In this flipped class, teachers learn from students’ video — fromthejournal.com by Kim Fortson
As many students can attest, video creation doesn’t have to be difficult and it certainly doesn’t have to be scary. One teacher shares how the flipped classroom can be a lesson in media literacy for students and teachers alike.

Excerpt:

New York technology teacher and trainer Rob Zdrojewski is flipping the flipped classroom–or, rather, his students are.

Using a video technology known as screencasting, Zdrojewski, who will host two workshops at the upcoming FETC Conference in January, turns the popular phrase on its head by asking his students at Amherst Middle School to create instructional videos for their teachers.

“The term ‘flip your classroom’ is really for the teachers to flip the classroom for the students, but this is like flipping the professional development for your staff–but having students teach the teachers,” Zdrojewski says. “It’s another catchphrase we’ve been using.”

Understanding the Flipped Classroom: Part 1 — from FacultyFocus.com by Pamela Kachka
Understanding the Flipped Classroom: Part 2 — from FacultyFocus.com by Pamela Kachka

Part 1 looks at the history of the flipped classroom. Part 2 looks at what it takes for someone to teach effectively in a flipped classroom.

Flipped classroom: The full picture for higher education — from usergeneratededucation.wordpress.com by Jackie Gerstein, Ed.D.

Excerpt:

The Flipped Classroom, as most know, has become quite the buzz in education.  Its use in higher education has been given a lot of press recently.  The purpose of this post is to:

  1. Provide background for this model of learning with a focus on its use in higher education.
  2. Identify some problems with its use and implementation that if not addressed, could become just a fading fad.
  3. Propose a model for implementation based on an experiential cycle of learning model.

 

From DSC:
The above posting includes a great video by Penn State TLT:

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Also see:

The power and potential of mobile learning [Christian]

The power and possibility of mobile learningas cross posted from evoLLLution.com (for LifeLong Learning)
Daniel S. Christian | October 2012

As I sat down to write about mobile learning, I struggled with narrowing down the scope of what I was going to attempt to address.  Which angle(s) should I take?

And then I reflected on my morning so far. I helped my daughter wake up to the sounds of a song coming from my iPhone.  She opened one eye, then the other, and soon, she was dancing around the room.  Success!

I then proceeded to listen to my iPhone as I drove my car into work – it gave me the energy I needed to start my internal engines.  (By the way, the idea of automobile-based technologies continues to grow, opening up further possibilities; but that’s a topic for another day.)

Then I caught up with a friend for coffee and he reached for his iPad.  He showed me an app for the local Art Prize competition that’s currently going on in our area.  He mentioned that if a person wasn’t in the immediately vicinity of the Art Prize event, that person could not vote on any of the pieces.  However, if the GPS-based coordinates were within the approved range, a person could use that app to:

  • Vote on which pieces of artwork that they liked
  • Find out where the artwork was located (at numerous locations on a map)
  • Learn more about the pieces themselves – what the pieces were made of, hear the artists’ thoughts on why they created what they created, etc.

So by the time I pulled up to my PC at 9:00am, I had already been positively impacted by mobile technology in several ways.  The common words and phrases that are often used to describe mobile learning and mobile technologies rang true and popped back into my mind: ubiquitous, always on, always connected, 24x7x365, convenient, etc.

As I enjoy peering into the future as well as pulse checking a variety of items, I would like to ask the following questions concerning the potential power and possibility of mobile learning as well as the relevant, emerging set of technologies that enable it:

  • Q:  What happens when the technologies behind IBM’s Watson and Apple’s Siri get perfected and integrated into learning-based products and services? What types of devices will be able to tap into those products and services?
    A:  IBM’s Watson beat the best human players in a game of Jeopardy and is now being used as a data analytics engine for the medical community, wading through terabytes of patient healthcare information and research data in order to determine how best to treat illnesses.  So, such technologies hold some serious promise in terms of at least addressing the lower to mid-levels of Bloom’s Taxonomy. For 2012, tablets, smart phones, laptops, notebooks would be likely candidates of accessing these types of products/services. But we are just at the embryonic stages of the Smart/Connected TV, and I have it that such a device will become an important and commonly-used mechanism for accessing such cloud-based applications and services in the future.
    .
  • Q: Will students of all ages have access to their own virtual tutors so to speak? From any device at any time?
    A: Yes; this is highly likely, especially given the current (and increasing) levels of investments being made in educational technology related areas.  It’s very feasible to think that Apple, IBM, Google, Microsoft, McGraw-Hill, Pearson, or some other organization with deep pockets will develop such virtual tutoring products and services.
    .
  • Q:  What will happen when a virtual tutor is unable to resolve or address the student’s issue to the student’s satisfaction?  Will the student be able to instantly access a human tutor – with the option of keeping the existing work/issue/problem visible to the human tutor?
    A:  Yes, again…highly likely. This will open up new opportunities for faculty members, teachers, instructors, trainers, and tutors.  Getting experience in teaching online is a solid career move at this point in history.  (Also relevant will be those people creating applications and technically supporting them. An understanding of web-based videoconferencing and collaboration tools will be helpful here.)
    .
  • Q:  How will the convergence of the television, the computer, and the telephone impact what can be done with learning-based applications and experiences?
    A:  We are just beginning to see the ecosystems changing and adapting to deal with the convergence of the television, the computer, and the telephone.  The Smart/Connected TV – along with “second screen” based applications – is being driven by innovations involving the entertainment, marketing, and advertising industries.  But it’s not a stretch to think that educationally-related content will be right behind such innovative solutions.
    .
  • Q:  How will the multiple screens phenomenon affect how content can be consumed and discussed?
    A:   I created a couple of graphics along these lines that attempt to capture a potential vision here. I call it “Learning from the Living [Class] Room,” and it continues to develop in front of our eyes. We could be watching a “lecture” on a big screen and simultaneously interacting with people throughout the world on our smaller screens.

