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Source: Practitioner

Abstract: Technology in the classroom can sometimes be oversold and underused. The reason for this can be due to most products underperforming. We should not expect more learning to take place if a student is simply studying an ebook instead of a textbook or using electronic flashcards in place of real ones. We need to use the technology in more effective ways. Using videos in the classroom setting is great, but it can be enhanced by flipping the classroom. When the students watch the videos at home before they come to class, it allows the teacher to use the class time for inquiry, peer teaching, and other activities where deeper learning is involved. Technology is only a tool, but when implemented the right way, it can do amazing things.

Findings: There are no findings as this is not a study.

APA Citation:

Griffiths, M. (2012, November 22). Technology and learning: The big debate. Nesta. Retrieved November 20, 2016, from http://www.nesta.org.uk/blog/technology-and-learning-big-debate

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The following blog sums up a presentation I gave at the Whole Education conference this week:

It has been claimed that the history of technology and education is one of overselling and underuse. Which feels about right to me, but, given that I am an optimist about what technology can do for learning, I owe an explanation of what has gone wrong in the past.

I think there are two answers, which also then hint at the shape of the most promising ideas out there.

My first explanation, bluntly, is that too many products disappoint from a learning point-of-view, which surely is what ultimately matters. Taken as a whole, the products that we have available play to a repertoire of learning practices that is too narrow and comfortable.

For instance, Nesta has published an excellent report from London Knowledge Lab and the University of Nottingham, called Decoding Learning, which usefully presents eight well-evidenced learning practices that span the range from learning from and with others - for example, experts or peers - to student enquiry and making. What's clear is that if you lay this map against what is offered by the commercial players, there are big gaps. Much of the stuff available is really disguised flash-cards, or drill and practice exercises. Too many e-books are simply physical books put behind glass. It's good that these lighten a student's bag, but it's not clear to me why we should expect more learning to take place.

In short, we need more ambitious products, and we need to be more demanding. A very simple question would deflate the claims of most products - what evidence have you got that this works?

The second explanation is that we haven't properly recognised that any technology can be used in more or less effective ways. For example, when I talk to teachers about technology and learning I often get asked for an opinion on whether they should purchase some iPads, or what I think about Khan Academy. And as schools have spent £1 billion on learning technologies in the last few years, it's not an unreasonable question. Unfortunately, the honest answer to these questions is: 'it depends', and it depends on how the technology is used.

For instance, I think Khan Academy is great. At no cost, any student can access well-crafted materials to learn about computer science, Pythagoras' theorem or art history. And I think Udacity is even more amazing - through a scaffolded set of free online lessons, students can make, and achieve, extraordinary things - like building their own search engine. And it's not difficult to see why people create all manner of reasons why they really, really, do need to own an iPad. I justified buying mine by saying it would be useful for my son's learning - although he is only nine months old, and is allowed nowhere near it.

However, the thought of displacing what already goes on in a classroom with rows of students sitting in front of banks of computers, only watching videos, is very depressing to me. Even if they are watching the videos on their iPads.

But, imagine so-called 'flipping' where students watch Khan videos at home, and then practice what they have learnt in online exercises, so that we can free-up valuable classroom time for well-structured student enquiry, peer-to-peer teaching or the deeper learning that takes place when students work on the great tasks produced by the likes of Nrich. Similarly, imagine students using their iPads to learn physics through the flight patterns of albatrosses (a real app), to mash-up data, share and collaborate. That's the type of learning I want to see.

Same product, different use - and very different results.

So, despite its increasing sophistication and intelligence, for me, technology for learning gets really exciting when it is integrated into great teaching and learning practice. To take an obvious example, analytics on what a student is learning are only of use if a teacher adjusts a student's learning journey in response to what the analytics tells us. That's why Dylan William argues for the term formative assessment, rather than Assessment for Learning. The formative part is key. The technology by itself is only a tool, but when added to the craft of teaching it can be amazing. Too often though, we are seduced into thinking that buying the kit, or purchasing the license is enough.

