1. education
2. distance learning

Flipped classroom and how to
teach more and better
Kristina Edström, KTH
Bent Christensen, UmU
What is flipped classroom methods?
A) Students watch videos
B) Students are prepared in
the subject before
meeting the teacher
C) E-based learning, with
all course details
available on the webb
D) A fading pop-concept in
education
E) A cheap way of teaching
A
B
-
-
-
-
-
C
D
E
Teaching quality
Oakland, 1993
What do you want covered next?
A) Fundamental reasons to
use flipped classroom
methods
B) Some direct pointers
C) A cookbook about how
to change your teaching
to flipped classroom
methodology
D) All of the above
E) Nothing really
A
B
-
-
-
-
-
C
D
E
Flipped classroom
• Move factual learning and the learning
simpler concepts out of the classroom
– The “remembering” part of learning
• Class time used to further knowledge
acquisition and construction
– Higher order knowledge
Flipped classroom
• Students are responsible for their learning
• Free time for interacrtive (student-teacher,
student-student) while in class
• Allow for work with more qualified problems
(further to the right in Bloom).
Flipped classroom – one type of active
learning
• NU2014 – major theme
• SFS – time and time again
• Educational research– better understanding,
better retention
• Student satisfaction – generelly high marks
Active learning
• Change focal point from teacher to student
• Knowledge development are based on prior
knowledge and experience
• Teachers are mentors and base their work on
student knowledge and needs
Active learning– advantages
• Metaanalysis of 225 studies (Freeman et al
2014, PNAS)
– Courses with some kind of active learning (“ask
and tell”, constructivistic) versus lecture based
courses (“teaching by telling”, instructor focused,
exposition centered)
Active learning– advantages
• Higher level of knowledge
• Better grades on exams
• Fewer that flunk exams
– Freeman et al 2014, PNAS
Active learning– components
Course content
Teacher competence
Student knowledge
Active learning– problems
• Time expenditure – Kristina
– Not able to cover as much course content
– Preparation time
• Based on students prior and present
knowledge (variable, uncertain) - Bent
– Need for continous control of the knowledge base
of the students
Active learning – dynamic, need to
adapt over time
Determined by teacher, known
Prior experience, known
Teacher competence
Course content
?
?
Student knowledge
?
?
More or less unknown
?
Why is it so hard to know what
students know?
Lower level education signal
• Grades to a large degree
subjective, only partly
based on knowledge
– “reasonable” strategy:
• Hide lack of knowledge
for all you are worth!!!!
• Show of if you know
something.
• Do not question teacher
knowledge
• Lie and suck up!
Lower level education signal
• Grades knowledge
based
– Reasonable
strategy:
• Be loud when you
don’t know
• Question teachers
• Argue for your case
• Be critical
Common expression after asking “OK,
are you with me”?
Major problem – how to get honest,
efficient and quick information on
knowledge levels of students?
Response pads – educational
magic wands?
Do you use response pads in your
teaching?
A) Yes, often
B) Yes, but rarely
C) Never, and I don`t want
to
D) Never, but I would like
to
A
-
-
-
-
B
C
D
Knowledge and response pads
• Control prior knowledge
• Control the understanding of selfstudied
course content
• Control the understanding of in class
presented course content
• Check understanding of figures
• Guess the outcome of experiments or
demonstrations
Prior knowledge for new students –
written diagnostic test
Antal rätt diagnostiskt prov matte vid programstart
10
9
8
7
6
5
4
3
2
1
0
1 till 2
3 till 4
5 till 6
7 till 8
antal rätt
9 till 10
11 till 12
Same result with response pads
without marking exams
What was the learning outcome from
earlier courses?
År 2
År 1
Naturens mångfald
Klimatförändringar, orsak och verkan
Geovetenskap
Ekologi
Inriktning biologi:
Hösttermin: Ekologisk fältmetodik
Genetik och evolution.
Vårtermin: Kemins grunder alt. Miljö och
samhälle
Fysiologi och cellbiologi
Inriktning geovetenskap:
Hösttermin: Mark och vatten – teori och
fältmetoder
Miljöstörningar i mark och vatten
Vårtermin: Kemins grunder alt. Miljö och
samhälle. Geomorfologi och jordartsgeologi
alt. Valbara kurser
År 3
Valbara kurser på kandidatnivå inom biologi
alt. geovetenskapi. Examensarbete
What is the atmospheric concentration
of CO2 know?
