Cómo el modelo de aprendizaje inverso favorece el aprendizaje activo y la enseñanza funcional

How flipped learning favors active learning and functional education

Alfredo Prieto Martín

Departamento de Medicina y Especialidades Médicas

Universidad de Alcalá

CNaPPES.17 Setubal 2017 http://cnappes.org/

Agenda1. The Problems

1. There is any problem with the abuse of expositive lectures in university?

2. ECTS credit: It is ECTS real or fictional?

3. Is damaging “the continuous exposure to content” for our students development?

4. Problem statement: How can we improve the learning of our students?

2. The solution to increase active learning and functional education in university classes

1. Our proposal: adaptive flipped learning

2. What are our results of 6 years with this gamified adaptive flipped model?

3. Conclusions

1 The problem: 1.1 There is any problem with the abuse of expositive lectures in university?1. Nearly all teachers abuse of

“powerpoint shows”

2. Nearly all class time isemployed in oral transmissionof information to be learned

3. When students pay attention,we (the lecturers) can transferinformation to be taken andstudied for exams

4. Laptop invasion of universityclasses causes new problems.

Lap top lecture (s XXI)

Lectio midle age (s XIII)

What are the roles in the traditional lecture? • The teacher’s role• The monologist performer• Is active• He/she is the monologist. Suffers preclass

anxiety, but also enjoy endorfine peaks onclass and after class

• It is an exciting experience (at least thefirst years you give and repeat a lecture)

• The student role• The receiver• is passive and boring from the start• He/she is an anonymous member of a

sleeping mass.• Student compromise, work and learning in

class are of low level• For a growing part of students the lecture

is a somniferous experience

Have traditional lectures Inconvenients in twenty first century?

1. There is little time forpractice and applicationof the transmittedinformation

2. There are no in classoportunities to exerciseskills and competences.

3. The work of studentsout of class is alsoscarce

4. So the learning is poor This student looks alert, but is sleeping

A flipped perspective: what university students

look and do in a laptop lecture? • To discover this, you can enter silently

and sit on the last rows and see whathappens

• Students in the first rows pay attentionand take notes.

• The rest twitt , send messages, surf theinternet ….

An optimistic dean would say tothe press: «They are “informallyexercising their web skills”

1.2. ECTS learning = class work time

+ out of class work time • EHEA grades and ECTS credit are

based on the assumption thatstudents work for two hours outof class by each in class hour .Really?

• However, out of class workloadtime is not measuredsistematically.

• Studies of real workload againstofficial ECTS work load (Spain,UK), demostrate that out ofclass real workload is lesser thanwork load prescribed by ECTScredit.

• We (the teachers) are happilyignorant of this difference.

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1.3. Are traditional teaching methodsdamaging for university learning?

• Is endless listening teacher’s monologues bad for the developmentof our student’s skills for critical thinking, and writtencommunication?

National Institute for LearningOutcomes assessment study

(Blaich & Wise 2011).

Only moderate progressin one half of thestudents

If we assess the development of students skillsfor critical thinking, cooperation and communicationafter 2 years of university education

No significantchange in one sixth

Moderate decrease in one third of the students

Richard Arum & Josipa Roksa (2011)Academically adrift:

limited learning in college campusses• Recent studies demonstrate the barely noticeable impact

of university courses in the development of student

competence for critical thinking, complex reasoning

and proffesional writting.

• Arum & Roksa study (2011) on 2.300 students in 24 US

institutions, 45% of them do not show significant

change in these competences during first year and half of

university education.

Bill Gates"Before reading this book, I tookit for granted that colleges weredoing a very good job."

