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2-Concurrent Sessions [clear filter]
Tuesday, June 18
 

10:45am

19-Research-Based Flipped Learning Model Techniques
Several flipped model lecture techniques are examined through quasi-experimental methods in an undergraduate economics course (Spring 2013) to ascertain the impact on learning outcomes. This presentation will discuss preliminary results of: chunking pre-made videos, temporal placement of online assessments, lecture capture videos, in-class feedback/activity modules, and the full flipping model. Data will include statistical comparisons of assessments to show any discovered impact on immediate and long-term learning outcomes, and tracking statistics from Blackboard regarding usage patterns of the online videos. The presenter(s) will discuss experimental techniques and statistical methods employed and the overall impact of the experiments according to the professor. Practical implications of this research and suggestions for further research will be presented.

Speakers
DH

David Harrison

Instructional Designer
I’ve been working as an instructional designer and educational technologist for several years in public and private higher education and hold certifications in online learning and course design. A doctoral student in Instructional Design and Technology, I specialize in online and... Read More →


Tuesday June 18, 2013 10:45am - 11:45am
Higher Education-D204 D204

1:15pm

37-Using Technologies and Groups to Enhance Individualized, Active Learning

Explore the effect of technology and group work on active learning, individualized instruction, and problem solving and communication skills. Be able to accommodate multiple learning styles and put students in charge of their education. Help every student individually, every class.

Planned Outcomes:
Instructors will learn strategies to enable the following outcomes:
Students become more engaged in material (active learning).
Instructor shifts responsibility for education to student.
All material is covered on time.
Individualizes instruction
Addresses multiple learning styles.
Students learn traits desired by employers.
communication –written and oral
work in groups
solve problems
show initiative
computer skills


Speakers
avatar for Elaine Kohrman

Elaine Kohrman

Assistant Professor, Somerset Community College
Elaine Kohrman is an assistant professor at Somerset Community College in Somerset, KY. I have been a biology instructor for 6 years, lately specializing in Human Anatomy and Physiology. I have flipped my Human Anatomy and Physiology I course the past semester and am flipping both... Read More →


Tuesday June 18, 2013 1:15pm - 2:15pm
Higher Education-D204 D204

2:30pm

55-Flipping the Teacher Education Classroom

This session presents results from the implementation of flipped learning in a linguistics course for pre-service teacher candidates. Both quantitative and qualitative data show that flipped learning resulted in increased comprehension, increased interaction, and increased critical thinking skills. The components of this flipped course included: interactive video, student research, class collaboration, and final video/Glogster project, with visuals showing examples for each component. This implementation of the flip resulted in a constructivist learning experience with students being active participants instead of passive recipients of learning. The presenter provides data from blogs, questionnaires, interviews, and exams from two semesters. Participants will learn how to create an effective, user-friendly and cognitively demanding flipped classroom for a college level course.


Speakers
avatar for Helaine W. Marshall

Helaine W. Marshall

Professor of Education and Director of Language Education Programs, Long Island University - Hudson
Helaine W. Marshall, professor of education and director of language education programs at Long Island University-Hudson, has over 40 years of experience in TESOL. Her work focuses on culturally responsive approaches for students new to formal educational contexts and the hidden agenda... Read More →


Tuesday June 18, 2013 2:30pm - 3:30pm
Higher Education-D204 D204
 
Wednesday, June 19
 

8:30am

45-Higher Quality at a Lower Cost?

The Mathematics department at Ohio Dominican University (Columbus, OH) is pioneering a One-Room Schoolhouse (ORS) model for its upper level mathematics courses. The ORS setting utilizes the flipped classroom approach to allow a single instructor to conduct multiple courses in the same classroom at the same time. This allows a small liberal arts college to offer a great variety of specialized, low-enrollment courses on-demand, at no additional cost.
In this presentation we will take a look at the following aspects of ORS:
• Scheduling
• Physical space
• Technology requirements
• Instructional materials
• Classroom management
• Student reactions
• Scalability
We will use individual instructor and student experiences, registrar data, and results of anonymous surveys to support our findings.


Speakers
avatar for Anna Davis, Ph.D.

Anna Davis, Ph.D.

Associate Professor of Mathematics, Ohio Dominican University


Wednesday June 19, 2013 8:30am - 9:30am
Higher Education-D204 D204

9:45am

41-Creating better Flipped Students
Flipping my classroom was not a problem. Helping my adult learners become self-sufficient active learners was a problem.
Through an entrepreneurial grant from my school we combined my classroom with educational support services. We used learning contracts and invasive educational support services to improve student outcomes.
This presentation will share the results of this experiment and our plans for the future. We have examples of learning contracts used and quantitative and qualitative results.

Speakers
SM

Susan Miner

Associate Professor
I have been teaching for Lehigh Community College for over 10 years. I teach high level Computer networking courses. I began to flip all of my courses two years ago.


Wednesday June 19, 2013 9:45am - 10:45am
Higher Education-D204 D204

1:15pm

86-Integrating the Flipped Classroom in Teacher Education: The Next Generation

In our interactive presentation, we will share the amazingly collaborative “full circle” results of our flipping initiative. Our team consists of pre-service mathematics education college students who experienced classroom flipping in their mathematics classes. The same students also learned how to use the Flipped Classroom Method in their teacher education classes; learning the instructor roll and how important it is to motivate students to accept responsibility for their learning. The awesomeness of the collaborative effort is the 360 degree initiative. The pre-service students transformed what they learned in their own college classes to their high school mathematics classes where they are the teachers. In addition to our results, we will provide attendees with examples of successful flipped resources used to enhance student engagement. The session will also include lessons learned. Participants will receive downloadable files for all resources presented including assessment resources that have been used during successful accreditation visits.


Speakers
TT

Terry (Tee) Barron

Assistant Professor of Mathematics
Dr. Tee Barron started flipping her mathematics classroom at the university where she was teaching in 1999. In the 90s, there were obviously not a lot of on-line resources, so Tee created several of her own; mostly quizzes and assignments from textbook readings. The evolution of flipped... Read More →
CM

Cathy Moore

Dean, School of Education
Dr. Cathy Moore Dr. Moore was the charter Dean of the School of Education at Georgia Gwinnett College, founded in 2006 and accredited by Southern Association of Colleges and Schools in 2009. The School of Education and the Teacher Education Program (TEP) teams with the Gwinnett County... Read More →


Wednesday June 19, 2013 1:15pm - 2:15pm
Higher Education-D204 D204

2:30pm

89-Flipping an Introductory Computer Science Course - YES YOU CAN!
This presentation describes how the flipped approach was implemented in an introductory Computer Science undergraduate course in algorithmic thinking at a four-year college. It examines content that is appropriate for learning at the student’s individual pace outside the classroom. It focuses on suggestions for active learning exercises at (Bloom's) higher levels of learning in the classroom. This approach showed that the instructor’s different role, as a guide rather than a lecturer, allowed students to learn actively, built confidence, and especially provided one-on-one support and motivation for weaker students, who learnt from their peers as well as from the teacher. These advantages can help address problems with retention of students in the introductory programming courses in the CS major. Student reaction to this new classroom paradigm was overwhelmingly positive.

Speakers
avatar for Namita Sarawagi

Namita Sarawagi

Assistant Professor, Rhode Island College
Namita Sarawagi is an Assistant Professor in the Mathematics and Computer Science Department. She has taught introductory programming courses for several years. She was involved in the development of a new CS General Education course: “Introduction to Algorithmic Thinking”. She... Read More →


Wednesday June 19, 2013 2:30pm - 3:30pm
Higher Education-D204 D204