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From Blogpost 4 - Why the Flip would you show a video in class?

In my words, Flip is a digital platform that allows for topics, or learning activities, to be set with an expectation that responding to the topic is by video. The online interface makes it really simple to set up topics, and even includes AI to support in generating topics, whilst the App makes it really simple to review topics and respond by recording a video. Topics can be embedded with multimedia resources, including teacher created videos or any of the normal resources used in classes.

There are a lot of social media vibes about Flip. Not only can students post videos as a response to a topic, they can also comment, like and respond to others videos with more student created videos. I think this brings its own challenges (as with social media), however also provides an opportunity to really focus on how to behave safely and ethically online.

I am yet to find too many negatives about Flip, but the proof will be in using it in, or rather outside of, the classroom.

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The following are tools I have come across through peers blogs and Padlet's or when researching what tools could meet certain pedagogical needs. I have not yet had the capacity to explore them, so they are here, waiting for this term to finish and the craziness to die down!

If you have any thoughts you could share on these tools, please don't hesitate to add a comment!

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From Blogpost 3 - Can Popplet reach the heights of SAMR?

From my use of Popplet, I would describe it as a digital tool that allows for collaborative or individual brainstorming, process mapping and mind-mapping. There is an App version, but I only explored the web-based version. Overall, it is relatively easy to use. You double click a blank page to create your first box (or ‘popple’, but I can’t bring myself to use that word more than once), and you can continue to create unconnected boxes this way, or you can create boxes that link from existing ones. Usernames can be visible on each box, allowing you to see who has contributed what, and there is some functionality around the colour of boxes, text size and multi-media that can be included in a box.

In saying that, there are some bugbears I encountered. Moving and resizing boxes was a little touch sensitive (you had to click in the right spot otherwise the whole screen moved), and you can only move one box at a time, making it time consuming to re-organise large sections of content. Also, though images and youtube videos can be added, general websites cannot be.

Whilst I can see uses for Popplet in activities that promote higher order thinking as we move up the Bloom’s Taxonomy triangle, what I don’t think Popplet is capable of, at least not in and of itself only, is Modifying or Redefining student outcomes in the Transformation section of the SAMR model.

Bloom’s Taxonomy’s cognitive skill ‘Analyse’ is to ‘draw connections among ideas’; to ‘organise, relate, distinguish’ etc (Armstrong, 2010). Using Popplet to make a mind-map is organising information, relating it to other pieces of content, and you can distinguish information through the use of colours or separate maps on the one page. But, I don’t see Popplet allowing you to redesign how you would approach this. The approach would be the same with or without using Popplet.

Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

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Important — Popplet.com service is ending July 1, 2026. Please read the official announcement here,and visit our new site Superstructures.io.

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I am a little late to the party on really understanding the importance of the TPACK model. My focus was on SAMR and Bloom's Taxonomy, as I needed to explain those for AT1. Feedback on AT1 highlighted this as a missing piece, so I was determined to get myself up to speed.

Using the TPACK model really helped me link together my thinking for the learning sequence, and understanding why I made the decisions I made. I did this by first identifying the Content, Technological and Pedagogical Knowledge, then the connecting elements between each, followed lastly by where all three elements connected as Technological Pedagogical Content Knowledge (TPACK).

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Skip to main content

Whether you are an experienced maths or computer science teacher or not, we all need to look at our own practice critically to ensure that we have the technological (T), pedagogical (P) and content knowledge (CK) necessary to design great learning for our learners' needs. The TPACK model is a simple way to think about this.

As teachers, it is important to be able to reflect on our own practice as learners. The greatest gift we can give the learners in our classes is the understanding that learning is a continual process and to model what it means to be a great learner. Throughout the Hub, you will find examples of pedagogical practice, Digital Technologies curriculum content knowledge and references to the use of technology. While it is natural to be stronger in one area than another, we are aiming to move to a level of practice where our pedagogy is varied and purposeful, our content knowledge is strong enough to give us confidence to find out what we don't know, and where we have a varied toolbox of technologies to choose from. As with any form of assessment, it may be useful to look at your own capacities against a self-assessment grid like the one below.

Quantity of knowledge

Quality of understanding

Criteria

Pre-structural

Uni-structural

Multi-structural

Relational

Extended abstract

Technology: personal and class use

I use no technology in my teaching and learning.

I rely heavily on one type of technology in my teaching and learning.

I use multiple types of technology in my teaching and learning.

I have a wide variety of technologies in my toolbox and am able to select when to use them judiciously.

I have a rich technology toolbox and am able to identify, source and use new technologies as required by my pedagogy.

Pedagogy: deliberate and varied approaches to learner centred design

I cannot identify any purposeful pedagogies I use.

I have a predominant approach to learning design which is didactic in nature.

I have several different pedagogies which I can switch to as a dominant style of teaching and learning.

I have a wide variety of pedagogical approaches and blend several approaches in every learning sequence.

I have internalised my pedagogical approaches so that I can react in an agile manner to learner needs, let go of control when necessary and experiment with new pedagogies confidently.

Content knowledge: Digital Technologies

I have very little knowledge of the Digital Technologies curriculum.

I understand the reasons why we have a Digital Technologies curriculum.

I know several aspects of the Digital Technologies curriculum, such as hardware, software and algorithm.

I understand how the different aspects of the Digital Technologies curriculum interrelate but am more confident in some than others.

I can confidently explain, in depth, each aspect of the Digital Technologies curriculum and how they interrelate.

Once you have completed this self-assessment, you can approach improving your TPaCK level by exploring some of the exemplars to see technology, pedagogy and content knowledge in situ. If you want some specific help with pedagogy, read the Pedagogical practices section in detail. If you need support on the content knowledge, have a look at some of the explanations in the Teacher content knowledge resources for our exemplar lesson.

You may have very strong skills in designing learning (P) but no expertise in algorithmic thinking (CK) or using Beebots (T). This site is here to help you fill in the gaps so that you can design great learning for every learner in your care. In this section, you will find an example of a lesson focusing on Year 2 level learners in Digital Technologies, English and Mathematics. We have designed a lesson to tackle these, using Beebots. If you don't have access to real Beebots, you could use an online Beebot simulator. We have provided an example lesson plan and, importantly, some links to resources that will help you to develop your TPACK understanding for this particular example.

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Skip to main content Whether you are an experienced maths or computer science teacher or not, we all need to look at our own practice critically to ensure that we have the technological (T), pedagogical (P) and content knowledge (CK) necessary to design great learning for our learners' needs.

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Frames of reference, habits of mind and transformative learning. Christopher Blundell

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Moving beyond enhancing pedagogies with digital technologies

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Moving beyond enhancing pedagogies with digital technologies

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In hindsight, I completely missed a crucial part of SAMR. It was not one of the levels, the S.A.M. or R. It wasn't even what each one means in practice (though I am still getting my head around 'Redefinition'). It was the fact that enhancing does not equate to transforming, even though those two words are the pillar against which SAMR sits. How did I miss that?

I thought this article was a lightbulb moment. It is the article that framed my reflection blogpost, starting with:

Digital technologies, including information and communication technologies (ICT), are positioned as tools for reforming teaching and learning, yet research suggests that they are more commonly used to enhance pedagogy rather than transform it (p. 1).

On reading back that blog post, I am somewhat embarrassed at what I wrote. I wrote about how I had been focusing on enhancing pedagogy with no thought to transforming it, when in reality, I was trying really hard to transform it. I didn't succeed, still haven't, in reaching 'Redefinition', but I have managed reaching 'Modification' in my planned learning sequence. I am hoping I have now had my lightbulb moment, one that will allow me to see the direction to continue going in order to reach that 'Redefinition' level for my students.

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Flipped classroom - used to enable students to access pre-reading to begin building on and expanding prior knowledge before entering the classroom.

Supporting classroom routines - accessing Settle activities, classroom resources, exit polls. All in the same place. Can use scheduling function so content is only available as students need it (e.g. exit polls only released towards end of class).

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Padlet…. Well, it has me hooked.

On the surface, Padlet is described as a digital pin board. Somewhere to collect and curate resources. But, I have found it to be so much more. This has lead me to create 5 boards (and counting) throughout this term, and using some as much more than just digital pin boards.

I went down the rabbit hole when planning some lessons for another course, and used Padlet essentially as my workflow for students throughout the lessons. I included pre-reading that supported a flipped classroom model. I used it to facilitate settle activities, both through Padlet functionality and through linking to resources (such as a worksheet). I added class resources for during lessons. I also used it to create the exit polls.

I used the survey tool a lot. I also set up questions that would normally be on a worksheet within Padlet, so I could link to resources and remove another tool or worksheet to go to.

Another one I created as a trial for a getting to know you tool. My thoughts were that it could be used as a settle activity as well, but at the same time, I could get to know my class and they could get to know each other.

One drawback I have noticed with Padlet, is that it is not easy to see from within Padlet when and where new comments on your boards are. I can see it mostly in my emails, but have yet to discover a way to easily keep track of comments from within Padlet itself. Will continue to explore this aspect though.

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Make beautiful boards to collect, organize, and present anything. Used by over 30 million people worldwide. Get started for free.

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Let's get to know each other! (Hosted by Melissa Davey)

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Let's get to know each other! (Hosted by Melissa Davey)

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Relationship building - getting to know students, students getting to know each other.

Collaboration and creation - students create their own questions and posts under weekly themes.

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What is a cover image?

The cover image is the preview of your padlet when it's shared on other padlets (padlet-within-a-padlet) or on social media. The default preview is typically the first image on your padlet page. If there is none, we pick the wallpaper.

If you don't like the assigned cover image, you can choose your own!

To set a cover image,

Select an image from the padlet.

Click the vertical three-dot ellipsis button (...) on the top right of the post.

Click Set as padlet cover. The image you choose will then be the preview for when you share a padlet link in another padlet.

How do I check the cover image of a padlet?

From the sidebar, click the three-dot ellipsis button (...) on the right side of the screen. Choose the Details option. That'll show you a summary of the current padlet, including the cover image.

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Me with a squirrel's scattered focus... pining for some sewing time!

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Create a post using 'I can't draw'. To do this, click the + symbol on the bottom right of the screen, then click on the pink hexie with the three dots. Finally, choose the 'I can't draw' option.

Enter in the animal that best represents you at the moment, and something you like to wear or do! Add it to the 'Who are you?' stream.

Idea from: (Add in youtube lesson)

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Peer Digital Learning & Teaching Padlets

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Peer Digital Learning & Teaching Padlets

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I feel so fortunate to have so many passionate and creative peers in this cohort! I could not possibly choose to narrow down to only a handful of Padlet's, so instead, created a Padlet dedicated to bringing together everyone's Padlet's! A few peers (Carolyn Hanks and Rebecca Cumerford) and I are also going to trial it as a collaborative Padlet, so watch this space for how that works out!

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EDSE20016: Digital Learning and Teaching Channel

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EDSE20016: Digital Learning and Teaching Channel

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Microsoft Teams is honestly a revelation for remote working and study.

I use it in my current day job to communicate with my team and wider business stakeholders via chat and video calls, I manage all my files there, and I have been recording tutorials using the Teams app 'Stream' that are then hosted on our Knowledge Management System. Honestly, it is possibly the only reason working remotely has been a viable option for me.

For my studies, there have only been 3 or 4 units that have utilised it. Unfortunately, I feel like it is not being used to its potential, meaning we still have far too many places to visit to find everything we need or to communicate with our peers. It is also something that has not been included in any of the content, so I fear many peers have shied away from downloading yet another ICT as they have little knowledge on why they should.

I am aware it is used in the State School system, and I am interested to find out the extent of use, including what functionality teachers are leveraging. Are students using it as well?

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Influencers are an interesting concept in our modern society. They have large numbers of people who engage with their creativity, knowledge or personality. But more interestingly, is that they are a marketing tool used by many brands to, effectively, sell things.

What is an Influencer? – Social Media Influencers Defined [Updated 2024] (influencermarketinghub.com) - this website gives some good information on influencers in general.

I stumbled across this article about education influencers, and whilst I haven't heard of any of those listed, I do know of, and even follow, a couple of teachers that would be considered education influencers. Those I follow are a positive influence (see 'I am Mr Luke' in the Motivation section). I have also seen influencers that talk to the more negative aspects of teaching.

I am yet to reconcile my thoughts on the impact of education influencers, but it is an interesting to ponder on.

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One of our friendly team members will get in touch shortly to book a personalized tour of the platform at your convenience.

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De Bono - who died in 2021 - was also the inventor of "lateral thinking," a method of solving problems indirectly, often in creative and surprising ways. Similarly, Six Thinking Hats is a way to understand and explore different types of thinking.

Six Thinking Hats for Decision Making

The Six Thinking Hats technique gets you to look at a problem in six different ways. It takes you and your team beyond any instinctive positions, so that you explore a range of perspectives. That way, you can carefully consider each one, without having to argue your case or make snap decisions about what's "right" or "wrong."

By the time you've tried out all six hats, you should have a rich collection of insights that will help you to decide your next steps.

Here's what each of the Six Thinking Hats represents:

Blue Hat: "the Conductor's Hat"

When you or your team are in blue hat mode, you focus on controlling your thinking and managing the decision-making process. You have an agenda, ask for summaries, and reach conclusions.

Green Hat: "the Creative Hat"

The green hat represents creative thinking. When you're "wearing" this hat, you explore a range of ideas and possible ways forward.

Red Hat: "the Hat for the Heart"

This hat represents feelings and instincts. When you're engaged in this type of thinking, you can express your feelings without having to justify them logically.

Yellow Hat: "the Optimist's Hat"

With yellow hat thinking, you look at issues in the most positive light possible. You accentuate the benefits and the added value that could come from your ideas.

Black Hat: "the Judge's Hat"

This hat is about being cautious and assessing risks. You employ critical judgment and explain exactly why you have concerns.

White Hat: "the Factual Hat"

The white hat represents information gathering. Think about the knowledge and insights that you've collected already - but also the information you're missing, and where you can go to get it.

Reproduced with the permission of Penguin Random House U.K and the trademark and copyright holder deBono.com. To find out how to use the Six Thinking Hats®️ in teams please contact debono.com.

The Benefits of Six Thinking Hats

As well as improving the quality of your decisions, the Six Thinking Hats technique has some other benefits to offer:

More organized thinking. You can be confident that you've considered every angle, and it helps you to weigh up the information you obtain efficiently and accurately.