Derek Bok Underachieving Colleges

“They learn much less, than they should”

1.4. Problem statementHow can we improve the learning of our

students?• Innovative alternatives to the lecture:

1. Functional education/Inductive learning. teachingby solving problems and cases, asking questionsinstead of telling answers.– Case study/project/problem based learning/inquiryBL

– Its a very disruptive change

2. Active learning continous improvement byprogressive introduction of student centeredactivities whitin expositive lectures– It combines information transfer, with student thinking,

action and reflection on what is understood

Advantages and costs of active and inductive methods

• Advantages:

1. They engage students

2. Allow exercise anddevelopment of skillsand competences

3. They reach deepunderstanding andmeaningful learning

4. They like it.

5. They learn more

1. Costs:

2. They need more timeto cover extensivecurriculums

3. They demand moreteacher work forpreparation, study ofstudent answers andteacher feedback

Why is so limited the extension of theuse of alternative, active and inductive

methods in university classes• Despite the evident advantages of these innovative

methods, none of these methods is mainstream inuniversity teaching

• Only selected minorities of best and most compromisedteachers use frequently these methods.

• Only a selected group of universities (Manchester, McMaster, Maastricht, Aarhus) impose these active andinductive methods as mandatory in some of their faculties.

• In others (Yale, Harvard, BCU) there are voluntary teacherswho implement the methods.

• In Spanish universities less than one of each 100 universityteachers use regularly these methods (data from Spanishregistry of Flipped teachers)

Why inductive and active methods are not the mainstream methods?

• What are their disadvantages?• Making activities needs “in class time” that is

preferentially used for teachers for oral explanationand transmission of the information to be learned.

• Activities slow down the pace of advance throughthe index of contents

• Require more engagement and effort, not only bythe students but also from teachers.

• The extra-effort of the teachers is not ussualyrewarded and they are not stupid

• The result is that “Only a minority of compromiseduniversity teachers use these methods in a minorityof occasions”

How to increase the active learningand functional teaching (inductive

learning) in university classes?

2.1. How can we improve the learningof our students?

There is any way of increasing class time for practice

but maintaining high standards

for content learning

that will be rigorously assessed?

Yes, there are some of them

At least seven ways to have more time to practise active learning activities

1. Prioritizing the really essential learning results (Wiggins & McTighe)

2. Flipping the use of space and time, in and out of class (Mazur, Novak Michaelsen, Sams & Bergmann)

3. Adaptive learning focusing on interests and difficulties of your students (Prieto)

4. Gamifying the course and activities (Sheldon)5. Developing a formative low stakes assessment thet

gives grading value to activities (van der Vleuten)6. Practicing reflective thinking autoevaluation and

autoregulation of learning (Nilsson)7. Using rubrics and coevaluation for assessment of

complex activities (Levy)

Our proposal for solution:

Active learning =information to learn

+ activities to apply, analize, transfer, create and communinate+ critical and reflective thinking

SoStart using the Flipped classroom model, this:

1. signficantly decreases the class time needed for transmission of information to be learned…

2. so it gives us an opportunity for increased use of active and inductivemethods in class time

3. The answers of students to forms after prior study give us informationabout their difficulties and interests

4. Analizing student responses we can redesign our classes to focus onresolution of student doubts and dificulties

Practical ways to apply these principles1 Flipped classroom

teacherr

Improved in Class experiencer

Studentsr

Send via email theinformation to

learn

Teacher ask studentsand help them

The problem of this simplest method is …the students don’t work (if the teacher don´t assess who

made the preparatory work )

With good teachers and motivatedstudents it Works if they do it role

The simplest is not he best

Flipped learninggoes further than flipped classroom

• We can ask students answer on line formsabout their understanding of instructivematerials.

• With this information about student interestsand difficulties the Teacher redesign its class(just in time teaching) creating learningactivities for exercising skills and formativeassessment (teaching between desks, kikanshido).

On line Form to assess prior study by asking reflectivequestions (just in time teaching)

1. Apellidos y nombre (poner primero los apellidos para que pueda ordenar vuestras respuestas alfabéticamente)

2. Indica cuál te parece la idea más importante o interesante que has aprendido en este tema y justifica por qué.

3. ¿Qué parte del tema te parece más necesario profundizar en clase? ¿Por qué?

4. ¿Qué es lo que te ha quedado menos claro del tema? ¿Por qué?

5. ¿Qué pregunta te gustaría que te respondiéramos en la primera clase del tema? ¿Por qué?