Given all this, I think the most exciting ideas for technology in learning convincingly answer three questions:

1. What does it make possible that wouldn't otherwise be realisable?

2. What evidence have we got that it works? Or at least, is likely to work in the sense that it is supported by what we know about how learning takes place?

3. What view do we have on how it should be used effectively, and how well resourced am I do to that?

The Decoding Learning report offers many examples of products/practices that fair well against these questions, and I've already given other examples, like flipped learning. Here are some others, sourced from the most convincing study I know of into the iPad educational apps that are currently available (Murray and Olcese, Teaching and Learning with iPads, ready or Not?).

Music apps like Leaf Trombone and Ocarina, that create a virtual, global, stage for what students have made. So what? Well, The Innovation Unit has done more than anyone else in the UK to support the uptake of high quality project based learning. In their excellent Teacher's Guide To Project Based Learning they remind us that when a student knows that their work will be displayed publically we can inspire "a level of ambition and commitment much greater than is fuelled by the incentive of 'getting good marks'". If technology can facilitate this, then I want it.

The Star Walk app that creates an environment where students can navigate the sky. An amazing example of supporting students learning through exploring, but an area where the Decoding Learning report found "few examples of innovation".

Shakespeare in Bits, which places text next to videos of the relevant scene from the play. Technology bringing the play to life, and doing something that the analogue model can't.

Looking ahead, but not too far, we should soon see a generation of smart, adaptive technologies that promise to be as effective as one-on-one tutoring, but cheap enough to be realisable at scale. These are already emerging for maths, but soon we should be able to see the same technology applied in other areas. And serious work is going into ways of integrating learning across different on-line resources, and between learning that takes place online and learning that takes place in a physical location.

Some of this work doesn't involve technology at all, for example the work being done in the US to articulate and test models of so called blended learning. Others involve creating a technological infrastructure that tags learning content, and allows assessment data to be shared across applications - and made useful.

So, signs of promise, lots of potential and plenty of optimism. But we do all need to keep in mind the lessons from the past. Technology has a tendency to over-dazzle, and that leads to disappointment and under-use.

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The following blog sums up a presentation I gave at the Whole Education conference this week: It has been claimed that the history of technology and education is one of overselling and underuse. Which feels about right to me, but, given that I am an optimist about what technology can do for learning, I owe an explanation of what has gone wrong in the past.

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How Can Online Video Change Learning in Schools?

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How Can Online Video Change Learning in Schools?

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Source: Practitioner

Abstract: When online videos are used to deliver instruction, it allows the learning of content to take place outside the classroom which frees up the teacher to become more of a coach to the students during class time. With this model of learning, students take ownership of their learning and can work at their own pace, in many cases. Further research is being conducted to find the effects of flipped learning and its success.

Findings: There are no findings as this is not a study.

APA Citation:

How can online video change learning in schools? (n.d.). Nesta. Retrieved November 20, 2016, from http://www.nesta.org.uk/flipped-learning

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Nesta and NFER carried out a study to explore how this approach can work in secondary maths classrooms across the UK, and how teachers use it to change the approaches to learning students take. We saw teachers use the approach to encourage students to take active responsibility for their learning, and for some to use it to accelerate their learning.

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New Program Delivers First Certified Flipped Educators

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New Program Delivers First Certified Flipped Educators

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Source: Practitioner

Abstract: A new certification by the Flipped Learning Global Initiative allows teachers and administrators to gain understanding of the flipped classroom. In order to be considered certified, an educator must view 6.5 hours of video, read one article, and pass nine quizzes. Topics include reasons to flip a classroom, planning, how tos in different subject areas, and how to advance. The course is expected to be the first of several.

Findings: There are no findings as this is not a study.