Improved creativity. It gets you to step away from your default positions and approaches. And comparing or combining different perspectives can sometimes spark novel thoughts.

Better thinking skills. It's a great way to strengthen important skills such as curiosity and critical thinking.

Stronger interpersonal skills. It encourages you to practice listening, questioning and answering. So it can also make you more persuasive, better at spotting when others need support, and more confident to resolve conflicts when they arise.

Greater inclusivity in teams. It requires people to set aside any preconceptions and to focus on seeing things from the same perspective for a while. Debate still happens, but it's based on shared understanding - which can help everyone to feel included.

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Six Thinking Hats® - Looking at a Decision in Different Ways

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When you make decisions, it helps to see things from a different perspective. Edward De Bono's Six Thinking Hats is a powerful tool for doing just that.

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You and your team members can learn how to separate thinking into six clear functions and roles. Each thinking role is identified with a colored symbolic "thinking hat." By mentally wearing and switching "hats," you can easily focus or redirect thoughts, the conversation, or the meeting.

Using Six Thinking Hats®, you and your team will learn how to use a disciplined process which will...

Maximize productive collaboration and minimize counterproductive interaction/behavior

Consider issues, problems, decisions, and opportunities systematically

Use Parallel Thinking as a group or team to generate more, better ideas and solutions

Make meetings much shorter and more productive

Reduce conflict among team members or meeting participants

Stimulate innovation by generating more and better ideas quickly

Create dynamic, results oriented meetings that make people want to participate

Go beyond the obvious to discover effective alternate solutions

Spot opportunities where others see only problems

Think clearly and objectively

View problems from new and unusual angles

Make thorough evaluations

See all sides of a situation

Keep egos and "turf protection" in check

Achieve significant and meaningful results in a less time

Significant Applications for the Parallel Thinking Process of Six Thinking Hats

Leadership Development

Team Productivity, Alignment and Communication

Creative and innovative thinking

Meeting leadership and decision making

Product and Process Improvement, and Project Management

Critical, Analytical Thinking and Problem-Solving

Organizational Change/Performance

Wherever High Performance Thinking and Action is needed

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You and your team members can learn how to separate thinking into six clear functions and roles. Each thinking role is identified with a colored symbolic "thinking hat." By mentally wearing and switching "hats," you can easily focus or redirect thoughts, the conversation, or the meeting.

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Great resource found by Jessica Kelly.

Particularly thought provoking is the section about engagement vs participation. I read an article today that was talking about this, but outside of the digital technology realm (talking about starter activities at the beginning of lessons). Lots of food for thought on that one. It brings up differentiation of complexity of activities for students as a key consideration to promote engagement over participation, something I will be considering for PP4.

Also... I am going to propose a flipped classroom (small scale) with one of my classes, using Padlet. I am pretty excited about that! (See my post about Flipped classroom for more information on that!)

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Beyond SAMR: The Teacher's Journey To Technology Integration

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Beyond SAMR: The Teacher's Journey To Technology Integration

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One of my key take aways from this article was that ‘It is unrealistic to think we can outpace our digital natives’.

I feel like I am technologically savvy (and perhaps using that phrase ages me), but I also remember the time before smart watches, smart phones, and well... even 'dumb' mobile phones. I do not know what it is like to have these things as normal from the moment I start noticing the world, as which is happening with my own children. As such, no matter how technologically savvy I am, I will never be a digital native. BUT... I am willing to facilitate digital pedagogy in the classroom to the best of my capability to support the digital natives in classrooms now, who will likely one day be surpassed by a generation with knowledge and skills they will be unable to match.

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The SAMR model (substitution, augmentation, modification, and redefinition) explores the impact of integrating technology on both teaching and learning. It attempts to outline a progression that educators follow in their journey towards redefining teaching and learning with technology. I've used this model as a guide to identify where a particular lesson or activity falls on the spectrum of technology integration, but it does not reflect the teacher's evolution.

In professional development, it's common to hear teachers groan, "I'm so behind. There's so much to learn. I won't ever catch up." That's right. We won't ever catch up. We will never be in front of the rapid advances transforming technology...and that's okay. We don't need to be ahead of the Edtech curve. We just need a willingness to continue learning and taking risks! It also helps to have a powerful PLN (personal learning network) supporting you.

As I reflect on what it means to be a "connected educator" for Connected Educator Month, I recognize that "getting connected" is a fundamental first step towards sustainable technology integration. My own experience adopting technology, combined with several years working directly with other educators, has convinced me that most teachers advance through specific stages in their journey towards technology integration. Although the SAMR model identifies the impact technology is having on a particular lesson or activity, it does not speak to the transformation that many educators experience as they integrate technology into their methodology.

Most teachers who choose to integrate technology:

1. Get connected.

2. Teach with technology.

3. Engage students with technology in the classroom.

4. Use technology skillfully inside and outside of the classroom to engage students.
Getting Connected
Before teachers can effectively integrate technology that is "sustainable" and, ultimately, makes them more effective and efficient, they must get connected. Most people need to experience the benefits of something new before they will adopt it. Teachers are no different. If they experience the benefits of technology on a personal or professional level, then they are more likely to explore how they can leverage it in their classrooms.

Getting connected motivates teachers to take risks. They can begin to appreciate the innovative ways that other educators are using technology with students. Building a PLN (personal learning network) forms these crucial relationships and provides support as teachers explore web tools and teaching with tech strategies. My PLN on Twitter and Google+ is a wealth of information about new tech tools and teaching strategies. At the start of this school year, an educator I follow on Twitter raved about a new tool called "If This, Then That," which connects different applications to create an automatic chain reaction. For example, if I take a picture using Instagram and tag it with our class name, it is automatically uploaded to our class blog. This tool saves me time daily!

Teachers can sign up for Twitter and join in the various Twitter chats that take place each week about education topics. This is a great way to meet and connect with other educators who teach your subject and /or grade level. There are chats devoted to the Common Core Standards, while others explore emerging trends like blended learning and BYOD (bring your own device) policies. Click here to view a complete list of Twitter chats happening all week.
Teaching with Technology
Once teachers have begun to explore technology themselves, the easiest place to introduce technology is into the actual act of teaching. Educators familiar with the SAMR model will recognize this level of technology integration typically falls under substitution or augmentation, depending on how the technology is used.

Teachers may use a PowerPoint Presentation instead of lecturing at the board. The PowerPoint may simply project the notes and information that would have been written on the board (substitution). Alternatively, a teacher may embed media (pictures, graphs and/or videos) into the presentation to enhance and improve the lecture (augmentation).

I wrote a blog encouraging teachers to think outside the box when using traditional teaching tools. LCD projectors and document cameras are perfect examples. They are commonly used as teaching tools, but they can also be used to engage students. Teachers can project a text they are reading or model annotation strategies using these tools (substitution). However, these same tools can be use to engage students. Teachers can project a map, timeline or venn diagram onto the board and allow students to work collaboratively to fill in the necessary information (augmentation).

Before most teachers are comfortable putting technology in the hands of students, they want to feel confident using it. Many teachers feel unnecessary pressure to "master" tools and have all of the answers before they use them with students. I don't recommend this approach, because it is unrealistic to think we can outpace our digital natives. I hate to see teachers wait any longer than necessary to begin incorporating technology into their classrooms.
Engaging Students with Technology in the Classroom
Using technology to engage students in active learning in the classroom requires a fundamental shift in the way teachers plan for and execute lessons. It can produce a powerful transformation in the traditional paradigm, placing students at the center of the learning process. Teachers are no longer the sole source of information in a classroom. Devices coupled with Internet connections empower students to problem solve, research, communicate and collaborate. This stage in the teacher's journey is more in line with augmentation and redefinition in the SAMR model.

Teachers can use tools like Socrative to do quick assessments, gauge understanding, collect exit tickets and play "space races" (augmentation). These activities allow teachers to more effectively and efficiently check in with students, collect information and provide immediate feedback.

Crowdsourcing information with devices to replace lecture is a simple strategy that shifts the flow of information in a classroom. Students work collaboratively to research a topic and generate notes as a group (redefinition).

Teachers can also use tools like Skype and Google+ hangouts to connect the students in their classroom to experts and other classes all over the world (redefinition). In this moment, technology redefines what is possible in a classroom.

Integrating technology in the classroom makes it possible to shift from a teacher-centered to a student-centered classroom. Students can access information and technology tools that lend themselves to autonomy, discovery and creation.
Use Technology Inside and Outside of the Classroom to Engage Students
In this fourth stage, teachers weave together active, engaged learning in the classroom and online. At this point, learning is no longer limited to a physical space. Teachers design lesson plans that begin in one medium and extend fluidly into the other. Ideally, activities are paired with the best learning environment.

When my students complete their expert group investigations, they work in collaborative groups to research a topic. They do this in class with devices and continue online via a shared Google document. Once the research phase is complete, they work together both synchronously and asynchronously to create a multimedia Google presentation. As they present to the class, their peers' crowdsource notes on a TodaysMeet backchannel. After presentations are complete, students review and discuss the backchannel notes. The flexibility created when face-to-face elements are woven together with online collaboration yield high-quality finished products.

This year, I am collaborating with a middle school teacher in Palo Alto to complete an online Holocaust journal project. While my 9th and 10th-grade students are reading Night, her 7th-grade students will be reading The Diary of Anne Frank. Over the course of 5 weeks, our students will assume the identity of a person living through the Holocaust. They will write a first-person narrative account of their experiences. Students will be using Google to produce and share their journals, as well as recording audio components with Kaisena (previously known as Voice Comments). At the end of the project, we plan to schedule Skype sessions to allow our students to meet the person with whom they have been corresponding. It is the type of project that will blend in class and online elements and would not have been possible before the addition of technology.

Some teachers will progress through these stages in a matter of months, while others will need more time to shift from teaching with technology to engaging students with technology. It takes even longer to seamlessly blend learning mediums to redefine what it means to teach and learn. It's easy to become overwhelmed, but technology integration is a process. We don't have to master it overnight. Teachers need to be patient with themselves, focus on one tool or teaching strategy at a time, and celebrate mistakes because that is how we learn.

My article " The Basics of Blended Learning" was published in ASCD's Educational Leadership Magazine and offers tips for teachers interested in shifting to a blended model.

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Beyond SAMR: The Teacher's Journey To Technology Integration

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The SAMR model (substitution, augmentation, modification, and redefinition) explores the impact of integrating technology on both teaching and learning. It attempts to outline a progression that educators follow in their journey towards redefining teaching and learning with technology. I've used

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The attached was the video that really supported my understanding of the levels of SAMR, and how they might look in the classroom. I revisit this video whenever I am going off track.

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Popplet - for more than just mind mapping?

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Popplet - for more than just mind mapping?

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In one of my blog posts, I explored Popplet against SAMR and Bloom's taxonomy, and came to the conclusion that it could not reach beyond the Enhancement phase. I have been reflecting a lot on this, and I think you could argue that one of my example activities might actually reach Modification. Hear me out...

In the attached, I used Popplet to basically plan out the Problem-Solving Process used in the Food and Nutrition syllabus. However, because of its collaboration capabilities, I see this working more than just somewhere to record the information and decisions made elsewhere as students work through the process. Students could use Popplet to add required information sure, but could then use it to base their planning, discussion and decision making around. Some of this could happened solely online in Popplet, if students were working on a project outside of class time.

In saying that, I do not think that Popplet would be the number 1 choice to facilitate this process, however, I am conscious of sometimes in the classroom, you have to make what you have access to work, and if students already had access to Popplet, this could be an option.

I would love to hear thoughts on this. Am I stretching (using an overtired brain) or is it making sense?

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Resource found through Liam Weis's Padlet! Comments made to Liam:

This was a really interesting read. It reframed a few aspects of using technology for me. The questions are a really good barometer of whether the technology we are choosing is just to make our lives as a teacher easier, or actually contribute to student learning. I particularly connected with the last question, around ensuring it doesn't remove human connection in class. I think even computer-based classes benefit from pedagogy that has students talking to each other in person, not just through a screen (though collaborating digitally is also important). I also felt a little validated that the author likes Popplet! It was the first ICT I really considered using in the classroom.

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Personalized learning technologies can, ironically, make the learning experience less personal, less human. That perspective is rooted in my experience teaching in Silicon Valley, using some of the same digital apps and tools that are popular in classrooms today.

Despite my criticisms and sour experiences, I don't believe that all education technology is bad. When designed and used appropriately, these tools can, in fact, help to make learning experiences more personal for students, in a way that humanizes the learning experience.

To guide us in building and implementing technology thoughtfully, I'd like to build upon a framework that is already popular among many education technologists.

A Crash Course in SAMR

Developed by Dr. Ruben Puentedura, the SAMR Model aims to guide teachers in integrating technology into their classrooms. It consists of four steps: Substitution (S), Augmentation (A), Modification (M), and Redefinition (R).

The SAMR Model. Source: Wikimedia Commons

In the lower steps of this model-Substitution and Augmentation-technology integration is seemingly less sophisticated. Word processing software or tools that provide access to information digitally, like PDF annotators, generally fall into these categories, as the technology substitutes or augments the learning experience, allowing for some functional improvement in the task without a fundamental change in the task itself.

The latter two steps of the model-Modification and Redefinition-are categorically different. Here we see technology used in a sophisticated manner that either modifies tasks significantly or redefines them to achieve something unimaginable. Google Docs is an excellent example of this: by allowing learners to collaborate and communicate with one another through a web-based word processing document, time and space are no longer factors in a collaborative enterprise, as the technology removes those barriers for students.

The problem with many personalized learning tools is that they live mostly in realm of Substitution or Augmentation tasks. While there may be some functional improvement with regard to delivering content and collecting assessment data, there is little to no redefinition of the learning experience, which still sees students simply consuming and regurgitating materials, albeit through more efficient digital means.

Others, however, could argue that the learning experience is, in fact, redefined. By individualizing content and allowing students to "go at their own pace," the learning experience is modified significantly, allowing children to scamper off on their own paces, and in theory, getting what they need in any given moment.

But this brand of personalized learning has its limits. In extreme cases, over-reliance on technology to individualize instruction can result in kids being placed in front of computers, siphoned into silos with few opportunities to build agency and connection with teachers and classmates.

When SAMR Isn't Enough

It is plausible to say learning can be significantly modified with personalized learning technologies. But it is also defensible to argue that they don't, given the proliferation of tools that merely automate the dissemination of content and materials for student consumption.