6. ¿Qué has aprendido o comprendido al ver los vídeos? ¿Por qué?

7. ¿Qué parte del tema no necesitas que te expliquen? ¿Por qué?

8. ¿Cuánto tiempo has tardado en leerte los materiales y contestar a este cuestionario?

9. Pon aquí tu dirección de e-mail por si tenemos que contestarte.20

Flipped classroom plus Just in time teaching

1 FC/JITT redesign just in time

Teachersendsr

In Classexperiencer

Studentsr

Send via email theinformation to

learn

When most student prepare for most clases and when teachers focus on student interests and difficulties the students undestand better and learn more

This is better tan simple flipped classroom

Teacherreceivesr

Teacher ask studentsand help them

Teacheranalyzes

Apapt tostudent

needs

Advantages of FC/JiTT1. Allows each student to learn at his own pace and

communicate its difficulties and interests

2. Students arrive class better prepared to participateand contribute in class activities

3. Teacher receives information on student difficulties

4. More time class for student centered activities:discussion, formative assessment, work in groupsproblem solving projects.

5. Working in class the students can help each other andreceive help and feedback from the teacher

6. Teacher can help all students not only those whodares to ask

There are several methods to assessand ensure the preparatory study• On line assessment (0 or low ost in class time)

– Pepeola (Preparación y Estudio Previo por Evaluación OnLine Automática, Robles, Barahona y Prieto) by MCQ

– On line discussions

– JiTT (Just in Time Teaching, Novak ) by open questionforms

• In class assessment (higher cost in class time)– TBL (Team based Learning, Michaelsen)

– 8-10 question MCQ individual/group disscussion/

– PI (Peer Instruction, Mazur) 12MCQ for each class

– In class questions and discussions/cases

There are several methods to givefeedback to the students

• On line feedback (0 or low ost in class time)

– Pepeola (automatic feedback + on line comments ofthe teacher)

– Flipped learning forte (Prieto) teacher answer byemail list the urgent doubts of the students

• In class feedback (higher cost in class time)

– Flipped classroom with JiTT

– TBL (Team based Learning, Michaelsen)

– PI (Peer Instruction, Mazur)

– In class questions and discussions/cases

On line Feedback for the students:Flipped learning forte

• Teacher answer to urgent doubts of the students and sendresponses via e-mail list before class

AdvantagesStudents receive feedback on their doubts

Great learning resultsstudents perceive teacher compromise

Problemextra-work for the teacher

Only appropiated for small classesFor larger ones we suggest flip in

colours

Adapt class activities to studentinterests and needsFormative assessment and feedback

Alumnos

Teacher

Flip in colours (2016)• In larger classes try to answer the doubts of all student is hard work. • Is easier for the teacher to classify student urgent doubts:

• In black those that should be answered by the own teacher• Black with yellow background those which need an inquiry by the

teacher before to try to answewr• In green those that can be answered by peers with a higher degree of

understanding• En rojo las que implican una confusión conceptual ¿pillas cuál puede

ser? o una consecuencia de abordaje intelectual superficial y perezoso • En azul las que pueden ser buenas preguntas de examen • En rosa las que pueden dar lugar proyectos de indagación

personalizados • En naranja las que pueden para iniciar buenos debates

If you need more information onthese flipped methods

I recommend you these bookPaper and Kindle versions in AmazonFlipped learning: aplicar el modelo de

aprendizaje inversoNow ranked Number 12th in the Rank of

education books in amazon.es

What is one of the philosophical stones of education?

How can I change thehabits of study and class

participation of mystudents?

How can I increase theirmotivation to study and

participate in class?

Increasing the motivation of thestudents to do the preparatory

work

Marketing and gamification

make miracles in student behaviour

We want to change habits of our studentsso they study before classes

• First day of class “D day”. Very Effective marketingof flipped model is needed

• Then week after week we have to show that weread our student responses and redesign ourclases according to their needs

• Students see the value of preparatory study, thegood teacher can adapt the class to their needs

• The good teacher act as a coach and facilitator ofthe interaction of the students with theinstructive materials he/she develops

30

First day of class “D day”we show the results of the prior year

A B C

If these courses were optative.Which one you prefer?All students prefer C

31

One week before a new unit startswe send instructive materials and links to forms

Example of hipermedia

message32

What is another of the philosophical stones of education?