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

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Learning from the living room -- a component of our future learning ecosystems -- by Daniel S. Christian, June 2012

  • Q:  How will mobile conferencing affect what can be achieved?
    A:  Mobile-based conferencing will provide 24x7x365 opportunities for learning – and communications – to occur.  Such technologies have applications even in more traditional face-to-face classroom settings.  For a few possibilities here, see how mobile technologies are used in this vision by Intel  as well as in this vision by Corning.

 

Great vision from Intel!

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Great vision from Corning!

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  • Q:  What sort of creative doors are opened when a story can be told across a variety of “channels” and means?  And what sorts of skill sets do we need to start building – or continue to build – in order to help students find work in these emerging fields?
    A:  Create a Google Alert on transmedia and/or transmedia-based storytelling and you will get a sense of what’s happening in this arena.  There will be huge opportunity for creative, innovative folks out there!  Being versed in new media would be a solid idea if one hopes to pursue careers in these burgeoning fields. That is, building at least a rudimentary skill set of how to creatively use text, graphics, animations, digital audio, digital video, and interactive programming to deliver and obtain information would be very beneficial here.
    .
  • Q:  What types of analytics will be tracked and fed into one’s cloud-based learner profile?
    A:  It will depend upon where we want such technologies to take us.  However, think about the applications and implications of this approach if a web-based profile were used to:

    • Feed a workplace-based exchange – matching buyers and sellers of services
    • Inform a learning agent on which topics/disciplines that person wants to learn more about – helping that person obtain a highly-personalized, customized, relevant, engaging, productive learning experience with a solid ROI
    • Inform a cloud-based app on what prior knowledge one has and where to begin the “next lesson”
      .
  • Q:  Will courses become apps?  Will what we know of TV programs become apps and, if so, how will that affect what each of us can contribute to our own communities of practice?
    A:  Just as the web has enabled individuals to deliver their own podcasts, information, etc. – essentially becoming their own radio stations to a degree – the ecosystems being built up around the Smart/Connected TVs could help each of us become our own TV station. The potential is huge in terms of further developing and sharing knowledge within communities of practice.
    .
  • Q:  Will educational gaming dove-tail nicely with mobile learning and emerging technologies such as augmented reality, 3D, and connected television?
    Yes, the synergies and foundational pieces are already coming into place.
    .
  • Q:  How will the bring-your-own-device (BYOD) situation affect what can occur in the face-to-face classroom?
    A:  Students will be able to seamlessly and efficiently contribute content to the discussions in a face-to-face classroom without breaking the flow of the classroom.  An example graphic can be found here.

 

A piece of the Next Generation Smart Classroom -- Daniel Christian -- June 2012

 

The topics and potential routes that additional articles could take are almost endless.  But I think it’s safe to say that mobile, lifelong learning is here to stay.

Listed below are some recent articles and resources if you are interested in pursuing the topic of mobile learning.  I also have a section on my Learning Ecosystems blog dedicated to mobile learning.

If you are interested in what I’m calling Learning from the Living [Class] Room, you might be interested in these postings.

 

Some recent articles/resources regarding mobile learning:

 

Addendum:

 

Tagged with:  

Your future TV is not about Tele-Vision [Eaton]

Your future TV is not about Tele-Vision — from FastCompany.com by Kit Eaton

Excerpt (emphasis below from DSC; also see the above categories to see how I see this as a highly-relevant component to our future learning ecosystems):

Then imagine what a hybrid of Apple’s tech and efforts like GetGlue, Shazam, and other interactive systems will be like when they’re more integrated into your 2017 smart TV. The big screen in your living room won’t be a one-way window into another world you can’t touch anymore. It’ll be a discovery engine, a way to learn facts, interact with the world, talk to people, find new and surprising content to absorb. Advertisers will love it, and companies like Nielsen–which largely has to guess all those stats about who watches which show at primetime nowadays–will be able to get accurate data…which may mean more appealing shows.

 

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

 

Also see:

Using a wiki to promote collaboration and critical thinking — from Janine Lim

Excerpt:

This post contains resources and links for my Andrews University Faculty Institute session titled Using a Wiki to Promote Collaboration and Critical Thinking.