It's in moments like these that we see the SAMR model, while laying an excellent foundation, isn't enough. When considering which technologies to incorporate into my teaching, I like to consider four key questions, each of which build upon strong foundation that SAMR provides.

1. Does the technology help to minimize complexity?

Technology's superpower rests in making complex tasks a great deal simpler. This is the intention behind a great deal of personalized learning technologies, which oftentimes individualize instruction on the students' behalf, using assessment data to determine which activities are appropriate. Doing so minimizes the complexity of the role an educator plays, because they are no longer making decisions about content, but instead allowing the technology to take over that responsibility.

But this method of personalizing learning is neither beneficial for students nor educators. Teachers must be involved in the process of assessing and assigning new content to students. Google's suite of education tools, for instance, minimizes the complexity of aggregating assessment data without taking the educator out of the process of assessment. Google Forms and Google Drive alone offer ample opportunities for aggregating assessment data and organizing student work. What's more, when this is done collaboratively online, kids can play a role in the process of collecting and reflecting on assessment data, not only minimizing the complexity of assessment but also bolstering their autonomy by making them partners in the process of curating their own portfolios to demonstrate what they've learned.

2. Does the technology help to maximize the individual power and potential of all learners in the room?

The rationale behind a great deal of personalized learning technologies is that, once complexity is minimized for the user, then teachers are freed up to use their time for other, more important tasks. Whether it's conferencing with students, analyzing assessment data, or even taking some time for self-care, technology is intended to help us become more powerful and increase our potential as teachers and learners.

But we mustn't do this at the expense of quality learning. Tools like Google Drive can help students build autonomy, but there are other apps that help make our students more powerful-just not in the way you might think. I prefer to use Popplet and iCardSort regularly in my classroom-flexible tools that allow my students to demonstrate their thinking through concept mapping and sorting words and ideas. In essence, it allows them to personalize on their own behalf.

3. Will the technology help us to do something previously unimaginable?

Too many teachers live in the Substitution and Augmentation steps of the SAMR model, causing them to become what I like to call "app-tastic." You might be app-tastic if you look at your devices or classroom website and see that it is littered with tools for the consumption of content. Apps that merely promote the consumption of information, whether through standardized or individualized tracks of learning activities and instruction, are not doing anything previously unimaginable; they are, instead, only trying to minimize the complexity of content consumption.

In the modern era, education should no longer focus on the utilitarian need of content mastery. Learning also needs to transfer to authentic contexts. And in order to achieve this, we can call on a more nuanced pedagogy that incorporates technology in a meaningful and transferable manner.

In many cases, the internet can be our greatest resource here. Just this past year, my students were studying the city of Chicago and specifically the neighborhoods in the city. In order to get them acclimated with the neighborhoods, we used Google Earth to do a walk-through of the neighborhoods, using Project Zero's See-Think-Wonder routine to get our brains activated. This type of digital field trip was previously unimaginable, made possible only by the technology.

4. Will the technology preserve or enhance human connection in the classroom?

This is the most important question, and the one I believe SAMR overlooks. When redefining learning experiences, we cannot do so at the expense of human connection. The most powerful technologies known to human did more than simply minimize complexity or do something new and catchy: they enhance communication, making it easier for individuals to connect with one another. Think of groundbreaking technologies like the printing press, the telephone, or even the internet and personal computer. All of these inventions are revolutionary because they made the world a smaller place.

Social media is a modern-day breakthrough in human connection and communication. While there are clear consequences to social media culture, there are clear upsides as well. Seesaw, a platform for student-driven digital portfolios, is an excellent example of a tool that enhances human connection. It's a regular occurrence for my students to ask to share pictures or videos through the tool, because they want their parents to see what they're working on. They want to be validated for the hard work they're putting in.

A Critical Advocate for Edtech

It is possible to advocate against personalized learning technologies and still be an advocate for education technology, I assure you. It's critical to remember that it's not the technology itself that personalizes learning: it's how the tool is used in the classroom. My hope is that, like me, you can use these four questions to determine which technologies help to make learning personal, and which are not only a waste of money-but a waste of time and energy.

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What the SAMR Model May Be Missing - EdSurge News

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Personalized learning technologies can, ironically, make the learning experience less personal, less human. That perspective is rooted in my experience ...

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Puentedura's 2 pass ladder model for applying SAMR

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Puentedura's 2 pass ladder model for applying SAMR

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Puentedura provides a model for applying the ladder approach, where it is applied over a whole unit, with redefinition only occurring in the culminating task. This approach has put SAMR a bit more into context for me with regards to unit planning with digital pedagogy in mind.

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Dr. Puentedura posts many of his presentation slides on his blog here: http://www.hippasus.com/rrpweblog
He graciously Creative Commons-licenses them to allow for reproduction on other sites with attribution.

I have taken one of the PDF files and turned it into a slideshow below. I have included links to the original PDF files in case you want to download it from Dr. Puentedura's site.

Bloom's and SAMR:
​My thoughts based on the work of R. Puentedura, A. Churches and L. Nelson

I feel teachers need to both create tasks that target the higher-order cognitive skills (Bloom's) as well as design tasks that have a significant impact on student outcomes (SAMR). A visual to illustrate that follows.

Educators will argue they have seen redefinition tasks that only target the remembering level or have a creative assessment that is only at the augmentation level. Of course that is true, but I believe we should be planning for technology tasks, activities, and assessments that include both the higher levels of Bloom's Revised Taxonomy and the transformation area of the SAMR model.

My vision of how the Bloom's and SAMR models work together and intersect follows below.

Bloom's and TECH: My thoughts

Work by others

Videos by others

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Dr. Puentedura posts many of his presentation slides on his blog here: http://www.hippasus.com/rrpweblog He graciously Creative Commons-licenses them to allow for reproduction on other sites with attribution. I have taken one of the PDF files and turned it into a slideshow below.

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Examples of use across different subjects

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Examples of use across different subjects

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Why SAMR? - The need to integrate technology and learning by Kate Reuter | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Your uniqueness is your superpower | Virgin

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Shared by Liam Weis during our discussion on whether flipped classrooms works for students, as it requires students to take ownership of their learning and have self-agency (of which I have not seen a lot of in my placements).

Cliff notes... using a flipped classroom model as a pre-learning and exposure exercise for students. Getting the familiar with terminology and concepts, to reduce the learning curve during class time. My thoughts are that this might then leave more class time for transformative pedagogies and higher order thinking.

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Professorship for Learning Sciences and Higher Education, ETH Zürich, Zürich, Switzerland

Melbourne Graduate School of Education, University of Melbourne, Parkville, VIC, Australia

The current levels of enthusiasm for flipped learning are not commensurate with and far exceed the vast variability of scientific evidence in its favor. We examined 46 meta-analyses only to find remarkably different overall effects, raising the question about possible moderators and confounds, showing the need to control for the nature of the intervention. We then conducted a meta-analysis of 173 studies specifically coding the nature of the flipped implementation. In contrast to many claims, most in-class sessions are not modified based on the flipped implementation. Furthermore, it was flipping followed by a more traditional class and not active learning that was more effective. Drawing on related research, we proposed a more specific model for flipping, "Fail, Flip, Fix, and Feed" whereby students are asked to first engage in generating solutions to novel problems even if they fail to generate the correct solutions, before receiving instructions.

Introduction

Flipped learning is an instructional method that has gained substantial interest and traction among educators and policymakers worldwide. The Covid-19 pandemic will likely accelerate this trend. One of the first to use the term, Bergmann and Sams (2012) defined flipped learning as a teaching method in which "that which is traditionally done in-class is now done at home and that which is traditionally done as homework is now completed in-class" (p. 13). Conceived as a two-phase model, the first phase of flipped learning involves getting students to learn basic content online and prior to class. The second phase then allows teachers to make use of the freed-up in-class time to clarify students' understandings of the concept and design learning strategies that will enable students to engage deeply with the targeted concept.

It is important to note that the traditional and flipped learning methods share the same two-phase pedagogical sequence: first instruction on the basic content, followed by problem-solving practice and elaboration. The underlying logic is, that when teaching a new concept, it is best to give students instruction on the content first followed by problem-solving, elaboration, and mastery of the content ( Kirschner et al., 2006). In the traditional method, the instruction and practice phases are both carried out during in-class time, and homework is provided for after-class time.

Proponents of flipped learning argue that because the instruction phase is usually passive in nature and is not the best use of in-class time, which could be better used for active learning. By passive, they refer to activities such as watching and listening to a face-to-face or an online video lecture with few opportunities for deeper engagement. By active, they refer to activities that afford deeper engagement in the learning process, such as problem-solving, class discussion, dialog and debates, student presentations, collaboration, labs, games, and interactive and simulation-based learning under the guidance of a teacher ( Chen, 2016; Tan et al., 2017; Hu et al., 2019; Karagöl and Esen, 2019).

Therefore, without changing the two-phase pedagogical sequence of instruction followed by practice, flipped learning moves typically from a passive, in-class, face-to-face lecture component to a pre-class, online lecture, thereby making more room for active learning during the in-class time. It is precisely because flipped learning allows for more active learning during the in-class time that proponents of flipped learning claim that it leads to better academic outcomes, such as higher grades and better test and examination scores, than the traditional method ( Yarbro et al., 2014; Lag and Saele, 2019; Orhan, 2019). Examining this claim is precisely the aim of our paper.

We will show that the basis of this claim is weak. We start with a review of existing reviews and meta-analyses, of which there are many. As this initial review will show, there is a large variance in the effects, in part because of the nature of pre-class and in-class activities (as defined earlier). Such variability necessitates closer attention to the nature of passive and active learning activities in flipped versus traditional learning methods. Therefore, we use this initial review to identify a set of moderators and confounds that may help explain the large variance. We then report findings from our meta-analyses that code for the identified moderators and confounds to explain the large variance in the effects of flipped learning on learning outcomes. Finally, we use the findings from our meta-analysis to derive an alternative model for flipped learning that helps (a) students acquire an understanding of what they do and do not know before in-class interaction, (b) identify foci from students in these pre-class experiences to tailor the in-class teaching, and thus (c) teach in a way to enhance learning outcomes for students.

Review of existing quantitative meta-analyses

To date, we located at least 46 meta-analyses based on up to 2,476 studies. Across these meta-analyses, we found 765 references (three did not provide a list of references) and 471 (62%) were unique [see also Hew et al. (2021) for key country-specific moderated effects]. Not all meta-analyses reported the total sample size. Of the 19 that did, the total sample was 178,848. Using the average of these 19 ( N = 9,413), we estimate about 451,827 students were involved overall (but there are approximately 40% overlapping articles, so the best estimate of sample size is between 100,000 and 410,674 students).

The average effect of 0.69 (range 0.19-2.29) and the standard error of 0.12 is substantial ( Table 1). This large variance suggests that any average effect is of little value and efforts should be made to identify moderators and confounds that may help explain this large variance.

Furthermore, these meta-analyses focused on synthesizing effects across (a) different student populations in flipped classrooms (i.e., 3 in Elementary, 2 in High, 2 in K-12, 19 in College, and 23 across all levels of schooling), (b) used different meta-analytic methods (e.g., 40 used random-effect models for pooling with a higher average effect, g = 0.72, while the remaining eight used fixed-effect models with an average of g = 0.50), and (c) did not specifically code for the nature of the flipped learning intervention (pre and within the class) to account for moderators and confounds (especially the nature of the pre- and in-class activities and dosage). These factors make causal attribution to flipped learning difficult, limiting the value of conclusions based on these previous meta-analyses.

Identification of moderators and confounds

A review of the 46 meta-analyses (see Table 1) indicated the presence of major moderators and confounds that needed to be controlled. We reviewed these meta-analyses to identify (a) moderators between studies that may contribute to the high variance, and (b) confounds within each study, pointing to a more fundamental problem in interpreting the effects within a study. We distilled seven moderators and three confounds.

Moderators

Instructional domain

The majority of the studies were conducted in STEM and Medicine related areas ( g = 0.38), and the remainder were from the Humanities and Social Sciences ( g = 0.57).

Students' education level

The majority of the studies were conducted at the university level. The effects were highest at the university level ( g = 0.93) than in elementary schools ( g = 0.40), high schools ( g = 0.63), or K-12 ( g = 0.55).

Culture and educational system

The largest effect sizes all came from studies in non-Western countries (Asian, g = 0.75, Turkey and Iran g = 0.79), and the lowest from Western countries ( g = 0.53; each meta-analysis includes studies across cultures).

Sample size

The sample size of many studies was relatively small. Thirty of the 46 meta-analyses have fewer than 50 studies, and 22 fewer than 30. This points to low power in many meta-analyses, and selective bias in the choice of articles, resulting in major variability in the findings ( Hedges and Pigott, 2001).

Intervention length

The effect of intervention length was not consistent. On the one hand, Karagöl and Esen (2019) reported higher effects for shorter than longer interventions (1-4 weeks: g = 0.69, 5-8 weeks: g = 0.58, 9 + weeks: g = 0.41). On the other hand, Cheng et al. (2019) found higher effects for at least a semester ( g = 1.15) compared to shorter than one semester ( g = 0.35).

Quality of meta-analysis

Although there is a rich literature on assessing the quality of individual studies ( Sipe and Curlette, 1996; Liberati et al., 2009; Higgins and Green, 2011; Higgins, 2018), there is far less on the quality of meta-analyses. One proxy of quality is the impact factor (IF) of the journal in which the meta-analysis is published. The IF of a journal is calculated over 2 years by dividing the number of times articles from the journal were cited by the number of citable articles. For example, if the articles in a journal over 2 years were cited 100 times, and there were 50 articles in the journal in that period, then the IF = 100/50 = 2. The IF for 87 of the 115 unique journals was available, resulting in IF for 113 of the studies. The 2020 IF was used and thus relates to the citations from 2018 to 2019. The IF can be seen as a rough proxy for the spread of ideas and the quality of the journal (although there is much debate on this issue; Harzing, 2010).

