What STUDENTS and Learning Analytics tell us about our Re-design process

Evaluating Flipped Classroom and Test Driven Learning

Saxion University of Applied Science26.000 Students1700 Lectures1100 Support staff12 Faculties

The redesigned subject “Equity Law” was given to students in the period November 2015 till February 2016. ID’ers have been deployed to work with the lecturers to redesign education. The following steps were conducted:•  Analysis: Interviews with the lecturers and ICT advisor; •  Design: Lecturers and ID’ers construct a design for the

subject; •  Development: Lecturers and ID’ers develop the required

materials;•  Implementation: the lecturers teach the redesigned subject;•  Evaluation: ID’ers conduct the evaluation and provide the

lecturers with the results. The design results in the educational concept flipping-the-classroom in combination with test driven learning.

       

Method2

Results3 Discussion4

Literature5

Background1Lecturers require more and more ICT skills, especially in the design phase. But designing is not an activity lecturers do on a daily basis. Specialist knowledge is required to acquire the higher quality that Saxion demands.    

The lecturer-teams at Saxion receive intensive and specialized support.

Technological Knowledge (TK)

ContentKnowledge

(CK)

Pedagogical Knowledge

(PK)

Lecturers

Instructional Designers

(TCK)

(PCK)

(TPK) 1

2

3

4

5

Reasons for making the interim assessments

 

100% score on the interim assessments was required to acquire access to the seminars. Students indicate that the pass-rate is too high and would prefer an 80% pass-rate. First week 70% of the students obtained the maximum score, final week only 30% of the students.Some students tried the test for over 30 times! Does this contribute to learning?

A knowledge clip and an interim assessment cannot replace the lecture. But is a lecture necessary in combination with video instructions, self assessments and seminars?

Feedback is one of the most powerful influences on learning (Hattie, 2012). Students wanted more feedback provided by the teacher. How can you give the feedback that students want without much more effort for the teacher?

Deep learning focuses on the need for students to develop deeper content knowledge and the ability to apply their knowledge and skills to tasks and situations inside and outside school. How can the flipped concept contribute to this dual focus on academic learning and real-world application?

 

74% of the respondents indicate that the interim assessments led to an equal distribution of the study pressure over the entire quartile. This is supported by the students who participated in the student panel.

58% of the respondents indicate that the moment of starting to study the subject matter was brought forward because of the knowledge clips.

75% of the respondents claim to be better prepared for the seminar with the knowledge clip than without the knowledge clip. The possibility to jump to sections in the knowledge clip and the ability to pause and replay the knowledge clip is appreciated very much (Young & Moes, 2014).

53% of the respondents indicate that they master the subject matter better in the weeks that knowledge clips were available.

The statement about knowledge clips and interim assessments as replacements for the lecture is disagreed upon by 65% of the respondents.

Hattie, J. (2012). Visible learning for teachers. Maximazing impact on learning. London: Routledge Taylor & Francis Group Young, C., & Moes, S. (2014). How to move beyond lecture capture: Pedagogy guide. REC:all Media & Learning Association.

Contribution to learning

Judith Zwerver-BergmanInstructional Designerj.zwerver@saxion.nlhttps://saxion.nl/icto