Flipped Learning Workshop
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Flipped Learning Workshop Dr Nicki Newman Pete Mella Rob Pashley
Transcript of Flipped Learning Workshop
Flipped Learning WorkshopDr Nicki NewmanPete MellaRob Pashley
In this session…• Introduction• Why flip the classroom? (Nicki)• Creating media (Rob)• Learning activities (Pete)
03/05/23 © The University of Sheffield
Why flip the classroom?Nicki Newman
How we learn
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Lecture
Reading
Audio visual
Demonstration
Discussion
Practice/Doing
Teaching Others
Developing student’s learning skills
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(Bloom 1956)
My Experience• PG – Marketing
• 120-145 students per year• 90%-95% international students (85%
PRC)• UG – Essentials of Marketing
• 265 students this year• 50% international students (80%
PRC)03/05/23 © The University of Sheffield
Student feedback
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‘Flip teaching is really great. I learned more from this class than others.’ ‘Really enjoyed
the flipped teaching. Loved the interactive element of the lectures.’
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‘Actively discuss in class, so that we can accept
knowledge easier.’
‘The teacher gives us theory video before the class and do case study in the class. These has enhanced my understanding of this course.’
Question: What’s stopping you?• Discuss in small groups the barriers
you may face flipping the classroom.• Make a plane• Sent it to the front!
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Media creation for flipped learning
Rob Pashley
Meet the team
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Contact us: 0114 [email protected]/cics/creativemedia
Technical tools for flipped learning
• Video creation
• Video hosting
• Video interaction
• Video management
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Flipped Learning Task (part 1)• In a group decide a spokesperson. Using a
smart device (smartphone or tablet) record your group’s spokesperson explaining a key concept.
• This concept can be Job or Teaching related.• Explain the key concept in a manner that
communicates it to someone who has no experience of your Job / Teaching area.
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Flipped Learning Task (part 2)• A member of your group takes the smart
device to another group and plays the video.
• How effective were your spokesperson’s explanation? Was the key concept effectively communicated?
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Staff Introduction to Creative Media Course
In-class activities
Pete Mella
A standard slide• Only first word of slide title has initial capital
letter (except proper nouns)• Don’t reduce this standard text size• No punctuation usually needed in bullet
points• No more than six points per slide
• For subsidiary points don’t go below this second level
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TurningPoint (clickers)• Don’t have to rely on
students bringing devices• No compatibility issues• No wifi issues
• Expensive• Availability issues• Easy to lose• Can only do multiple
choice questions
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Bring Your Own Device (BYOD)• Allows for a variety of
rich answers• Students bring the gear• Harnesses devices for
power of good!
• Relies on students having/bring devices
• Relies on suitable devices• Relies on wifi coverage
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Polling/response software• LectureTools• ResponseWare• Socrative• Nearpod• PollEverywhere• Google Forms• Twitter• Plickers
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Socrative…• Go to b.socrative.com• In student login type ‘79213’• Enter a name (doesn’t have to be your real
one!)
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padlet.com/p_mella/flipped
Task:• Work in small groups on your tables
of 3 or 4.• Spend a couple of minutes
discussing: “What activities could I introduce to my class time?”
• Post an idea on the Padlet wall.
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For more informationContact the TEL [email protected]://tel.group.shef.ac.uk/
https://www.sheffield.ac.uk/cics/learningandteaching