Nature of pre-class and in-class activities

One of the major arguments in flipped learning is that there should be active learning in-class to complement the primarily passive pre-class instruction. But how this was implemented was far from uniform. As we have noted earlier, even within active learning strategies, there were many variations, including collaborative learning, Internet blogs, case-based and application problems, simulations, interactive demonstrations, and student presentations. For the in-class sessions, some introduced the use of clickers or similar student response methods, laboratories, problem sets, think-pair-share, group work, case studies, and going over pre-assessment activities. Clearly, assuming that all flipped learning implementations were similar is problematic. We needed a more detailed understanding of the nature of the activities in the flipped and control conditions. Therefore, we developed a coding scheme (see the "Methods" section) to examine the nature (active vs. passive) of the various pre-class and in-class activities in the flipped and control conditions. The coding scheme aimed to characterize the extent to which the pre- and in-class were passive and/or active in a more nuanced way.

Confounds

Extra instructional time

Because of the addition of pre-class on top of in-class time, the total instructional time in flipped learning is often greater than in the traditional method alone, which means that the effects on learning may simply be a function of students spending more time on the learning material [ McLaughlin et al. (2014) estimated an increase of 127% more time to develop and deliver a flipped compared to a lecture course]. Indeed, as we report later, more than half of the studies in our meta-analysis gave more time to flipped learning conditions. Proponents of flipped learning may well see it as a good thing that it gets students to spend more time learning the content. However, if instructional time can potentially explain the effects, then might not we achieve these effects with a modest increase in instruction time for the traditional method? Hew et al. (2021) also noted the additional time (127%) needed to develop and manage a flipped course and 57% more time to maintain than a lecture course. Also, students noted that they needed more time, and only about 30-40% of students completed the pre-class work.

Formative assessment and feedback

This is potentially a confound and a moderating factor. The claims for flipped learning often recommend that, after the pre-class activity, students should engage in formative assessment and feedback activities. Students in the traditional method alone typically do not get such formative assessment and feedback after their in-class lectures. Hew and Lo (2018) found the availability of a quiz at the start of the in-class led to an effect of g = 0.56 compared to not having a quiz of g = 0.42. They concluded that it helped when instructors identified students' possible misconceptions of the pre-class materials but did not indicate whether they then dealt with these misconceptions. Lag and Saele (2019) also found that a test of preparation led to higher effects ( g = 0.31-0.40) from flipped learning. Given the well-established effects of formative evaluation and feedback on learning ( Hattie and Timperley, 2007; Shute, 2008), one must wonder if the effects on learning could well be achieved with the inclusion of such activities in the traditional method itself.

Instructor consistency

A further confound was having different instructors for the flipped and control groups. As teacher quality is among the most critical attributes to successful student learning, this non-comparability of teachers could be a major confound.

Research questions

This review aims to resolve some of these anomalies to answer the following research questions to critically investigate conditions under which the effects of flipped learning may be realized.

a) RQ1: What is the overall effect of flipped learning over traditional instruction?

b) RQ2: How does publication bias impact the overall effect?

c) RQ3a: How do moderators between studies impact the overall effect? Among the various moderators we identify, we are particularly interested in the nature of the intervention itself. We first characterize the nature (active vs. passive) of flipped learning activities (pre- and in-class) and then examine how the nature of the activities affects student learning in flipped classrooms.

d) RQ3b: How does the presence of confounds within studies impact overall effects?

Methods

A search was conducted for peer-reviewed studies on flipped learning in 26 research databases using a comprehensive set of search terms and reviewing the studies included in Table 1. Relevant quasi-experimental studies examining the learning outcomes of flipped learning were located through the literature published through to and including 2019. We restricted our search until 2019 since articles from the post-COVID era likely require their own focused meta-analysis research as classrooms have undergone radical transformations globally. The major source of the search was via educational research databases, and to ensure that a good coverage of studies, 28 electronic research databases were relied upon, and these included the Academic Search Premier, British Education Index, Business Source Premier, Communication and Mass Media Complete, Computer Source, eBook Collection (EBSCOhost), EconLit with Full Text, Education Source, ERIC, Google Scholar, GreenFILE, Hospitality and Tourism Complete, Index to Legal Periodicals and Books Full Text (H. W. Wilson), Information Science and Technology Abstracts, International Bibliography of Theater and Dance with Full Text, Library Literature and Information Science Full Text (H. W. Wilson), Library, Information Science and Technology Abstracts, MAS Ultra-School Edition, MathSciNet via EBSCOhost, MEDLINE, MLA Directory of Periodicals, MLA International Bibliography, Philosopher's Index, ProQuest, PsycARTICLES, PsycCRITIQUES, PsycINFO, Regional Business News, RILM Abstracts of Music Literature (1967 to Present only), SPORTDiscus with Full Text, Teacher Reference Center, and Web of Science. The search terms used included "Flipped classroom," "Flipped instruction." "Inverted classroom," "Reversed instruction," "Blended learning AND video lecture," "Blended learning AND web lecture," combinations of the terms "Video Lecture," "Web lecture," "Online lecture" and "Active learning." To restrict the results produced in Google Scholar to controlled studies with quantifiable outcome measures, the search terms used were "Flipped classroom" AND traditional AND "standard deviation" AND mean AND "course grade" OR examination OR exam AND "same instructor."

From an initial list of 1,477 English articles that came from peer-reviewed journals, we shortlisted 311 unique studies that were to be further screened for relevance. The criteria for inclusion in this review include (a) being published in a peer-reviewed journal, (b) having a quasi- or controlled-experimental design comparing flipped learning with a traditionally taught counterpart, and (c) examining student learning outcomes, with adequate information about statistical data, procedures, and inference. Studies that focused only on subjective student perceptions were excluded because they do not necessarily correlate with learning ( Reich, 2015). Given these criteria, 173 studies were shortlisted as meeting all criteria. Figure 1 presents the corresponding PRISMA flowchart ( Moher et al., 2009). Details of the shortlisted studies that met the criteria can be found in Supplementary Table 1.

The nature of the pre-class and in-class sessions was coded. The nature of the pre-class included readings, video + quiz, video + PowerPoint, video +, recordings, and online lectures. The in-class sessions included lectures, labs, problem sets, problem-based methods, debates, Socratic questioning, use of clickers, class discussions, role plays, case studies, group work, reviewing assignments, and student presentations. The various forms of assessment included: assessments that led to pre-class modifications, post-lecture quizzes, in-class post-lecture quizzes, and other quizzes throughout the classes. Table 2 provides more explanation.

The three authors with expertise in flipped learning, meta-analysis, or both coded all studies. Discrepancies were resolved collectively. To evaluate the reliability of the coding, an external independent coder independently coded all variables. Cohen's kappa was calculated for each variable from this independent and our coding. Cohen (1960) recommended that values > 0.20 were fair, > 0.4 moderate, > 0.6 substantial, and > 0.8 almost perfect agreement. The average kappa for the background variables = 0.54, for the control implementation variables = 0.40, for the flipped implementation variables = 0.58, and overall variables = 0.51. These are sufficiently high to have confidence in the coding.

Meta-analytic procedures and statistical analyses

Given the wide range of research participants, subject areas, flipped learning interventions, and study measures, each outcome is unlikely to represent an approximation of a single true effect size. Thus, we utilized a random effects model ( Borenstein et al., 2011). Analyses were conducted using the Letan package of R. Unlike the fixed model, where it is assumed that all the included studies share one true effect size, the random model allows that the true effect could vary from study to study. The studies included in the meta-analysis are assumed to be a random sample of the relevant distribution of effects, and the combined effect estimates the mean effect in this distribution. Because the weights assigned to each study are more balanced, large studies are less likely to dominate the analysis, and small studies are less likely to be trivialized. In all cases, Hedges g was calculated for each comparison of flipped to control groups.

Results

The inclusion criteria were met by 173 articles, which reported results from 192 independent samples with 532 effect sizes obtained from 43,278 participants (45% in flipped groups, 55% in controls). All included articles were published between 2006 and 2019 with a median publication year of 2016. The coded effect sizes ranged from −3.85 to 3.45. The sample sizes ranged from 13 to 4,283 with a mean of 39, which resulted in low statistical power, and the average effects may likely be somewhat overestimated.

The majority of students were university-based (90%), and the other 10% were from mainly secondary schools with one primary school. The academic domains include Science (27.4%), Engineering (15.9%), Medicine (13.3%), Humanities (12.6%), Mathematics (12.2%), Business (7.5%), Computing (4.5%), Nursing (4.1%), and Education (2.4%). Thus, flipped learning has been most studied in the Sciences domain (73%). The typical research design was a multiple group design (flipped, control = 74%, and the remainder pre- and post-group design). The typical length was less than a month (18.8%), semester (77%), or year-long (4.7%). The instructor(s) were the same in 84.1% of the studies, and about half of the studies (50.3%) gave the students extra time in the flipped condition, and 35.1% provided feedback from the activities that were part of the flipped model.

Sample mean ages ranged from 11 to 42 ( M = 18.5, SD = 3.86). Of the included effect sizes, 3% were from primary school, 42% from secondary school, and 55% from higher education. The mean percentage of females in the included samples was 55.4%. In most studies, the predominant ethnicity was White/Caucasian (30%). However, 66% of the included studies did not report the ethnicity of their sample. 72% of studies were based on samples educated in North America, 11.1% from Asia, 10.6% from Europe, 2.8% from North and Central America (Canada, Trinidad), 1.6% from Africa, and 1.1% from Australia.

Nearly all (93%) of the measures of academic achievement were mid-term or final quizzes or examinations. The remainder included clinical evaluations, group projects, homework exercises, lab grades, clinical rotation measures, or quality of treatment plans.

Overall effect (RQ1)

The overall mean effect size was g = 0.37 ( SE = 0.025) with a 95% confidence interval ranging from 0.32 to 0.41 (and the uncorrected effect was 0.38). When the multiple effects within each study were averaged for a per study effect, the mean was g = 0.41 ( SE = 0.039) with a 95% confidence interval from 0.33 to 0.48. A three-level meta-analysis, accounting for nesting multiple effects within studies, produced a similar result ( g = 0.41, SE = 0.037). The Q-statistics showed that there is significant heterogeneity among the effect sizes, and thus the flipped interventions did not share the same true effect size ( Q = 5222.22, df = 531, p < 0.001). The percentage of variance across studies due to heterogeneity rather than chance is very large ( I ² = 91.27%, s ² = 11.45), indicating substantial heterogeneity, implying that the relationship between academic achievement and flipped learning is moderated by important variables.

Publication bias (RQ2)

An important concern is to detect and mitigate the risks of publication bias and be confident that there do not exist unpublished papers that, if found and included, would alter the overall effect size. We inspected a funnel plot, the trim and fill approach ( Borenstein et al., 2017), and the Egger's regression test ( Egger et al., 1997). They all examine the distribution of effect size estimates relative to standard error, assessing whether there is symmetry. Figure 2 presents the funnel plot showing the relationship between the standard deviation and the effect size. In funnel plots, the larger studies appear toward the top of the graph and cluster near the mean effect size. The smaller studies appear toward the bottom of the graph and (since there is more sampling variation in effect size estimates in the smaller studies) can be seen to be dispersed across a range of values. If there is no publication bias, the studies will be distributed symmetrically about the combined effect size. As can be seen, as desired, the effects of the studies with larger standard errors (typically the smaller studies) scatter more widely at the bottom, with the spread narrowing among larger studies. The majority of effects are within the funnel, with a slight bias toward larger than anticipated effects, suggesting possible an overestimation of the overall effects.

To further check this interpretation, we carried out the Egger's test for funnel plot asymmetry ( Egger et al., 1997), testing the null hypothesis that symmetry in the funnel plot exists. The Egger test failed to find a non-significant intercept near 0, thus indicating the presence of publication bias on effect size level ( z = 3.41, p < 0.001). The correlation between the sample size within each study with the overall effect size was r = −0.11; indicating that smaller size studies were more related to higher effects, and it is noted that there is a preponderance of studies with small sample sizes (almost 50% of the studies had N < 100). There need to be at least 6,424 unpublished studies with a mean of 0; however, to overturn the claim that flipped learning has a positive impact on student learning. This is in line with the findings in the meta-analysis by Lag and Saele (2019), who also found that smaller studies often produced higher effect sizes which may cause the benefit of flipped instruction to be overestimated. Once smaller, underpowered studies were excluded, flipped instruction was still found to be beneficial; however, the benefit was slightly more modest ( Lag and Saele, 2019).

Moderators (RQ3a)

There were similar effects across instructional domains: in the non-sciences ( g = 0.44) and lowest in the science domains ( g = 0.37; Table 3). The few effects from school-age children ( g = 0.68, N = 53) were almost twice the effect from university students ( g = 0.35, N = 480). The effects were more than doubled in the developing countries ( g = 0.81) when compared with the developed countries ( g = 0.40, Table 4). Shorter interventions had higher effects than longer ones: short (less than 1 month, g = 0.54, SE = 0.071, N = 99), a semester ( g = 0.33, SE = 0.032, N = 408) or a year-long ( g = 0.39, SE = 0.084, N = 25). There were very low correlations between the effect-size and the year of publication ( r = −0.05, df = 530, p = 0.190), the number in the flipped ( r = −0.05, df = 530, p = 0.277), control ( r = −0.01, df = 530, p = 0.774), and the total sample size ( r = 0.08, df = 530, p = 0.541); although as noted above, the sample sizes in general were relatively small. The effects from pre- and post-tests ( g = 0.41, SE = 0.071, N = 137) were similar to those from multiple group designs ( g = 0.37, SE = 0.029, N = 396).

For 113 of the studies, it was possible to locate the impact factor of the journal in which the study was published. There was no correlation between the study effect-size and the impact factor (average IF = 2.13, r = −0.01, df = 87, p = 0.947). However, there needs to be some care in interpreting, as journals that are more cited do not necessarily and always publish the highest quality studies ( Munafo and Flint, 2010; Fraley and Vazire, 2014; Szucs and Ioannidis, 2017).

Next, we turn to the main moderator of interest: the nature of flipped and traditional instruction activities. To better understand the overall effect and the variability, we used our coding scheme to characterize the nature (active vs. passive) of flipped learning activities (pre- and in-class). This allowed us to examine the claim whether flipped learning is indeed implemented as theoretically claimed to be, that is, a passive learning pre-class followed by active learning in-class. Following that, we examined how the nature of such activities affects student learning in flipped classrooms.

Not surprisingly, most tasks in the pre-class part were passive, with little involvement of students in actively interrogating the ideas via quizzes, problem questions, or opportunities to express what they do and do not understand, alone or with their peers. According to our coding scheme in Table 2, passive tasks included those involving students reading and watching videos, or presentations. In contrast, active tasks involved students engaging in dialog with others including the lecturer, practical activities, use of response clickers, group work, case studies, problem-based group tasks, field trips, socratic questioning, and student presentations.