APA Citation:

Schaffhauser, D. (2016, October 18). New program delivers first certified flipped educators. THE Journal. Retrieved November 20, 2016, from https://thejournal.com/articles/2016/10/18/new-course-delivers-first-certified-flipped-educators.aspx.

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Flipped Learning

New Program Delivers First Certified Flipped Educators

That didn't take long. Less than a month after the Flipped Learning Global Initiative unveiled a new certification track, the organization has its first group of 16 credential holders.

The new certification, " Flipped Learning Level 1," is intended to help teachers and administrators gain a foundational understanding of the flipped classroom. The training to achieve the first certification requires viewing 6.5 hours of video (broken into 88 lectures), reading one article, and passing nine quizzes. Topics cover the reason to flip a classroom, how to plan, best practices, the tools to use, what to do in class, how to flip specific subjects and assess in a flipped model and how to advance the practice "to the next level."

The cost to take the course is currently $19 through online training provider Udemy. That appears to be an introductory discount off the regular price of $70.

The level one course is expected to be the first of several credentials, all of which will incorporate online self-study.

"We're honored to recognize and congratulate the first educators to achieve the Flipped Learning Level - I Certification," said Jon Bergmann, flipped learning co-founder, in a prepared statement.

About the Author

Dian Schaffhauser is a senior contributing editor for 1105 Media's education publications THE Journal and Campus Technology. She can be reached at dian@dischaffhauser.com or on Twitter @schaffhauser.

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New Program Delivers First Certified Flipped Educators -- THE Journal

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Flipped Learning That didn't take long. Less than a month after the Flipped Learning Global Initiative unveiled a new certification track, the organization has its first group of 16 credential holders. The new certification, " Flipped Learning Level 1," is intended to help teachers and administrators gain a foundational understanding of the flipped classroom.

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The Biggest Hurdle to Flipping Your Class

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The Biggest Hurdle to Flipping Your Class

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Source: Popular

Abstract: Jon Bergmann believes that teachers need to flip their thinking about class time. Class time should not be used for whole group instruction but for activities and interaction. One reason why this is a hurdle for most teachers is that they are very used to the traditional model and can usually teach on automatic. Some teachers like the structure that the traditional classroom model and feel they need to be in control. The idea of the flipped classroom, however, is that class time needs to be more engaging and valuable. When teachers give up control of the class, the students take more ownership of their learning. Teachers become more of a facilitator and students learn how to learn. The flipped classroom also allows for more alternative assessments where students can prove what they know without having to take traditional tests.

Findings: There were no findings as this was not a study.

APA Citation:

Bergmann, J. (2013, November 18). The biggest hurdle to flipping your class. Retrieved November 20, 2016, from https://www.edutopia.org/blog/biggest-hurdle-flipping-your-class-jon-bergmann

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The Biggest Hurdle to Flipping Your Class

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Guest blogger Jon Bergmann, a pioneer of the Flipped-Classroom Model, suggests that the biggest hurdle to flipping a classroom may be the teacher’s self-perception of his or her role as an educator.

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Source: Popular

Abstract: Flipped learning uses videos as the primary direct instruction delivery method, which frees up class time for other tasks. Jon Bergmann and Aaron Sams explain how the flipped classroom would work for science subjects. They point out that flipping the science classroom will allow time for more hands-on activities. In the elementary level, teachers may want use the centers approach to watch the videos, but they point out that flipping can be done on all levels. They emphasize the idea that teachers who use the flipped model change their views about grading and they find more creative ways for students to show mastery. This allows for more differentiated instruction and alternative assessment.

Findings: Bergmann and Sams claim that both students and teachers are happier with the flipped model. They found that, in their own classrooms, they were able to do 50% more experiments and project-based learning. Some studies have shown a 20% increase in standardized assessment scores after using the flipped classroom model.