How can I transformthe doubts and

difficulties from mystudents into

learningopportunities?

Flipped 2.0: Transform student responses intoformative feedback for students

How to detect understanding problemsand créate feedback that helps to

overcome the learning difficulties of our students

Detection and resolution of student learning difficulties

Quick analysis of student responses just in time teaching

Design of lectures focused on overcoming student difficulties

• Recipe:

• From Google spreadsheet copy & paste the students’ answers sheet

• In Excel book “deconstruct” the data sheet of answers to the form

• Deconstruct the matrix of responses in several sheets of the Excel book one per question you want analyze:

1. More interesting aspects más and new

2. Obscure ideas they do not understand well

3. Doubts that need urgent clarifycation

4. The main ideas they unnderstand thaks to the preparatory study

5. Time workload for the student

6. Name to assign grading bonification

Example of student responses analysis cuestionarios (inspired by Ferran Adrià)

Deconstruction of response sheet

36

Student anwers analysis process:1. column widening, 2. labelling,

3. ordering by labels, 4. quantification of obscure topics

1. Column width adjusted for better reading

2. Add column to Labelthe type of doubt

3. O

rder

do

ub

tsb

yit

sla

bel

s

4. Quantificaciónof students whodo not understadeach concept

Visual display of obscure topics

Adecuación de respuesta al patógeno

These concepts need to be clarified: new ilustrativematerials, examples, activities, additional explanations 38

¿Cómo resolver estos problemas?Problem (muddiest point) Proposed Solution

Receptors for DAMP and PAMP

Is a problem so prevalent thst we have to create new instructive materials

Somatic Recombination Recommend to see a instructive video. If the video is in English (Video somatic recombination) and automatic subtitles mistake genes with jeans, then teacher publish comments to video, one correct transcription of the audio

Polarization of Th response

New illustrations which clarify (examples with Mc Nulti)oolarization process.

Doble discrimination and autoinmunity

Class Activity: Idea storm about things strange against is better do not react

hectokilogigacellLife being

Class Activity: Peer instruction ask some students explanthe concept to peers

Election of defense mechanisms against infections

Explanation of how PAMPR estimulated by each pathogen induce different types of immune response

Congénic Animals Explanation on the blackboard of endogamic crossess39

Next year, we can change the free answerquestion by an multiple chice question (so

analysis can be automated)• Qué es lo que mas te cuesta entender del tema

marca una( o dos)A. DAMP y PAMPB. Recombinación somáticaC. Polarización de la respuestaD. Doble discriminación y autoinmunidadE. Ser vivo hectokilogigacelularF. Elección de mecanismos de defensa frente a

las infeccionesG. Animales congénicosH. Otra cosa, especifica cuál es

40

Flipping Hispania¿What results we have obtained in the

last years with iberian students?

It will work even with Iberian students?They resisted romanization, muslim rule, French illustration … Can they resist the flipped learning movement?Indibil y Mandonio caudillians of the IllergetesAgainst the romanization

2.3. What are our results of sixyears with this gamified flipped

model?

Alfredo Prieto Martín

y el grupo de innovación Magistrales anónimos

Student work, in and out of class

43

• El EEES impuso un nuevo tipo decrédito que contabiliza el tiempo totaldel trabajo del alumno: la suma deltiempo de interacción presencial, ydel tiempo del trabajo no presencialdel alumno.

• In Spain we changed the credit (tocomply whith EHEA norms) but wedon´’t apply its mandate to mesureout of class work of the students

• ECTS is a legal fistion but in moststudies is a fiction. Most of studentsdo not made the legally establishedworkload .

• ¿Cómo resolvemos este problema dehacer estudiar y ejercitarcompetencias durante más tiempo anuestros alumnos?

• ¿Cómo van a desarrollarcompetencias si no las ejercitan losuficiente?