Table 5 focuses on the nature of the tasks in the pre-class and in the in-class part of the flipped classroom. The table lists the number of studies that included various activities in the pre-class and in-class parts of the lesson, and the corresponding mean effect size from those studies that included this activity. For example, the row for "Readings" indicates that eight studies involved a pre-class structure involving readings. The mean of 0.75 and this task had the largest effect of all pre-tasks; followed by combining watching a video and a video quiz or watching a video, PowerPoint, or readings. The lowest pre-class activity was watching a PowerPoint, completing an assignment, or watching a video. The largest effect in-class included demonstrations, problem-based methods, and the use of response clickers, and the lowest were student presentations, case studies, and in-class quizzes. The combination of activities pre-class seems to matter, and this could merely be amplifying the time-on-task that students engage with the material. Indeed, this can be viewed as a positive if it also allows students to appreciate better the gaps in their knowledge and misunderstandings (which is a claim in favor of flipping).

There is similarly a high level of passive learning during the in-class. In all cases, the in-class included a lecture. There were higher effects for the more active components (demonstration, problem-based, use of clicker, problem-solving, group work, practical laboratory) than the more passive (reviewing assignments, in-class quizzes, and class studies). However, there were no differences related to the presence ( g = 0.42, SE = 0.036, N = 271) or absence ( g = 0.33, SE = 0.044, N = 421) of active learning in the in-class sessions ( t = 4.11, df = 690, p < 0.001).

Next, we evaluated the impact of the type of traditional classroom and the type of flipped classroom on the overall effect size. We created a classification system for the flipped compared to the control groups' class activities. There was more than one activity in many cases, so Table 6 compares whenever an activity was present in the flipped classes (including the pre and in-class sessions) compared to when this activity was present in control traditional classes only. In the control classes, the majority involved a lecture. Flipped classes often also involved lectures in-class; however, these were shorter than their traditional counterparts (10-20 min) and often involved reviews of the pre-class activities, gave students opportunities to ask questions about the pre-class, and sometimes targeted areas of need identified through a review of student performance on the pre-class quiz.

As shown in Table 6, we classified under 'Students active involvement and responding' group work, student presentations, class discussions, role plays, and use of clickers. 'Problem-solving' included completing problem sets, and problem-based learning. 'Student involvement but more structured and content related' included case studies, Socratic questioning, and debates.' Assessments included modified lectures based on assessment tasks, pre-class quizzes, in-class quizzes, and class quizzes at the end of the session. It was rare to have estimates of reliability to correct the effect-size estimates, and it could well be that the quizzes were lower in quality, but then so too may be the final assignment scoring.

Table 6 shows that, in all but four instances, the two means were not statistically significantly different ( P > 0.01). It did not matter the teaching activities in the flipped or in-class as the effects did not significantly differ. But when lectures were included in the flipped and/or in-class, the effects (0.54) were higher than lectures in the control classes (0.33). Furthermore, when using Labs, Practicals, case studies, or regular quizzes then the effects were greater in the control group (that is, where there were no pre-class assigned activities.

Four findings were salient. First, the greatest impact of flipped learning was when the flipped in-class included a lecture but with pre-assigned preparation for this lecture. The lecture in class was not the first time hearing it, or pre-material to the lecture had been provided. Second, pre-rehearsals or learning for labs, practicals, or case studies, if anything as part of the pre-class flipping had lower effects, possibly because there was little learning in repeating these activities. Third, with more active learning in traditional instructions, the effect sizes were not that different between the flipped and traditional instructions. In fact, for active learning strategies such as case studies, Socratic questioning, and debates, the effects were greater when these activities were carried out in traditional instructions. Fourth, the effect of having regular quizzes was greater in traditional instruction than in flipped learning, possibly because participation in quizzes may be obliged in-class but not mandatory in flipped learning.

Confounds withing studies (RQ3b)

There was no correlation between the effect size and the class time (in min, r = 0.08), but when students are given extra time (pre-class + in-class), the effect is higher (0.38) than when they are compared (pre-class + in-class) with equal in-class time (0.22).

Some of the flipped learning interventions included feedback or formative evaluations of the pre-class, and some instructors then used this feedback to modify the in-class experience. There were no effects relating to the presence or absence of formative assessment and feedback, or whether it was used or not to influence in-class experiences ( Table 7).

In most studies, the traditional and flipped conditions were taught by the same instructors. But, it seems to not matter whether the instructors are the same ( g = 0.37, SE = 0.031, N = 455) or not ( g = 0.40, SE = 0.068, N = 77) in the two conditions.

Discussion

Flipped learning remains a well-promoted, well-resourced, and well-researched topic. It has become popular with many researchers, teachers, professional learning companies, bloggers, and commercial agencies. Indeed, we located 46 meta-analyses of flipped learning showing the spread and interest in the method but noted the remarkable variability in the findings of these syntheses of the research.

We found the overall effects from 0.19 to 2.29 from the 46 meta-analyses, which suggests that there is much more to understanding this phenomenon. There is likely no one method of flipping, and perhaps not even an agreed understanding of its comparison (the "traditional" classroom). Glass (2019), in an interview about meta-analyses, noted that an overall average effect can help make a claim about whether the method is promising or not, and then more critically noting that it can still be done well or poorly. There is so much information in the variance around the mean, requiring the need to identify and interrogate moderators or confounds to understand this variance better. Glass also noted that in education, unlike medicine, we can rarely control the dosage, fidelity, and quality of intervention. In medicine, the implementation could be an "intravenous injection of 10 mg of Nortriptyline" and this is uniform and well defined, "whereas even interventions that carry the same label in education are subject to substantial variation from place to place, or time to time" (p. 4). Exposing students to flipped learning, to paraphrase Glass, can take many different forms, some of which are effective and some of which are not.

Thus, a novel contribution of our work is the identification of the major and critical moderators and confounds, of which the nature of the implementation seemed to be the most critical. More significantly, we show that accounting for these moderators and confounds changes the interpretation of evidence, much of which appeared to be problematic from previous meta-analyses. We summarize four key findings:

a) The quality of implementation of many of the flipped studies was not consistent with its core claim of active learning being critical to its success. Not only did we find a low prevalence of active learning in flipped learning implementations, but also that active learning when present did not add to the effect. Therefore, the effects of flipped learning cannot be attributed to the presence of active learning because active learning was largely absent in the flipped learning implementations. This questions the quality of implementation of many flipped studies, as one of the core claims is that active learning is critical to its success. It seems not.

b) The greatest impact of flipped learning was when the in-class included a lecture. This suggests that the major advantage of flipped learning may be the double or extended exposure to the lecturers' interpretation of the knowledge and understanding, and not necessarily the active involvement of the students. A counter-argument (noted by a reviewer) is that lectures can focus on content. If the aim of the flipped and class is content and less deep relational or transfer thinking, then perhaps this finding is less surprising. An analysis of the confounds further supported this finding that it was likely the increase in exposure, additional time, the practice or repetition effect that allowed flipped learning to make an increase in student learning.

c) As more active learning was incorporated in traditional instruction, the effect of flipped learning over traditional instruction tended to reduce, and in several cases, even reverse. This suggests that effects on learning are not due to flipped learning or traditional instruction, but due to active learning. Active learning, when designed well, be it in flipped or traditional instruction, is effective, and we should focus on that more squarely; and

d) Problem-solving as an active learning strategy when carried out prior to instruction had a positive impact on learning in both traditional and flipped learning, although the effect was greater in flipped learning. Making modifications based on such problem-solving was also effective in both traditional and flipped learning, although this time effect was greater in traditional instruction. This suggests that using active learning activities such as problem-solving prior to a lecture (online or in-class) and modification based on such problem-solving can be effective.

A major message is that the effects of flipped must consider the nature of the implementation and not generalize to "flipping" as if there was a singular interpretation of the activities in flipped and control classes. Many of the activities deemed critical to flipping also occur regularly in the traditional classroom, and the major effect of flipping seems to be increasing exposure to passive learning and the time on task. The largest impact of active learning is when it precedes in-class instruction or is undertaken as part of traditional instruction, contrary to the core claim of flipped instruction.

Taking together, these findings seem to suggest, somewhat paradoxically, that the effectiveness of flipped over traditional instruction results largely from perpetuating passive than active learning, whereas the efficacy of traditional instruction over flipped learning results largely from incorporating active learning prior to in-class instruction.

One way to interpret these findings is that there are major missed opportunities in the typical implementation of many flipped classes. The chance to have students prepare, be exposed to a new language, understand what they already know and do not know, and then capitalize on these understandings and misunderstandings was the promise of flipped classes-but hardly seems to be realized in reality. In the few cases where we located teachers making students complete quizzes after the pre-class and then modifying their instruction, there was no evidence that this improved their subsequent performance. The nature of what was undertaken in the pre-class needs to be questioned. It is likely that these activities did not provide data for instructors to detect what is needed to support their exposure to the ideas. Rodríguez and Campión (2016) have provided methods and rubrics to assess the quality of pre- and in-class sessions, for example, by evaluating whether interactions with the teacher/classmates are more frequent and positive, whether students can work at their own pace, have opportunities to show the teacher/classmate what has been learned, whether there is greater participation in classroom decision-making by collaborating with other classmates, etc. More attention to the effectiveness of the two parts is critical.

A second way to interpret these findings is that flipped instruction should not replace the role of a teacher as a provider of didactic instruction ( Lai and Hwang, 2016). Instead, learning outcomes are best when the pre-class is reinforced by a targeted mini-lecture in-class, particularly when it is based on the instructor being aware of what the students are grappling with from their exposure to the vocabulary and ideas in the pre-class session.

Finally, and building on the second way, a third way to interpret is to argue that it is not the presence of learning from what the students do or do not know prior to class and adjusting the teaching. It is not engaging them in group work, class discussions, role plays, clickers, or response methods, and it is certainly not providing case studies, Socratic questioning, or debates in the flipped classrooms. Indeed, many of these activities are also included in the traditional class. It is flipping such that students do pre-work and then followed the traditional instruction-provided this traditional instruction is not seen as solely lecturing-that makes the difference. As our findings show, if such pre-class involves problem-solving assessments, then students gain more from the subsequent in-class instruction. This was an unexpected finding but consistent with the large body of research on the effectiveness of problem-solving followed by the instruction ( Loibl et al., 2017; Sinha and Kapur, 2021a).

Considering the above-unexpected finding, it is worth returning to some of the fundamental claims underpinning flipped learning and making a case for a variant of the flipped learning model. A major claim for pre-class is to familiarize students with the language, show them what they do and do not know, and prepare them to learn from subsequent instruction ( Schwartz and Bransford, 1998). Our fourth main finding was consistent with and points to a connection with a robust body of evidence that preparatory activities such as generating solutions to novel problems prior to instruction can help students learn better from the instruction ( Kapur, 2016; Loibl et al., 2017). Research shows that students often fail to solve the problem correctly because they have not learned the concepts yet. However, to the extent they can generate and explore multiple solutions to the problem, even if they are suboptimal or incorrect, this failure prepares them to learn from subsequent instruction ( Sinha and Kapur, 2021a). This is called the Productive Failure effect ( Kapur, 2008). Taken together, and even though we were not expecting this from the outset, we view the results from the meta-analyses as consistent with productive failure. More importantly, we connect findings from our meta-analysis on flipped learning with the findings from research on productive failure to derive an alternative model for flipping. We briefly describe research on productive failure first before connecting and deriving the alternative model next.

Productive failure

Over the past two decades, there has been considerable debate about the design of initial learning: When learning a new concept, should students engage in problem-solving followed by instruction, or instruction followed by problem-solving? Evidence for Productive Failure comes not only from quasi-experimental studies conducted in the real ecologies of classrooms (e.g., Schwartz and Bransford, 1998; Schwartz and Martin, 2004; Kapur, 2010, 2012; Westermann and Rummel, 2012; Song and Kapur, 2017; Sinha et al., 2021) but also from controlled experimental studies (e.g., Roll et al., 2011; Schwartz et al., 2011; DeCaro and Rittle-Johnson, 2012; Schneider et al., 2013; Kapur, 2014; Loibl and Rummel, 2014a, b; Sinha and Kapur, 2021b).

Sinha and Kapur's (2021a) meta-analysis of 53 studies with 166 comparisons that compared the PS-I design with the I-PS design showed a significant effect in favor of starting with problem-solving followed by instruction [Hedge's g 0.36 (95% CI 0.20; 0.51)]. The effects were even more substantial (Hedge's g ranging between 0.37 and 0.58) when problem-solving followed by instruction was implemented with high fidelity to the principles of productive failure (PF; Kapur, 2016), a variant that designs the initial problem-solving to lead to failure deliberately. Estimation of true effect sizes after accounting for publication bias suggested a strong effect size in favor of PS-I (Hedge's g 0.87).

Not only does learning from productive failure work better than the traditional instruction-first method ( Sinha and Kapur, 2021a), we understand the confluence of learning mechanisms that explains why that is the case. First, preparatory problem-solving helps activate relevant prior knowledge even if students produce sub-optimal or incorrect solutions ( Siegler, 1994; Schwartz et al., 2011; DeCaro and Rittle-Johnson, 2012). Second, prior knowledge activation makes students notice their inconsistencies and misconceptions ( Ohlsson, 1996; DeCaro and Rittle-Johnson, 2012), which in turn makes them aware of the gaps and limits of their knowledge ( Loibl and Rummel, 2014b). Third, prior knowledge activation affords students opportunities to compare and contrast their solutions with the correct solutions during subsequent instruction, thereby increasing the likelihood of students' noticing and encoding critical features of the new concept ( Schwartz et al., 2011; Kapur, 2014). Finally, besides the cognitive benefits, problem-solving prior to instruction also has affective benefits of providing greater learner agency, engagement, and motivation to learn the targeted concept ( Belenky and Nokes-Malach, 2012), as well as naturally triggering moderate levels of negative emotions (e.g., shame, anger) that can act as catalysts for problem space exploration ( Sinha, 2022). Suppose these considerations are part of designing the flipped experience, and the subsequent teaching considerate of productive failure during and from the flipping. In that case, it is likely that student learning will be more enhanced.