APA Citation:

Flip your science classroom! (2015, May 21). Retrieved November 20, 2016, from https://www.iste.org/explore/articleDetail?articleid=413

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Flipped Teaching in the Science Class: Strategies Part 4 in Our Series on Flipped Learning

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Flipped Teaching in the Science Class: Strategies Part 4 in Our Series on Flipped Learning

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Source: Popular

Abstract:This is a blog by Melissa Hero, a high school biology teacher. Melissa attended a workshop on the flipped chemistry classroom led by Ramsey Musallam. She wanted to flip her biology class, so she did more research and attended more workshops. She created her flipped classroom videos for whole units at the time. She uploaded all of her videos to flash drives for students without internet access and used the website Sophia for students who did have internet access. Along with her videos, she uploaded PDFs of her powerpoint presentations and a google form where the students typed their questions after watching the video. Every morning, Ms. Hero would look at the list of questions and plan accordingly. She often grouped the students and had them discuss the answers to the common questions. Flipping her class allowed Ms. Hero to really see what the students learned.

Findings: While not an official study, Ms. Hero found that her students were excited about the flipped classroom model. They collaborated more with their peers and had more meaningful discussions. She also says that flipping made her a better teacher because she feels she can better meet the needs of all students.

APA Citation:

Hero, M. (2013, October 3). Flipped teaching in the science class: Strategies part 4 in our series on flipped learning. Retrieved November 20, 2016, from http://blog.cue.org/flipped-teaching-in-the-science-class-strategies/

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This Post Will Focus on Flipping the Science Classroom- Post 4 in Our 6-Part Series
My first introduction to flipped teaching was at the East Bay CUE Cool Tools Conference. I attended a workshop led by Ramsey Musallam and learned how his chemistry students " Explore, Flip, and Apply." I saw how flip class could work with chemistry students and I began to wonder how I could make this work in other sciences such as my biology class. I started to do some Flip Class research.

After researching, I still had questions about how to really make flipped teaching class work for me. What do I do about students who don't have access to the internet? How can I tell if students are really watching my videos? Where can I put my videos online? How will this change my class? How could I move from traditional teaching to flipped mastery?

To get some of my questions answered I signed up for the CUE Flipped Learning Tour which brought speakers like Crystal Kirch and Jon Bergmann. I also began to participate in the weekly #flipclass twitter chats. After learning from so many amazing teachers, I knew I had to dive right in.
HOW I BEGAN TO USE FLIPPED TEACHING
Last school year, the week before school began, I created flipped teaching videos for all of my first unit's lectures. I decided to make videos for whole units at a time, so I could put the units and lectures on a flash-drive for students without internet access. In my four biology classes, I only had ten students who didn't have internet access through either from their computers or smart phones. But all ten of those students did have a computer or gaming device that could play the videos using the flash-drive.
RESTRUCTURING MY LECTURES (CREATING VIDEOS)
After I created my videos using Camtasia, I uploaded them onto the website Sophia. Sophia allows me to create tutorials that include

1. My videos

2. PDF's of a PowerPoint presentation

3. A Google Form for students to ask questions which I could use to check their understanding of the lesson.

When creating videos, I aim to have short 5-10 minute videos. Each morning after the videos are due, I read the questions students answered on the Google Form from Sophia and I plan my lessons accordingly. I usually pick the most common questions that students have and then ask the students to form groups in order to discuss and answer the questions using class whiteboards. Getting the students to discuss the questions really allows them to learn the material. I am able to walk around, listen in, and provide direction and mini-lessons if needed. I even have students creating their own screencasts using Explain Everything.

It sounds strange but by taking the lectures out of class, I am now able to really see what students learned. In the past, when lecturing in class, students were never given the opportunity to really discuss and digest the material. The next day, I had to move on to the next activity or lab. Now, after flipping, I am able to give my students the time to process the content in class with me and their peers. And then when we move on to do the labs, the labs now have more meaning.
EVOLUTION OF MY FLIP CLASS: FIRST SEMESTER
After flipping my class for the first semester, I noticed students had more time to collaborate and dive more deeply into the content. I was able to picture how I could change my class to a more self-paced flipped mastery class for the second semester. One of the big things that allowed me to make the switch was a class set of iPads my principal secured for my students to use. (I know, I totally lucked out!)
EVOLUTION OF MY FLIP CLASS: SECOND SEMESTER FLIPPED MASTERY
Over winter break, I planned out my first second-semester unit and placed everything into the LMS, Schoology.

