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Flipped classroom, blended learning or …? Designing teaching for a digital fall semesterCrina Damsa, Department of Education & [email protected]
Topics
• Key principles of pedagogical designs in digital, physical or hybrid environments
• Design as tool for innovating teaching
Key principles for sound pedagogical design
1. Ensure access, structure and information flow
2. Identify learning outcomes, contents and pedagogies
3. Determine degree and modes of interactivity
4. Identify strategies for feedback and assessment
5. Consider adaptive learning activities
6. Ensure integration and coherence
7. Foster a good learning climate
Damsa & Fremstad, 2018; Langford & Damsa, 2020
2. Identifylearningoutcomes, contentsand pedagogies
WHATCore knowledge and skillsTheir nature? e.g., theoretical, applied, practicalSources of information and knowledge
HOWPedagogy• Expository/Practice/Exploratory/CollaborativeForms of teaching• Lecturing, Demonstrating, PerformingStudents’ learning activities• Reading, Discussing, Writing, ReflectingModality • Face-to-face/Fully online/BlendedBoelens, De Wever & Voet, 2017;
Hodges et al., 2020
Pedagogies and digital tools
Flippedclassroom
Blendedlearning/teaching
Group discussions
Problem based
learning
Article/Case analysis
Solvingproblems
Experience/practice-basedlearning
Joint writing
Peer-feedback
Concept mapping
Online forum/Chat/Zoom
Teams
PeerGrade
MindNode
Geogebra
Sharepoint
Canvas
Mentimeter
Padlet
Quizing...
Projectbased
learningSlack
‘Flipping’ and ‘blending’
• Lecturing and student workmoved outsideclass time
• Contact time used for clarification, elaboration, consolidation
• Digital toolssupport learningactivities
Hermansen & Esterhazy, 2019; Lage et al., 2000 ;De Lozier & Rhodes, 2012
3. Determine extentand modes of participation andinteractivity
Instructor Role• Active instruction /Small presence /None
Student Role/Activity• Listen or read/Complete problems or
answer questions/Explore and work w. resources/Collaborate with peers
(Online) Communication • Synchronous (live) Asynchronous/Blend• Video-based/Written
Selecting tools for• Lecture delivery, Brainstorming,
Discussing, Joint writing, Modelling, …
Role and forms of Assessment • Provide information - learning state• Determine if student is ready for new
content• Input to grade• Identify students at risk of failure
Source and type of Feedback• Teacher/Peers/Automated• Structured/Free text• Modality: F2f, Annotation tools
4. Identify role andstrategiesfor feedback andassessment
5. Consider adaptiveforms of activityfor students withdifferent needs
Universal design principles
Different means of• representationtext, graphs, charts, images, videos, demonstrations, objects to manipulate
• expressionlectures notes posting, review/feedback sessions, optional readings
• engagementverbal, written, performative private/social
Assistive technologies + pedagogicalstrategies
LINK resourcesUniversal design course Rose et al., 2012
6. Ensureintegrationandcoherence
• Constructive alignment
• Structure will beinherent
Image: 24point0Biggs & Tang, 2011
Outcomes
Content
Tool
Learning
act
Teaching
act
Assessment
Knowledge, skills, competence (attitudes, values)
Ped. design as tool for sustainable innovation
8. Identify ways to evaluate whether your design works– Measure effects– Student evaluation– Design process evaluation
9. Plan for continuity– Document your design – Share– Collaborate with colleagues
10. Tap into/Connect to institutional initiatives and resources
Kearns, 2016; Russel, 2018
References• Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature
review. Educational Research Review, 22, 1-18. • Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of designPreview the document.
Assessment & Evaluation in Higher Education, 38(6), 698–712, https://doi.org/10.1080/02602938.2012.691462• Damsa, C.I. & Fremstad, E (2018). Pedagogical use of Canvas. Reserach-based report, UiO, F-LINK,
https://www.uio.no/link/ressurser/rapporter/ • Esterhazy, R. & Hermansen, H. (2019). «Flipped classroom» i praksis: Hvordan tilrettelegge for aktive læringsprosesser.• Hodges, C., Moore, S., Lockee, B., Trust T. & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online
Learning, EDUCAUSE report. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning?fbclid=IwAR3EKRs28dI2jlf7BBD0qFCIgjkATqsSTGAWAf4NfFtgS_KffsZ6dI5W8ts
• Langford, M., & Damsa, C (2020). Online teaching in the time of COVID-19 times: Academic Teachers’ experiences in Norway, Centre for Experiential Legal Learning (CELL), Universitetet i Oslo.
• De Lozier, S., Rhodes, M.G. (2016). Flipped Classrooms: a Review of Key Ideas and Recommendations for PracticePreview thedocument, Educational Psycholgy Review, 29,141–151, DOI 10.1007/s10648-015-9356-9
• Kearns, L.R. (2016). The experience of teaching online and its impact on faculty innovation across delivery methods, Internet andHigher Education 31, 71–78
• Rose, D.H., Harbour, W. S., Johnston, C.S., Daley, S., & Abarbanell, L. (2006). Universal Design for Learning in PostsecondaryEducation: Reflections on Principles and their Application, Journal of Postsecondary Education and Disability, 19(2), 135-151.
• Russell, C. (2009). A systemic framework for managing e-learning adoption in campus universities: individual strategies in context. ALT-J: Research in Learning Technology, 17, 1, 3–19.
• Tanis, C. J. (2020). The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2319