A)
B)
C)
D)
App 400 ppm
App 4%
Nothing
App 100 ppm
A
-
-
-
-
B
C
D
Learning outcome of present course
content
• dN/dt = b*N-d*N där b är
födslar under intervallet t,
d är dödslar under
intervallet t, och N är
antalet individer
• dN/dt = (b-d)N
• b-d = r
• dN/dt = rN
• dN/dt*1/N=r
• N(t) = N(0)*e^rt
• t för N(dubbel) = ln2/r
Simple single population model
without resource limitation
What was r?
A) A constant, r does not
change with density
B) The maximum growth rate
of the population
C) The maximum growth rate
per individual
D) Both A and C
A
-
-
-
-
B
C
D
Further reasons to use response pads
• Activating for almost everyone, students and
teachers
– Unpredictable
– Very few fall asleep
• The majority, and often everyone, are active in
discussions
– Good base for discussions between students when
response pad answers are well dispersed
• Students like it!
Change.....
.....to this
Additional reasons
• Change in student knowledge
over time
– Save responses and compare
• Before and after course activity
• Before course start and after course
completion
• Between years for the same course
• Examinations
– Personalized response pads
• Questionaries
Handle ”monsters” – entertainment
value
Why do proboscis monkey males have
their large noses?
A) They use them for
olfaction, thus the size
B) Females prefer males
with large noses
C) The noses are used as
snorkels when
swimming
-
-
-
A
B
C
Problems
• Formulate the correct questions!
• Technical problems
– Often solved by RTFM
– For some systems, response programmes are not
well synched with Apple
Prerequisites
• Easy questions seldom good
• Questions with several reasonable answers often
better
– Different answers give rise to discussion
• Allow discussions before and after
• Ask someone to explain why they answered as they
did
My system
• Response pads – each student answers
• Blackboard – give examples
• Group – discuss in small group, reply to
everyone
CO2-halter har varit högre tidigare – varför finns
korallrev kvar?
A) Tidiga korallrev var
mindre känsliga
B) Buffertkapaciteten
hann med att begränsa
surheten då
C) Korallrev har utvecklats
sedan de höga CO2halterna
-
-
-
A
B
C
Vad är fakta när det gäller klimatförändringar?
Konsensus
James Lawrence Powell
Diskutera!
• Finns det problem med vetenskapligt
konsensus?
Do you think you can make your
teaching more efficient?
A) No, very little
B) Yes, in most or a large
proportion of my
teaching
C) I have no idea
-
-
-
A
B
C
Smart ideas– “create” time!
“Lärartricket”
• Kristina Edström
– “Lärande och undervisning i högre utbildning”
• Course in teaching for higher level teachers at KTH.
– Curriculum filled with educational conference
contributions, seminars, keynotes, workshops
(app one/month), different educational groups,
litterature
Has this seminar inspired you to
include more active learning in your
teaching??
A) Yes
B) No, I find it uninteresting
C) I would like to know
more before deciding
D) No, I am already using
active learning where
it is applicable
9
0
A
0
B
C
0
D
Flipped classroom - teknik
• Baseras ofta på videor av föreläsningar
• Lite data på konkreta metoder
– många olika varianter
– korta videor (< 10 min) mest effektiva
– flytta INTE ut tråkiga vanliga föreläsningar på nätet
– Använd gärna Khan Academy, TED-talks och
liknande
Producera egna videor
• Kurs på UPL
– flera kurser inkluderar detta
• Verkstad på UPL
– halvdag
• Daniel Barker
• http://www.danielbarker.se
• http://www.ur.se/Produkter/173674-Lararrummet-Daniel-Barker-Theflipped-classroom
• Julie Schell
• http://blog.peerinstruction.net/2013/06/27/flipped-classrooms-101a-self-paced-short-course/
• http://cloud.julieschell.com/2c0c0j3P1x2D
• Övriga nätresurser
Other activities in flipped classrooms
(and in active learning)
• Debates, clicker questions, Q and A,
demonstrations, simulations, peer tutoring
and feedback, and role playing.
Why use physical response pads?
• Internet is your Voldemort!
– Multitasking myth
• Webrowsing students loose 25-50% of concept understanding
• Neighbours to webbrowsing students loose 15-25%
• Everybody are browsing if given a chance!