1. First, I went through the biology state standards and broke them down into my unit objectives.

2. I then found multiple activities that I could use to teach and assess each of the different objectives. I wanted to really differentiate my curriculum for my diverse students and provide the students a choice in activities to meet their different learning modalities. Schoology allowed my students to access all of the lessons, turn in assignments, and move on to the next step when they were ready.

3. I was now available to check in with each student, provide daily feedback, work with small groups, and really guide their learning.

Most students were excited about this new way of learning. When a student completed an activity, he either got full points if they met the objective, or she received feedback and could resubmit the assignment after making corrections. Students quickly learned that they couldn't get away with just copying down answers, but that they actually had to spend the time and understand the material. Students began to collaborate more with their peers and they started to have meaningful discussions about the content without me having to guide them.
WHAT I KNOW
Flipping my science class has changed the way I teach and the way I think about learning. Students need to have the time to process and discuss the lectures and activities we do. In a standards-based science class, I was constantly running in a race I could never win. After restructuring my class and providing my students with more higher level thinking and collaborative activities, I really believe that they are learning so much more. Flipping has made me a better teacher because I feel I am able to provide a learning environment that meets the needs of all of my students; from Special Ed, English Language Learners, general education, to honors students.

When I made the decision to utilize flipped teaching my science classes, I knew where I wanted to go, but didn't know how to get there or exactly how to make it work for my classes. So when you are beginning to flip, start slow. Begin by recording some of your lectures. Then when you see the effects of the changes you can make in class with your students, you will start to get lots of ideas of how to move forward. Just take it one day at a time, and don't give up if you stumble. It will get easier and it is worth it!
Melissa Hero is a high school biology and AVID teacher. She has been teaching since 2000 and has won local awards for her use of technology in her classroom, was a finalist for the California League of High Schools Educator of the Year, Region IV, in 2009, and is a SMART Exemplary Educator. Melissa has been an active participant in the Exploratorium Teacher Institute since 2002 and a mentor in their leadership program. She also is a member of Silicon Valley CUE. Melissa leads professional development in her district and county covering all sorts of topics, including technology, AVID strategies, and literacy. She will be presenting how she uses iMovie trailers with her students at this year's Fall CUE Conference. Melissa writes for her own blog and you can follow her on Twitter or G+.

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Flipped Teaching in the Science Class: My Journey to Flipped Education

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This Post Will Focus on Flipping the Science Classroom- Post 4 in Our 6-Part Series My first introduction to flipped teaching was at the East Bay CUE Cool Tools Conference. I attended a workshop led by Ramsey Musallam and learned how his chemistry students " Explore, Flip, and Apply."

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Flipped Instruction in a High School Science Classroom

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Flipped Instruction in a High School Science Classroom

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Source: Peer-Reviewed

Methods: Four sections of 9th grade Biology at a private high school in the Pacific Northwest were divided into the treatment group and the control group. After being classified as low or high achieving based on achievement scores, a coin was flipped to determine which classes would be part of the treatment group and which classes would be part of the control group. Video lectures and quizzes were created for the treatment group and posted on Moodle. Students in the treatment group were required to watch four lectures per week and take one quiz per lecture. The quizzes were graded and grades were recorded in the gradebook. The control group received the material through interactive lecture. Students in the control group were required to answer textbook questions and do worksheets. Assignments were graded and recorded in the gradebook. Content for between both groups was not exactly the same due to students asking questions in the lecture, which may have guided the teacher to present material that was not on the video. Since class time was freed up for the flipped classroom, students in the treatment group participated in more projects, laboratories, and interactive learning than the control group.