Also see Janine’s and Alayne Thorpe’s work at:

Flipping the elementary classroom  — from flipped-learning.com by J. Bergmann

Excerpt (emphasis DSC):

A question I have been frequently asked is how do you flip an elementary classroom?  Does the flipped methodology work for the younger grades?  The answer is yes–sorta.

My current role is that of a K-8 technology facilitator.  I work directly with an amazing staff who has taught me much about students in the younger grades.

Here is my advice for elementary teachers.

Don’t flip a class:  Flip a lesson.

Start with a lesson that students struggle with and make a short video.  An easy way to determine what to make a video of is to ask yourself:  What do I constantly have to repeat or what do kids really need extra help on?

Flipped classrooms: Improved test scores and teacher satisfaction — from classroomwindow.com

Excerpt:

The preliminary results of our TeacherView Survey on Flipped Learning are in based on responses from close to 500 teachers nationwide.  These results should make any school or district administrator look seriously into how to begin flipping instruction broadly.

66% of surveyed teachers reported that their students’ standardized test scores have INCREASED since they began flipped instruction.
80% report that their students’ attitudes have improved since flipped instruction began.
88% of teachers report that their job satisfaction has improved since flipping the classroom (with 46% reporting significant improvement).

Changing the Economics of Education -- John Hennessy and Salman Khan at 2012 All Things Digitall

 

Excerpt:

Is there anything to be done about the rising price of higher education? That was the question posed to John Hennessy, president of Stanford University, and Salman Khan, founder of Khan Academy, a nonprofit online-learning organization. They sat down with The Wall Street Journal’s Walt Mossberg to discuss how technology might be part of the solution.

Here are edited excerpts of their conversation.

 

Addendum on 6/7/12:

  • D10: Stanford, Khan Academy, and the future of higher ed — from techhive.com by Jason Snell
    Excerpt:
    Though the crushing cost of college education wasn’t a major topic of Khan and Hennessy’s conversation with D10 co-host Walt Mossberg, it’s certainly a major cause of anxiety for parents. But most of the time, the conversation dwelled on the simple issue that technology is going to radically transform education—and right now everyone’s trying to figure out how to manage that change. “There’s a tsunami coming,” Hennessy said. “I don’t know how it’s going to break, but my goal is to try to surf it, not just stand there.” At its simplest form, technology needs to find ways to make education more efficient. That means serving more students, but also teaching them more effectively.

 

Flipped learning: A response to five common criticisms — from November Learning News – April 2012 by Alan November and Brian Mull

Make thinking visible with the flipped classroom model — webinar by Alan November – 2/21/12

The flipped classroom — from blended-classrooms.wikispaces.com/The+Flipped+Classroom

Infographic from Teachers love the flipped classroom

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…as well as the items I’ve already curated on the flipped classroom/inverted learning

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Addendum on 7/9/12:

 

Addendum on 8/28/12:

Items re: the connected living room; relates to what I call a future “learning from the living room” environment

The human voice, as game changer — from nytimes.com by Natasha Singer


Matthew Cavanaugh for The New York Times

Vlad Sejnoha demonstrated Nuance’s Dragon TV system, which obeys spoken commands to
flip channels, for example, or shop on screen on Amazon.com.

Apple’s iCloud will teach Apple’s Smart TV remote new tricks — from patentlyapple.com

6 answers about your next TV, with or without Apple — from forbes.com by Michael Humphrey

10 tech commandments for the TV industry — from thenextweb.com by Martin Bryant

Smart TVs are growing in popularity — from business-news.thestreet.com by Steve Adams

smartTV Quincy gh 032112-284-wihr.jpg

Image from Gary Higgins/The Patriot Ledger

Paul Berrini, a salesman at Hancock T.V.& Appliance in Quincy, demonstrates
some of the new features of “smart” televisions, Wednesday, March 21.

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10 AirPlay-ready iPad apps that make Apple TV worth it — from  readwriteweb.com by John Paul Titlow

Entertainment and Streaming Media – The Recent Past and the Future — from homesystemintegration.com by Alan Ruby

Connected Living Room 1

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TVs may soon be used to spy on youfrom smartplanet.com by Tuan C. Nguyen

 

 

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From CNN and Greg Green:
Flipped classrooms give every student a chance to succeed

It’s no surprise that these issues are happening in our schools. Everyone from politicians to parents admit that our educational system isn’t working, and we’re all screaming for change.  But no one gives advice on what changes are needed to improve education. The time has come to realize that the problem isn’t simply lack of effort or money, but the misalignment of our school structure.

To watch this happen every day, where it is your responsibility to try to provide the very best you can for the students, is beyond frustrating. It’s heartbreaking.

Our staff agreed that our failure rates were not good. But how do you go about addressing these issues with no money, no additional resources and no clear solution from the experts who already know the system is broken?

How do you get your staff on board with change you want to implement, but no one else has ever tried it on a mass scale? How do you get your students excited about learning when they’ve never shown much interest before?

You flip it.  Here’s how it works…

The Pro-D Flip — from November Learning by David Truss

 

"The Pro-D Flip by David Truss"

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