In the light of the findings and mechanisms of productive failure, it seems worthwhile for instructors to receive feedback from students about their initial pre-class problem-solving attempts to focus on these notions, to build on what is understood, and thus tailor the class to deal with these lesser or unknown notions. It is also a chance to make relations between previous classes, what the students know already, and link this to new knowledge and understanding ( Hattie and Donoghue, 2016).

The nature of the in-class activities in flipped learning also matters. For example, in none of the studies was the quality of the teaching evaluated, other than student satisfaction. It would be valuable to create measures of quality apropos whether the classes covered the material less or not known from the pre-class activities, ensuring students have both the surface (or knowing that) and deeper (or knowing how) knowledge and understanding. It would be further valuable to determine retention and transfer to near and far situations.

The major claim here is constructive alignment. Biggs (1996) considered effective teaching to be an internally aligned system working to a state of stable equilibrium. For example, suppose the assessment tasks address lower-level surface activities than the espoused curriculum objectives. In that case, equilibrium will be achieved at the lowest level as the system will be driven by the backwash from testing (and less from the curriculum). Or students with deep learning motives and strategies will perform poorly under mastery learning if the learning is based on narrow, low cognitive level goals ( Lai and Biggs, 1994). Thus, good teaching needs to address all the parts of the teaching experience-the goals, curriculum goals, teaching methods, class experiences, and particularly assessment tasks and grading. His constructive alignment notion asks teachers to be clear about what they want their students to learn, and how they would manifest that learning in terms of "performances of understanding." Students need to be exposed to knowledge and understanding relative to these goals, placed in situations that are likely to elicit the required learnings, and the assessment and in-class activities aligned with the criteria of success. Otherwise, particularly at the college level, there is safety in resorting to knowing lots, repeating what has been said, and privileging surface-level knowledge.

This notion of constructive alignment was not so present in many of the studies on flipped learning. The focus was more on engaging students in repetitive, passive activities-the same in the pre-class repeated in the in-class, usually via asking students to pre-review videos of classes, pre-review the PowerPoints then used in class, or listening to a teacher repeat material already exposed to the students. There is no reason to claim these are not worthwhile activities, but it does not seem to be consistent with the claims of flipped learning for deepening understanding. Assuring that the pre-class, the in-class, the assignments, the assessments, and the grading are aligned with such claims seems necessary if flipped learning is appropriately evaluated.

An alternative model to flipped learning

Constructive alignment allowed us to connect the findings of our meta-analysis with research on productive failure, and to build on the two-phase flipped learning model to an alternative four-phase model. We outline the alternative model before describing its derivation.

a) Fail-providing opportunities for the instructor and the student to diagnose, check, and understand what was and was not understood. This proposal is a direct consequence of our key finding, finding d, that problem-solving when included prior to instruction be it in flipped or traditional instruction had a positive impact on learning. Situating this finding in the broader research on productive failure only strengthens our proposal for starting with the Fail phase.

b) Flip-pre-exposure to the ideas in the upcoming class (as simple as providing a video of the class). This proposal is consistent with the logic of the class is flipped learning model, but even more so, when it is preceded by a Fail phase.

c) Fix-a class where these misconceptions are explored and opportunity to re-engage in learning the ideas and a traditional lecture is efficient to accomplish this. This proposal follows the key finding, finding b, that the greatest impact of flipped learning was when the in-class included a lecture, thereby allowing the instructor to re-engage misconceptions and assemble them into robust learning.

d) Feed-feedback to the students and instructor about levels of understanding and "Where to next" directions. Feedback, especially formative assessment, is an essential component of active learning, as indeed our key findings, findings a and c, suggest. Finding a suggests a lack of such opportunities in flipped learning, and finding c suggests the inclusion of such activities improves learning outcomes.

As noted throughout, flipped learning comprises two phases: a flipped or pre-class (online) lecture followed by an in-class discussion and elaboration. Our findings have revealed that such a two-phase model is not any more effective than a traditional model once the nature of implementations is considered. What matters more is the inclusion of active learning. And one particular active learning strategy that makes a difference is engaging students in problem-solving prior to instruction. Given that the positive effects of problem-solving prior to instruction was in fact our key finding, finding d, and one that already has strong theoretical and empirical support in the literature as we have outlined earlier, we propose starting with precisely such problem-solving activities. We call this phase the "Fail" phase.

The aim of the Fail phase is to help students understand what they do not know using problem-solving activities based on principles of productive failure. That is, when learning a new concept, instead of first viewing an online lecture (and similar), students start with a preparatory problem-solving activity designed to activate their knowledge about what they are going to learn in the lecture. It is by assisting the students to orient to what they do not and need to know that subsequent learning is maximized.

The Fail phase can then be followed by the second phase, the Flip, where students proceed to view the online lectures to learn the targeted concepts, as would be typical in the first phase of the two-phase flipped learning model currently.

Students can then move to the third phase, Fix, where they convene for in-class activities to consolidate what they have generated, compare and contrast student-generated and canonical solutions, attend to the critical concept features, and observe how these features are organized and assembled. As noted, our key finding b supported this phase.

Finally, the Feed stage, where the students and the teachers learn what has been learned, who has accomplished this learning, and the magnitude or strength of this learning. As noted earlier, formative feedback and assessment are essential components of active learning strategies. In finding a, we noted the evidence of such strategies, leading us to suggest their inclusion. In finding c, our review showed how the inclusion of such strategies improved learning outcomes. Finally, we did find evidence for the use of regular assessments, mostly formative, to help both students and teachers understand the progress and adapt accordingly.

The alternative model is a principle-based model setting out the goals of the design of each phase. It is meant to be a prescriptive model that describes the design of the constituent activities, instruction, feedback, and assessments in various phases. Future research is needed to investigate the validity and reliability of its implementation.

Limitations and future work

Other aspects of studies included in our meta-analyses need closer attention. The sample sizes in too many studies were relatively small; the median sample in the flipped and in the traditional classes was 40, and a quarter less than 25. In most studies, the unit of analysis was the student, but it should be the class or instructor so that hierarchical modeling can be used to account for students nested within classes. The cultural context of the study is most critical, and this behooves more information about the traditional classes prior to implementing flipped learning. Indeed, if the flipped learning intervention was novel, the effect may well be due to the Hawthorne effect. This is not to say that there could not be improvements in learning, but caution is needed when making claims about causal attributions of these improvements.

Our meta-analysis did not include dissertations, conference papers, or gray literature, which may have led to a bias. However, for flipped learning studies, the direction of the bias remains unclear. For example, on the one hand, Bredow et al. (2021) found much lower effects for dissertations ( g = 0.14) than for peer-reviewed journals ( g = 0.42) and conferences papers ( g = 0.34). Cheng et al. (2019) and Tutal (2021) reported similar effects of dissertations, conference, and peer-reviewed articles. On the other hand, Jang (200) found higher effects for dissertations (0.61) than journal articles (0.29).

We also note that many studies have been published beyond our-2019 limit for the meta-analyses and that other meta-analyses also have been published since that time (and they are included in Table 1) which show similar confound issues, lack of attention to coding for implementation processes, and wide variation in results. It is recommended that future flipped studies and meta-analyses pay more attention to the implementation processes (e.g., dosage, fidelity, quality, adaptations), and be clear about the pre and in-class components.

It is also not clear why shorter (≤ 1 month) interventions are more effective, but it could relate to a reduction in the power of the Hawthorne effect. It could be that not every focus of teaching is amenable to being flipped, or it could be the quality of the pre-class and the in-class interactions. Constructive alignment with the major assessment tasks and level of cognitive complexity might demand a variety of teaching and learning strategies. Overexposure to one method may not be the most conducive method.

As discussed in Lag and Saele (2019), another limitation of the investigation of flipped learning interventions is that random assignment is rare. Furthermore, flipped learning interventions are often conducted after the reference group, following a class redesign. Random assignment is difficult in real-world conditions, and teaching two formats simultaneously requires more resources, that are often unavailable. Further studies should be conducted to investigate how the order of the interventions impacts academic outcomes.

All these claims require further research, and the plea is to be more systematic in controlling and studying the moderators, especially the nature of implementation of the flipped classroom. It was the nature of the implementation that matters significantly. Future studies need to be quite specific what is involved in both the traditional classes (as many also included active learning as part of the more formal lecture) and in the flipped classes.

Conclusion

In the final analysis, while there may be other reasons for advocating flipped learning as it is currently implemented, it is clear that robust scientific evidence in the quality of implementation or its effectiveness over traditional instruction is not among them. Indeed, it seems that implementations of flipped learning perpetuate the things they claim to reduce, that is, passive learning. It is passive learning as opposed to active learning that seems to have the greatest impact on the overall effects. However, the effectiveness of incorporating active learning seems more consistent with research on productive failure, a connection we made to derive an alternative model. Together, this must at the very least force us to rethink the overenthusiasm for flipped learning and be cautious about the conditions that are needed to make it work (and that are often not there, as the present study points out). More critically, in the light of recent advances in the learning sciences, the underlying commitment to the instruction-first paradigm seems fundamentally problematic. Instead, we invite research relating to Fail, Flip, Fix, and Feed.

Data availability statement

The original contributions presented in this study are included in the article/ Supplementary material, further inquiries can be directed to the corresponding author.

Author contributions

MK: conceptualization, data curation, funding acquisition, writing-original draft, and writing-review and editing. JH: conceptualization, funding acquisition, methodology, writing-original draft, and writing-review and editing. IG: methodology, coding, writing-original draft, and writing-review and editing. TS: methodology, project administration, and writing-review and editing. All authors contributed to the article and approved the submitted version.

Funding

The research was funded by ETH Zürich, as well as a Ministry of Education (Singapore) grant DEV03/14MK to MK; and funded as part of the Science of Learning Research Centre, a Special Research Initiative of the Australian Research Council Project Number SR120300015 to JH, and open access funding provided by ETH Zürich.

Acknowledgments

MK thank his research assistants, June Lee and Wong Zi Yang, for their help with the study. We thank Raul Santiago and Detlef Urhahne for constructive improvements.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Supplementary material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2022.956416/full#supplementary-material

References

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Fail, flip, fix, and feed - Rethinking flipped learning: A review of meta-analyses and a subsequent meta-analysis

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The current levels of enthusiasm for flipped learning are not commensurate with and far exceed the vast variability of scientific evidence in its favor. We examined 46 meta-analyses only to find remarkably different overall effects, raising the question about possible moderators and confounds, showing the need to control for the nature of the intervention.

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Australian Professional Standards for Teachers

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Australian Professional Standards for Teachers

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Australian Professional Standards for Teachers

If you are studying teaching, supervising pre-service teachers, or involved in initial teacher education programs, you will be using the Graduate descriptors. All initial teacher education programs, and students graduating from these, must meet the descriptors at this first career stage.

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If you are studying teaching, supervising pre-service teachers, or involved in initial teacher education programs, you will be using the Graduate descriptors. All initial teacher education programs, and students graduating from these, must meet the descriptors at this first career stage.

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Flipped Classroom in the Educational System: Trend or Effective Pedagogical Model Compared to Other Methodologies? | Héctor Galindo-Dominguez

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Flipped Classroom methodology is gaining relative importance as time goes by, in part due to the spreading and accessibility of technological resources in the educational field. Nonetheless, the effectiveness of this methodology is still being discussed. In this sense, the aim of this study is to analyse whether flipped classroom methodology is a more effective methodology than other methodologies. For this purpose, a systematic review was carried out, considering as valid studies those that had a pre-post and a control group. Based on a total of 61 studies (n = 5541 students) from 18 databases, results revealed that Flipped Classroom methodology is more effective than other methodologies in terms of learning achievement, in secondary and higher education, and it could be more beneficial than other methodologies in other constructs as motivation, self-efficacy, cooperativeness and engagement, among others. In primary education, findings revealed that Flipped Classroom could be as effective as other methodologies with regard to learning achievement, and other construct, such as self-concept and social climate. Depending on the educational stage, the effect size of differences was between 1.36 to 1.80 times larger in the case of Flipped Classroom group in comparison with control group. Based on these results, the Flipped Classroom could be more beneficial in comparison with traditional methodologies that are mainly used in higher education. However, it would not more beneficial in other educational stages where traditional approaches are not commonly used, such as in primary education.

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Flipped Classroom in the Educational System: Trend or Effective Pedagogical Model Compared to Other Methodologies?｜Airiti Library 華藝線上圖書館

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Flipped Classroom methodology is gaining relative importance as time goes by, in part due to the spreading and accessibility of technological resources in the educational field. Nonetheless, the effectiveness of this methodology is still being discussed. In this sense, the aim of this study is to analyse whether flipped classroom methodology is a more effective methodology than other methodologies.

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Shared by Kelly McDonald.

Lots of great ideas... possibly too many to consume at once. I think for me, flipped classroom is about starting simple, to allow students to create habits and a mindset change about 'homework'. Homework is a dirty the current school I am in. I am reframing it as 'pre-learning'!

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by TeachThought Staff

The flipped classroom has continued to enjoy momentum years after its introduction, speaking to its flexible nature, and to the need for a real change in thinking in how we think of time and space in education.

Technology has been, more than anything else, the catalyst for the flipped movement. With YouTube now nearly as ubiquitous as the television in many homes, access to video content is more seamless than ever.

Further, teachers have taken advantage of not just video channels but a collective video literacy to realize the potential of flipping the classroom. Students are comfortable viewing videos, and teachers are more and more able to quickly create, edit, and distribute video content (with apps like Explain Everything) with a variety of devices. (See here for 40 viewing comprehension strategies.)

Below is a list 40 flipped classroom tools for teachers and students-both equally important because in a flipped classroom, both teachers and students are consistently interacting with technology, often independently and asynchronously. Let us know in the comments if there's a great tool you think that needs added to the list.
40 Flipped Classroom Tools for Teachers and Students
1. EdPuzzle - make any video your lesson by inserting questions and discussion prompts at specific time markers in an uploaded video of your choice.

2. Screencast-o-matic - use this online screen recorder with the click of a mouse.

3. PowToon -create free, cool, and awesome animated video explainers as an alternative to using PowerPoint.

4. TEDEd - use engaging videos on TED-Ed to create customized lessons. You can use, tweak, or completely redo any lesson featured on TED-Ed, or create lessons from scratch based on any video from YouTube.

5. Nearpod - meet Nearpod, an all-in-one solution for the use of mobile devices in education. Easily create interactive multimedia presentations to engage your audience.