Findings: Evidence showed that students in the flipped classroom performed  better on assessments. The results point to the fact that these students may have understood more due to the active learning strategies. Students in the control group asked to be switched to a flipped classroom, which suggests that students in the flipped classroom were sharing about their experiences and how well they enjoyed them.

APA Citation:

Leo, J., & Puzio, K. (2016). Flipped instruction in a high school science classroom. Journal Of Science Education And Technology, 25(5), 775-781. doi:10.1007/s10956-016-9634-4

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Flipped Instruction in a High School Science Classroom

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This paper reports on a quasi-experimental study examining the effectiveness of flipped instruction in a 9th grade biology classroom. This study included four sections of freshmen-level biology...

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Flipping an Algebra Classroom: Analyzing, Modeling, and Solving Systems of Linear Equations

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Flipping an Algebra Classroom: Analyzing, Modeling, and Solving Systems of Linear Equations

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Source: Peer-Reviewed

Methods: Two middle school algebra classes, consisting of seventh and eighth grade students, were divided into the treatment and control groups by a random coin toss. The treatment group had a total of 25 students and the control group had 29. The students were given a pre-test and a post-test in both groups. The control group followed the traditional classroom model of direct instruction, guided notes, and class activities (collaboration, gallery walks, and inquiry problems). The flipped classroom gave the direct instruction through videos that were to be watched at home. The videos included the same direct instruction as the control group. The treatment group also got the same guided notes sheet as the control group, but they completed their notes at home as they watched the video. When the treatment group students came to class, they were given a pre-assessment (1-3 questions) to determine how well they learned the concept from the video. Based on their scores on the pre-assessment, they were divided into two groups: re-teaching and exploration. The re-teaching group had small group instruction while the exploration group participated in collaboration, gallery walks, and inquiry problems. The class activities were the same as the control group except the treatment group got to spend more time in class doing the activities. Once the re-teaching group had finished their remedial lesson, they were allowed to join the explore group.

Findings: Flipping the classroom allowed for more time with exploration and made class time more efficient. Statistical analysis of the pre-test and post-test data indicated that the students in the flipped classroom may have improved on their ability to solve systems of linear equations more than the control group, but both groups showed growth. It was found that the flipped classroom model did not necessarily increase focus and conceptual understanding, but the students in the flipped classroom showed a stronger improvement in abilities to solve equations.

APA Citation:

Kirvan, R., Rakes, C. R., & Zamora, R. (2015). Flipping an algebra classroom: analyzing, modeling, and solving systems of linear equations. Computers In The Schools, 32(3-4), 201-223.

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The Effects of a Flipped Classroom Model of Instruction on Students’ Performance and Attitudes Towards Chemistry

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The Effects of a Flipped Classroom Model of Instruction on Students’ Performance and Attitudes Towards Chemistry

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Source: Peer-Reviewed

Methods: A control group design was used to administer pre-tests and post-tests to 66 secondary students (ages 13-14). The students were evenly and randomly assigned to the experimental group and the control group. Both groups were taught by the same teacher and lessons presented were of the same content. The control group followed the traditional method for assigning homework and the experimental group implemented the flipped classroom model. Qualitative data was collected through classroom observations and observation checklists. Students we also interviewed after lessons.

Findings: Academic performance between the control group and the experimental group was compared. Pre-test and post-test differences were also noted. Both the quantitative and qualitative data showed that the students responded well to the flipped model of instruction. The students in the flipped classroom showed an increase in attitude toward chemistry and academic performance.

APA Citation:

Olakanmi E. The effects of a flipped classroom model of instruction on students’ performance and attitudes towards chemistry. Journal Of Science Education And Technology[serial online]. October 13, 2016;Available from: PsycINFO, Ipswich, MA. Accessed November 16, 2016