Our students work more hours along thecuatrimester and they are happy (is a myracle)

Impact of flipped model on work and learning of spanishuniversity students: Relationship between out of class work

and exam grades

44Clinical ImmunologyFourth year

ImmunologyThird year

MéthodsFirst year

•Cambiar de método de enseñanza aprendizajemanteniendo el método de evaluación permitecomparar notas de promociones antes y despuésdel cambio de metodología.

•El efecto del cambio de método se mide enrelación a la desviación típica original (s)

•El efecto del nuevo método se mide hallando ladiferencia de calificaciones medias yrelacionándola con la variabilidad de lascalificaciones con el método tradicional.

•Cambio = (Nueva media – vieja media) / s

original

•Esta es una buena medida de la intensidad ofuerza del cambio en la media en relación a ladesviación típica original (s)

•¿ Qué significa un aumento de una s?

¿Size effect of flipped learning on grades on assesmentexams (impact mesured in sigma s)

Clase expositiva

Flippedlearning

The new median (+1 s) equals to 84,1 percentil of the

original distribution

0

5

10

15

20

25

30

35

40

0-101O-20

20-3030-40

40-5050-60

60-7070-80

80-9090-100

Clase Tradicional

Flipped Forte

11,5%

41,6%

With flipped learning forte (FLF) and flip in colours (FIC): the students learn more

6,0 %

41%

% of students which reachmastery level (>8) increasesfour folds

% of student failure (<5) decreases

The mean grade increases 2 points (>1 s)

47

0

10

20

30

40

50

60

70

80

90

100

Expositivo tradiccional

Just-In-Time Teaching

Entorno gamificado

Flipped classroom/JITT

Flipped learning forte

+ feedback y formative assessment

Expositive leacture

Just-in-time teaching

Gamified environment

Flipped classroom

Flipped learning forte

/flip in colours

47470 % 45 % 61 % 90 % 100 %97 %95 %% students which do thepreparatory work

% of students which reach mastery (with exam grade >8) has been improved along the way

+ prior study and feedforward from the students

+ instructive vídeo

+ gamified environment (bonus)

What about skill development ?Problem based learning Activities

Valor delaprendizaje

Novedad delaprendizaje

Dificultad de latarea

Disfrute con laexperiencia

Percepción deldesarrollo de lacompetencia

Presentación oral Muy alta Muy alta Alta Muy alta AltaPreparación de unapresentación oral

Muy alta Alta Alta/suficiente Alta Alta

Comprensión de artículosoriginales de investigación

Alta Muy alta Alta Suficiente Alta

Trabajar con bibliografía enuna segunda lengua (Inglés),

Alta Alta Alta Baja Suficiente

Búsqueda de artículosoriginales e informaciónadicional en Internet

Alta Suficiente Suficiente/baja Alta Alta

Adquisición independente deconocimiento

Alta Suficiente Suficiente Alta Alta

Trabajo en equipo Alta Suficiente Suficiente Muy alta AltaAprender a aprender por simismos

Alta Suficiente Suficiente Alta Alta

Resolución de dudas ycuestiones en tutorías

Alta Suficiente Suficiente Alta Alta

Uso de TICs y softwares Alta Baja Baja Alta Alta

What about student perceptions in their teacher evaluations?

In one scale from 1 to ten we obtained 9.x

Conclusion

Iberian students can not resist the combined effects of Marketing,

gamification, FLF and FIC

Two complementary Hypotheses

1. By what most students do in the flipped model and should not do in the traditional

2. By the effect of little prizes and dead lines on the work of students and teachers

Why this new adaptive flipped model has so strong impact on

student learning and adapt teaching to student needs?