6. FlipGrid - prompt students to pose and respond to discussion-prompts using video.

7. Blend Space - blend your classroom with digital content.

See also 7 Steps To A Flipped Classroom

8. Educreations - Educreations is a community where anyone can teach what they know and learn what they don't. The software turns any iPad or web browser into a recordable, interactive whiteboard, making it easy for teachers and experts to create engaging video lessons and share them on the web.

9. Lessonpath - create, share, and explore learning playlists made by people like you.

10. TinyTap -create personalised games for kids on the iPad. TinyTap allows parents and their kids to turn the moments they share together into personal games. Free on the App Store.

11. Camtasia -record on-screen activity, edit and enhance your content, and share in high-quality to viewers anywhere.

12. metta.io -create and modify video lessons with embedded questions easily, and see how those lessons perform.

13. Verso - scaffold effective pedagogy with this simple mobile app that works across all platforms.

14. Touchcast - explore a variety of apps, including maps, Twitter streams, headlines, photo galleries, and live polls that allow viewers to vote simply by touching the screen.

15. The Mad Video - make your video blogs and online advertisements interactive.

16. Go Class - use the web-based app to build, edit and manage your lesson plans in our Show-Explain-Ask framework. Here you can infuse your lesson plans with media elements & videos (things you want to show), notes & examples (things you want to explain) and real-time assessments (things you want to ask).

17. YuJa - connect learning groups and facilitate idea-sharing using multimedia collaboration tools.

18. Beenpod - collaboratively browse the internet with your class in a safe environment.

19. grockit - start a question and answer page for any video on YouTube, and share it with your classroom.

20. embed plus - enhance YouTube video embedding and SEO on WordPress and other platforms.

21. blubbr.tv - play and create trivia games about the topics you love.

22. swivl - record instruction to flip a classroom

23. Edynco - create learning maps to engage students.

24. yhigh - access this resource for curriculum, lectures, and courses.

25. zentrick - easily create and deliver interactive videos that grow, engage and monetize audiences on any network, site and device.

26. BrainPOP - engage students in the learning process through quizzes and playful assessments that allow students to explain their reasoning during gameplay.

27. Doceri - control a computer's desktop, control audiovisual technology, and annotate any presentation in real time with the Apple™ iPad™. Doceri is an intuitive interface that can replace interactive whiteboards and expensive AV touch panels.

28. voicethread - transform media into collaborative spaces using video, voice, and text commenting.

29. storygami - add interactive elements to online video using an HTML5 in-house editor to overlay elements such as text articles, maps, image galleries and external videos.

30. TwitCasting - stream live video for free from your iPhone/Android.

31. creati.st -use pools to enable students to type in responses that teach one another, Creat!st elevates the classroom to a different learning plane altogether.

32. pearltrees - organize, explore, and share your interests.

33. Clarisketch - create messages by combining speech, drawings, and pictures.

34. animoby - use presentations, tutorials, animations, pictures, drawings, and audio to show and explain with the speed and agility you want.

35. wirewax - use this interactive video platform to create powerful and interactive shoppable videos.

36. Pixiclip - create and share sketches using this web-based whiteboard.

37. Reverse Image Search - upload an image or find through URL using the best free online reverse image search tool.

38. Image Compression - compress your images using this free online image compressor to decrease the size of your image without losing its quality and features.

39. Animaker - explain complex ideas to students using five different styles of whiteboard animation videos that you can create from the comfort of your browser.

40. Hyperdocs - adapt templates to create digital one-page lesson plans or curate personalized resources for students.

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40 Flipped Classroom Tools For Teachers And Students

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These 40 flipped classroom tools have proven helpful for teachers and students -- we will continue to update this list as technology evolves.

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Here the teacher explains how teacher confidence is key to safe and supportive learning environments when using Information and Communication Technology (ICT) with students. She achieves this by supporting teachers develop small, self-contained projects that use secure ICT learning environments and supports them in their planning, teaching and evaluation until they are confident in independently using the toolset.

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Fantastic curriculum for supporting students to gain the knowledge and skills to stay safe online and use technology ethically.

Shared by Janaya Greenwood.

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Interactive lessons and activities for all students!

Use digital citizenship lesson plans to address timely topics and prepare students to take ownership of their digital lives. Browse lessons by grade and topic below, or see an overview of the curriculum.
We've got more new lessons! Explore all lesson plans or check our lesson collections!

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DigCit Curriculum | Common Sense Education

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Research-backed digital citizenship lesson plans help schools navigate timely topics, such as cyberbullying, online safety, privacy, and media literacy.

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F-10 Curriculum | V9 Australian Curriculum

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Online Safety in Queensland State Schools

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Online Safety in Queensland State Schools

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One of the key takeaways for me is:

Keeping students and young people safe online is a shared

responsibility, and is not something that can be achieved without the combined efforts of schools, families, communities, elders and government.

Creating and strengthening child safe environments requires a collaborative approach from many key players in the community, within the department, and across other agencies.

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Dean Henderson - Computer Science Murdoch University, Australia 

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Digital Pedagogy, or How Best to Incorporate Technology in Your Teaching

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Digital Pedagogy, or How Best to Incorporate Technology in Your Teaching

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Digital pedagogy encompasses implementing and studying contemporary digital technologies in educational settings. It is an emergent field that caters to online and hybrid learning environments and enhances face-to-face instruction. Rooted in constructivist theories, which posit that learners construct knowledge through experiences and reflection, digital pedagogy advocates for methodologies that integrate digital tools to facilitate and enrich the learning journey.

The discipline of digital pedagogy has seen swift evolution as it addresses the dynamic interaction between technology and educational practices. It extends beyond the mere use of digital tools for teaching; it involves a strategic approach to curriculum design, instructional strategies, and learner assessment that is harmonious with the digital age. Core to this pedagogical paradigm is the development of digital competencies - skills that educators must acquire to harness the potential of technology in education effectively.

The notion of digital pedagogy is not without its challenges. It demands continuous professional development for educators, fosters a need for critical engagement with digital content and requires the adaptation of traditional pedagogical frameworks. Nevertheless, it stands as a significant response to the evolving nature of learning and the diverse needs of students in the twenty-first century.

Digital Pedagogy encompasses the strategic incorporation of technology into teaching and learning. It merges pedagogical theory and practice with technological advancements to enhance the educational experience.

Digital Pedagogy has its roots in the broader discipline of pedagogy, which concerns itself with the methods and practice of teaching. The evolution of Digital Pedagogy can be traced back to integrating digital tools into education. The emergence of the internet and digital resources reshaped the traditional classroom, introducing new methods for content delivery and interactive learning. Over time, educational technology has moved from mere supplemental tools to core components of the educational design, ushering in a need to understand the pedagogical impact of these technologies.

The core principles of Digital Pedagogy revolve around optimising digital technology to improve learning outcomes. Several key theories underpin this optimisation:

Constructivism: Learners construct knowledge through experience and reflection, aided by technology.

Connectivism: Digital networks support the sharing and personalisation of learning experiences.

Technological Pedagogical Content Knowledge (TPACK): Effective teaching requires understanding the interplay of technology, pedagogy, and subject matter content.

Teachers must develop digital competencies and incorporate a variety of effective digital pedagogical practices, such as:

Adapting teaching to learners' digital literacy levels

Creating inclusive and accessible digital learning materials

Utilising Open Educational Resources (OER) for a broader and adaptable curriculum

Promoting active learning and collaboration through digital platforms

As Digital Pedagogy advances, educators and students must adapt and expand their digital competencies to navigate these multifaceted and dynamic educational environments.

Technological frameworks in education define the structure within which digital technologies are integrated into teaching and learning processes. They guide using th e internet and digital media to facilitate educational outcomes.

Digital technologies have fundamentally transformed educational methodologies. They provide a multifaceted infrastructure that supports a broad spectrum of educational activities, from content delivery to assessment. A key aspect is the Digital Teaching Professional Framework (DTPF), a structured guideline for educators in the Further Education and Training sector. This competency framework aids teachers and trainers in melding effective pedagogy with technology efficiently.

The influence of the internet and digital media on education is profound. They have expanded the reach of education, making knowledge accessible anytime and anywhere.

1. Communication: The internet facilitates diverse modes of communication, such as emails, forums, and live chats.

2. Collaboration: Platforms for shared work and feedback allow students to co-create knowledge and learn from each other.

3. Resource Access: Learners can easily tap into an extensive pool of digital libraries and Open Educational Resources (OER).

These technologies have given rise to novel pedagogical practices that align with twenty-first-century skills like collaboration and critical thinking. The internet is not just a conduit for information but also a catalyst for innovation in educational approaches.

Teaching and learning methodologies in the digital age are increasingly multifaceted, involving innovative strategies, modern learning processes, and a critical examination of digital pedagogy.

Educators employ various innovative teaching strategies to enhance engagement and improve knowledge retention. These strategies may include flipped classrooms, where students access lectures online and utilise class time for discussions and applying concepts. Gamification is another strategy, integrating game design elements into learning activities to motivate and engage students.

Flipped Classrooms: Transform traditional lecture and homework elements.

Gamification: Use of game-like elements for enhanced engagement.

The modern learning process has been transformed by digital technologies, enabling students to learn at their own pace and access materials anytime, anywhere. Personalised learning experiences are now possible, with technology facilitating tailored educational paths that cater to individual student needs and learning styles.

Critical digital pedagogy prioritises reflection on digital technologies' ethical, cultural, and political implications in education. It encourages educators to analyse their teaching practices and their chosen digital tools, ensuring they align with pedagogical objectives and support equitable and inclusive education.

In digital pedagogy, practical application merges innovative assessment methods with seamless classroom and online learning integration, supporting educators and librarians as pivotal facilitators of knowledge.

Under digital pedagogy, assessment strategies are transformed through technology. Online quizzes can provide instant feedback to students, highlighting areas of strength and those requiring improvement. Tools like e-portfolios and digital submission platforms allow for a more dynamic interaction between student work and educator fe edback. They utilise analytics to track progress over time and tailor feedback accordingly.

The blend of classroom and online learning environments is central to digital pedagogy. Educators employ hybrid models where lectures may be delivered face-to-face, but supplementary materials and discussions are facilitated through online forums. This approach enriches the learning experience, allowing learners to engage with content at their own pace via online platforms while maintaining the personal interaction of a classroom setting.

Educators and librarians have evolving roles in digital pedagogy. Teachers are not merely conveyors of knowledge but also digital facilitators and guides. On the other hand, librarians are increasingly involved in curating digital resources and aiding in developing digital literacy skills among learners. They provide essential support by assisting in navigating vast online information and ensuring the use of credible sources for research and learning.

In the realm of education, the digital competence of teachers plays a crucial role in effectively integrating technology into teaching practices. This competence is not a fixed skill set but an evolving array of abilities that require continual professional development.

Teacher digital competence encompasses the knowledge and skills educators need to implement digital technologies in pedagogy. To build these competencies, teachers may engage in various forms of development, such as workshops, online training, and collaborative learning communities. Training often covers practical technical skills, pedagogical methods for digital environments, and critical evaluation of digital tools for educational purposes.

Key Components of Digital Competence:

Technical skills: Ability to operate digital tools and platforms

Pedagogical knowledge: Understanding how to merge technology with teaching methods

Assessment: Capability to evaluate digital resources for learning outcomes

Professional digital competence is not static; it necessitates an ongoing commitment to growth and adaptation in evolving digital landscapes. Educators seek opportunities for lifelong learning to keep their skills relevant and apply new knowledge to their teaching. This might include subscribing to professional journals, participating in online forums, or attending education technology conferences.
Strategies for Continual Growth:

Reflective Practice: Regular self-assessment of digital teaching strategies and student outcomes.

Networks and Communities: Joining subject-specific and pedagogical digital forums to exchange ideas.

Research: Keeping abreast of emerging educational technology research to inform practice.

Digital pedagogy in today's educational landscape necessitates a strategic approach to curriculum design and content delivery, particularly when considering integrating technology with traditional teaching methodologies.

Blended learning combines face-to-face interaction with digital tools to create a cohesive learning experience. The design phase should integrate these elements effectively to enhance the learning process. Educators must determine the right balance between online and in-person activities, ensuring each complements the other and aligns with learning objectives.

Key considerations for blended learning design include:

Alignment with learning outcomes

Variety in content delivery methods to cater for different learning styles

Use of digital platforms to facilitate collaboration and feedback

MOOCs (Massive Open Online Courses) and open educational resources represent a paradigm shift in content delivery, characterised by accessibility and scalability. MOOCs can host many participants and are typically free, breaking down traditional barriers to education.
Elements vital to MOOCs and open educational resources design:

They should be easily accessible across different devices and platforms.

Interactive elements such as quizzes and discussion forums enhance engagement.

Content should be current, relevant, and presented in digestible segments.

Open educational resources contribute to a shared pool of knowledge, often under licences that allow free reuse and modification. They enable educators to enrich their curriculum with a diverse array of materials without the constraints of traditional copyright restrictions.

In digital education, the core elements influencing learning experiences' success encompass motivation, interaction, collaboration, and engagement. These facets are integral to student learning outcomes and are intensified through the strategic incorporation of collaborative learning and gamification.

One must recognise that collaborative learning is a foundation for enhancing engagement and interactivity in digital pedagogy. The effectiveness of collaborative learning strategies has been well documented, showing marked improvements in students' motivation and participation in the educational process.

Key Strategies for Collaborative Learning:

Integrating interactive technology and gamification into digital education settings has positively impacted student engagement. The use of gamified elements can heighten interest and motivation through:

The intentional design of digital learning environments that harness these approaches has significant potential to enhance the educational experience, involving students in a more active and meaningful learning journey.

This section investigates the current research and innovation within digital pedagogy, as well as trends shaping the future of education. It explores specific advancements and the integration of technology to foster educational transformation.

Research in digital pedagogy focuses on creating pedagogical frameworks that resonate with modern educational theories and exhibit evidence of effectiveness. Key themes that have surfaced include:

Evidence points towards digital pedagogy evolving not merely as a field of study but as an instrumental catalyst in education reform.

Anticipations for future educational technologies are surrounded by a drive for innovation that aligns with teaching needs and digital transformation. Prominent prospects include:

Immersive Learning Environments: The advent of virtual and augmented reality offers a potential leap in engaging and interactive learning experiences.

