:

Survey: Blended Learning on the Rise — from campustechnology.com by Rhea Kelly
Most faculty in our second annual Teaching with Technology Survey said they employ a mix of online and face-to-face instruction, and many are using the flipped model in their courses.

Excerpt:

In a nationwide survey on the use of technology for teaching and learning, an increasing number of higher education faculty members said they employ a mix of online and face-to-face learning in their courses. A full 73 percent of respondents said they use the blended model — that’s up from 71 percent in 2016. And while 15 percent of faculty are still teaching exclusively face-to-face, 12 percent have gone fully online (an increase from 10 percent teaching online in 2016).

Those findings came out of Campus Technology‘s 2017 Teaching with Technology Survey, in which we asked faculty to dish on their approach to teaching, use of technology, views of the future and more.

 

 

 

 

Smartwatches Deemed Least Valuable Technology in the Classroom — from campustechnology.com by Rhea Kelly
In our second annual Teaching with Technology Survey, faculty revealed what technologies they use in the classroom, the devices they most value, what they wish for and more.

Excerpts:

Smartwatches may be one of the hottest gadgets in the consumer market — making up nearly a third of all wearables sales this year — but the climate in the classroom is noticeably cooler for the wrist-worn devices. In our 2017 Teaching with Technology Survey, smartwatches came in dead last in the list of technologies faculty consider essential or valuable for teaching and learning. Just 9 percent of faculty called the devices “valuable” (an increase from 5 percent in 2016), and not a one deemed them “essential.” What’s more, 9 percent of respondents considered smartwatches “detrimental.”

When we asked faculty what computing devices were most valuable for teaching and learning, laptops came out on top, considered “essential” by 54 percent of respondents (up from 49 percent in 2016). Workstations (defined as higher-end computers with faster processors, more RAM, more storage and dedicated graphics cards) came in second, followed by all-in-one computers, traditional desktops and detachable tablets. (The lineup was similar last year.)

 

 

 

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