51

Modelo Antes de cada tema En clase Después de clase

Las vísperas del examen

Resultados de aprendizaje

Expositivo tradicional

No hace nada Escucha ¿atentamente? Y toma notas

La mayoría no hacen nada

Se pegan la empollada previa al examen retención en memoria a corto plazo

Malas calificaciones Comprensión y retención limitadasPoca capacidad de abstracción y transferencia Mucho se olvida tras la primera ducha

De aprendizaje inversoFlipped classroom+ Just in Time Teaching

Ve vídeos y lee documentos

Practica en clase análisis, juicio,

Repasan para los cuestionarios de fin de tema (online o en seminarios)

Se pegan la empollada previa al examen partiendo de un nivel de comprensión de partida muy superior

Calificaciones mejoran en una SD

Realiza tareas de preparaciónReflexiona sobre lo que no entiende

Razonamiento hipotético deductivo Se concentra en lo que no entendió

Mejora la percepción de la labor del profesor y la asignatura

Se plantea preguntas y se las formula a su profesor

Toma notas y formula preguntas al profesor

Estudian para los exámenes de fin de módulo

How changes what most of the students do in the flipped model?

52

flipped learning forte model imposes several dead lines to the students (2) and their teachers (3)

For the teacher

For the students

Clase activa y evaluación formativa

EnviarParte o toda la información a ser aprendida

Evalúa dificultades y replantea, se prepara para superar

dificultades que tienen los alumnosIncluye actividades

estudiarreflexionar

y enviar feedforward

revisar sus materiales y hacerlos llegar a sus alumnos.

prepararse para la

evaluación formativa

ProporcionarFeedback

Estudiar elFeedback

Esta autoimposición de fechas límite induce cambios en hábitos de alumnos y profesores que aumentan el aprendizaje de ambos

53

Flipped learning achieves thatmost students learn doingprecisely those things …

Which in the traditional expositive model, only a select minority of the best students spontaneously does

54

2.4. Conclusions & recommendations: Changes in habits induced by the flipped model increase learning and

grades in assessment exams

•Start to use the simplest efficient method for flippedclassroom : flipping classroom with just- in- timeteaching ( FC/J-I-T T ).

–Send documents and video materials and a universalreflective form created with googleforms or Office 365.

–Do it before you start a new unit. Send to your studentsask them view, read and answer the questionnaire with thepromise they will obtain grading bonus.

–It will be an easy change for them. 2 hours of outsideclass work by course and week will allow students win a10% of the maximum grade 55

2.4. Conclusions & recommendations: Changes in habits induced by the flipped model increase learning and

grades in assessment exams

•If you can, use student doubts to supply collectivizedfeedback (FLF) and to create activities (FIC)

–If the teachers send responses to students urgent doubtsand questions, they have to revise them. Especially if somequestions can be candidates for exam questions

– Use flip in colours to transform student questions intoclass activities

–Announce formative assessment activities (TBL/PI), thenthey should prepare for in class formative assessmentactivities.

56

Flipped learning will improve1. The work out of class of your students

2. The communication of information with yourstudents

3. Your feedforward and understanding of yourstudents difficulties

4. Your feedback and focus on the resolution ofyour students real difficulties

5. Class participation and activities

6. The Learning results from your students

7. The satisfaction of your students with the course

Changes for the teacher

•You should develop the habit and themethodology for the study the reactions of yourstudents to the learning materials you sent tothem.

•You should progressively adapt the use of timeclass to the needs and difficulties of yourstudents.

Advice for the first time Flipper teacher

1. Look for a group of flippers in your discipline and level que innove

2. Look for a mentor or coach in flipped learning

3. Experiment with new teaching and learning methods and share its results.

4. Is mandatory to learn to use new Apps for forms and questionnaires for student response with smartphones , and Apps for the gamification

Agradecimientos

A los miembros del grupo interuniversitario de innovación docente Ex-Magistrales anónimosPor su labor para acelerar la difusión de mejoras en los métodos de enseñanza y aprendizaje

60

Acknowledgments• To Editorial Narcea for publish in their Colección

Universitaria our book Flipped Learning aplicar el modelo de aprendizaje inverso

61

Think about this, before going to bedand try to be better teachers

Muito obrigado pela atençao!

If you would like to know more …Read the blog Profesor 3. 0

http://profesor3punto0.blogspot.com.es/

follow a @alfredoprietomaon twitter

• Alfredoalfredo.prieto@uah.es