Adaptive Learning Platforms: AI and machine learning are at the forefront, pushing the boundaries towards personalised education, responsive to individual learner's needs.

Ongoing research indicates these technologies could considerably influence future research directions, making education more accessible, flexible, and tailored to individual learning trajectories.

Digital pedagogy, though rich with opportunities, poses several concerns and demands careful deliberation towards its effective implementation and management. These challenges range from infrastructural barriers to ensuring inclusivity and equal access for all learners.

Infrastructure and Resources: The successful incorporation of digital pedagogy requires robust infrastructural support. Schools and institutions may struggle with the procurement and maintenance of up-to-date technology. This encompasses not only the physical hardware but also the software and high-speed internet connectivity that are essential for seamless digital education.

Teacher Training and Support: A critical aspect of digital pedagogy is the preparation and ongoing support for educators. They must be adept in digital competencies and integrating these tools into their teaching. Without adequate training, even the most advanced technologies are underutilised, leading to a failure to implement digital pedagogical strategies effectively.

Accessibility and Access: A significant issue in digital pedagogy is the digital divide that affects students' ability to engage with digital learning. Students from lower socioeconomic backgrounds may not have access to the necessary devices or internet connection, thereby impeding their ability to participate fully in digital learning environments.

Designing for Diversity: Digital pedagogical tools and content must be created with accessibility in mind, catering to students with varied needs, including those with disabilities. Inclusivity in design ensures that digital resources are usable for learners with differing abilities, promoting an equitable educational experience for all.

The intersection of policy, leadership, and governance forms the backbone of effective digital education systems. These components establish the frameworks and set the direction for educational institutions to integrate technology into learning effectively.

Effective leadership in digital education involves a strategic understanding of technology's role in enhancing teaching and learning. Leaders must drive the adoption of Information and Communication Technologies (ICT) by promoting a vision that integrates digital competencies across all levels of an institution.

Key aspects include:

Empowering educators to incorporate digital resources into their pedagogy.

Ensuring continuous professional development that focuses on the acquisition of digital pedagogical skills.

Navigating the challenges posed by technological shifts and aligning them with educational goals.

Leaders also need to foster an environment open to experimentation and innovation, allowing faculty, staff, and students to thrive amidst the evolving landscape of digital education.

Digital education policies must reflect the institution's shared vision and objectives, providing both a roadmap and a framework for integrating technology in teaching and learning. Governance pertains to the process by which policies are developed, implemented, and reviewed and involves a wide range of stakeholders, including educators, administrators, and students.
Key policy focus areas should include:

Establishing the principles and responsibilities for digital education.

Providing high-quality, technologically enhanced teaching.

Facilitating opportunities for collaboration within the digital learning environment.

Promoting equitable access to digital resources for all students.

Governance structures should also ensure that digital education policies remain up-to-date and relevant, adapting to new technological advancements and educational research findings, thus allowing for a responsive and dynamic educational framework.

Digital literacy and empowerment are critical for enabling learners to navigate and influence the ever-evolving digital landscape competently. This section focuses on the systematic development of skills and the resulting empowerment from that growth.

Digital literacies encompass a diverse set of competencies essential in a digital age. They include locating, organising, understanding, evaluating, and analysing information using digital technology. Educators are tasked with cultivating these literacies early, ensuring students develop a robust foundation incorporating critical thinking and ethical considerations when interacting with digital content.
Essential Components of Digital Literacies:

Critical Thinking: Evaluating the credibility and relevance of digital information.

Technical Skills: Operating digital devices and utilising software effectively.

Creative Applications: Producing and editing digital content to express ideas and knowledge.

Collaborative Engagement: Participating in online communities and collaborative projects.

These components form a holistic approach to digital learning beyond mere technical proficiency.

Empowerment through digital skills is achieved when learners not only possess the ability to use technology but also understand how to leverage it to effect change and make informed decisions. Skills in digital literacy lead to improved opportunities in education, employment, and personal development.
Pathways to Empowerment with Digital Skills:

Enhanced Communication: Leveraging digital platforms for wider, more impactful engagement.

Problem Solving: Using digital tools to research and resolve complex issues.

Lifelong Learning: Accessing online resources for continuous self-education and skill development.

Social Participation: Contributing to digital forums and networks to influence social and political environments.

These pathways demonstrate a progression from acquiring digital literacy to actively applying it for empowerment within various spheres of life.

In the age of digital pedagogy, educators must navigate the complexities of cultural inclusivity and diversity to create globally resonant learning experiences.

Inclusive education in digital pedagogy ensures all learners have access to the same learning opportunities regardless of their cultural or geographical background. These practices involve the development of course material that is culturally agnostic and which resonates with a global audience. Curricula are often designed to accommodate multiple learning styles and are delivered in a manner accessible to individuals with different abilities.

Key strategies include:

Multilingual support: Offering content in multiple languages to cater to non-native English speakers.

Universal design for learning (UDL): Implementing a framework that includes various means of representation, expression, and engagement to support diverse learners.

The cultural dimensions of digital pedagogy encompass understanding and integrating students' varied socio-cultural backgrounds in the digital classroom. This involves recognizing the different value systems, traditions, communication styles, and culture-influenced learning approaches.

Scholars highlight the need for:

The emphasis is on creating a respectful and responsive learning environment that acknowledges and celebrates the richness of a globally diverse classroom.

Evaluating the impact and measuring the success of digital pedagogy initiatives are critical to understanding their effectiveness in enhancing learning outcomes.

When educational institutions implement digital pedagogy initiatives, it is vital to have robust evaluation mechanisms in place. Evaluation involves assessing how well these initiatives meet their intended goals and how much they improve the educational process. Key metrics for evaluation might include:

Engagement: Tracking how students interact with digital resources.

Skill development: Observing improvements in digital literacy and problem-solving abilities.

Teaching adaptation: Assessing changes in teaching methods and educator development.

Evaluators should consider both quantitative and qualitative data to get a holistic view of the initiative's impact. Surveys, interviews, and analytics can provide insight into the efficacy of digital tools and strategies.

Determining the success of digital pedagogy also hinges on carefully assess ing learning outcomes. This assessment should align with the curriculum's goals and the higher-order thinking skills that digital pedagogy aims to foster. Specific focus areas for assessing learning outcomes include:

Knowledge Acquisition: Evaluating the retention and understanding of subject matter.

Comprehension: Gauging the ability to interpret and extrapolate from learned information.

Application: Observing the practical use of knowledge in problem-solving scenarios.

These outcomes should reflect the depth of learning and not solely the ability to recall facts. Effective assessment tools might blend traditional testing with dynamic, project-based evaluations to measure these skills accurately.

Follow me on X/Twitter for bit-size comments and occasional lol: twitter.com/niall_mcnulty_

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Digital Pedagogy, or How Best to Incorporate Technology in Your Teaching

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Digital pedagogy encompasses implementing and studying contemporary digital technologies in educational settings. It is an emergent field that caters to online and hybrid learning environments and...

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The stats around this are truly horrifying. I am not adding them here, to provide people the choice with whether they want to read further into it.

It highlights the need for explicit teaching of what bullying and cyberbullying is, the impacts of it, and how to call it out and report it.

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Bullying can happen to anyone. It might happen to you, your friend or someone online. People being bullied often feel powerless and alone, or worried about what the bully might do next. The impact of bullying can last longer than the bullying itself. Experiencing bullying can increase a person's chances of developing one or more mental health problems.

What is bullying?

Bullying is behaviour that is meant to be hurtful, targets a person or group of people, happens more than once and embarrasses, threatens or intimidates the person being bullied. It may happen in person but can also happen out of sight or online. Bullies don't always work alone. The impact of bullying can be even greater when a group of people begin to act together. Cyberbullying happens at least every few weeks to about one in 10 young people, and workplace bullying is also a common experience reported by young people. Here are some common types of bullying:

Cyberbullying: Targeting someone using technology, via email, chat rooms, text messages, discussion groups, online social media, instant messaging or websites. This may include being teased or made fun of online, having unpleasant comments, pictures or videos about you sent or posted on social media or websites, or having someone use your screen name or password and pretending to be you to hurt someone else. Find out how to protect yourself online.

Social bullying: Leaving people out, not inviting someone to social occasions, stopping a conversation when someone walks in the room, gossiping, bitching, or talking about someone behind their back.

Physical bullying: Punching, tripping, kicking, unwanted kissing or touching, or stealing or destroying someone else's property.

Verbal or emotional bullying: Name calling or put downs, threats, teasing, ridiculing, intimidation and stalking.

The impact of bullying

The experience of being bullied is different for everyone. People may feel alone, anxious, scared, miserable and powerless, while others may feel overwhelmed by sadness, ashamed or rejected. They may feel there is no escape from the bully or that there is no hope that things will change. Anger is another common reaction, as the attack from the bully is unfair and unwarranted.

Bullying can affect every part of a person's life, including relationships with their friends and family. It can affect a person's confidence and performance at school, in a sports team or at work. The person being bullied might change how they look or act to try to avoid being bullied further. They might also withdraw from social activities or use unhelpful coping strategies, like drugs and alcohol or self-harming, to manage painful feelings.

More information

Acknowledgments

This content was sourced from the beyondblue, Kids Helpline and cyber[smart:] websites (2014).

Have you bullied others?

It is a big step to admit that you are bullying others. People bully others for all kinds of reasons, and if you want help to change, Kids Helpline counsellors can help you work on new ways to interact with people. You can also tell someone you trust that you think you might need help.

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Bullying can happen to anyone. It might happen to you, your friend or someone online. People being bullied often feel powerless and alone, or worried about what the bully might do next. Find out more about bullying and how you can stop it.

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eSafety can help Australians experiencing online bullying or abuse to take action or make a complaint. Discover how we can help you stay safe online

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Suggested by Charmaine through Blog feedback as a possible alternative to Popplet.

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Skip to main content

Create mind maps online with Cacoo

Generate ideas

Quickly note and associate ideas visually and avoid extensive note taking that's difficult to read.

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Mind Mapping Software for Teams | Cacoo | Nulab

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Visualize creative ideas with Cacoo mind mapping software. Explore our mind map examples to inspire your custom designs, or get started with mind map templates.

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Suggested by Charmaine through Blog feedback as a possible alternative to Popplet.

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Miro's online brainstorming tools for students

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People who searched for online brainstorming tools for students - just like you - already use Miro. Join 60M+ users.

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(NSW Government, Educational Standards business unit)

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Design thinking and project-based learning

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Design thinking and project-based learning

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Whilst this resource is from the NSW Education Department, it was a great way to solidify my understanding of how Problem-Based Learning (PBL) is represented in junior secondary curriculum, specifically in the year 8 Food Technology space. I had experienced assessments in classes that I could see were based around PBL, but the term PBL did not appear. Instead, the focus terminology is around designing solutions for preferred futures.

'Design thinking: can also be applied when trying to understand and unpack the STEM problem identified within the project-based learning. Students can generate ideas and refine a design based on evaluation and testing.' (Educational Standards, 2023, s. 2)

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STEM offers the opportunity to create high quality integrated learning opportunities that engage and excite our learners in a K-6 classroom. Project-based learning and design thinking provide complementary structures to develop integrated STEM learning sequences for your students when starting to plan for STEM studies.

Design thinking involves the use of strategies for understanding design needs and opportunities, visualising and generating creative and innovative ideas, planning and analysing and evaluating those ideas that best meet the criteria for success (Australian Curriculum).

Design thinking:

can also be applied when trying to understand and unpack the STEM problem identified within the project-based learning. Students can generate ideas and refine a design based on evaluation and testing.

is one of four thinking skills identified in the Science and Technology K-6 Syllabus (2017). Design thinking links to both the skills of design and production, and to project-based learning in STEM.

To see an example of design thinking in the K-6 Science classroom, watch the design thinking video (6:27).

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Design thinking and project-based learning

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STEM offers the opportunity to create high quality integrated learning opportunities that engage and excite our learners in a K-6 classroom. Project-based learning and design thinking provide complementary structures to develop integrated STEM learning sequences for your students when starting to plan for STEM studies.

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Food Waste in Australia - a real world problem

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Food Waste in Australia - a real world problem

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Food Waste Facts

Problem-based learning starts with a real-world problem. Food waste in Australia is a problem relevant to the Food Technology curriculum, but also many of the General Capabilities, including but not limited to Ethical Understanding and Personal and Social Capability. Responding to the problem requires Critical and Creative Thinking, and can involve many of the other General Capabilities, depending on the preferred futures designed by students.

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Flip allows students to create regular videos or written responses throughout a unit to practice a number of skills, including speaking/writing, reflection and meeting deadlines. Flip’s functionality allows commenting and video responses, where students engage in online collaboration and peer feedback (Hattie, 2012).

Students can create topics and collaborate on brainstorming and designing ideas for solutions on the specific elements of the food problem they are focusing on. The interactive components of Flip require ethical and considerate behaviour by students (ACARA, 2024), which can be supported through monitoring and feedback by the teacher; task based and in real-time (Hattie, 2012). Online collaboration is in a safe space, preparing students for creating their own digital footprints outside of the classroom (ACARA, 2024), and for supporting students with their in-person collaboration in the classroom.

Australian Curriculum Assessment and Reporting Authority (ACARA). (2024). F-10 curriculum v9, General capabilities, Digital Literacy. https://v9.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/digital-literacy

Hattie, J. (2012). Know thy impact. Feedback for Learning, 70(1), 18-23. https://www.ascd.org/el/articles/know-thy-impact

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Flip is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Ahhh Trello.... how I have missed thee.

Trello was introduced to my corporate work place a number of years ago, as the new shiny toy by one of my executives. We redefined how we planned, allocated and measured work using it. We were excited about its functionality. It was going to revolutionise how we worked. I then went on Mat leave, and when I returned, Trello boards hadn't been touched in months. There was a new shiny toy to play with.

Despite this, I continued to use Trello to organise my workload, as I largely worked on projects in my role rather than business as usual tasks. I really liked the ability to sort, add detail, attach documents, and collaborate within the Trello boards, columns and tiles (I don't quite remember the terminology). I can see it being a really useful tool for students working together on projects. It can be a single source to plan, collaborate and store information.

The functionality of Trello is not dissimilar to functionality of some of the apps in Microsoft Teams. My understanding is that students in state schools have access to Teams, but I have not seen it used yet by students. Therefore, using Trello might be an unnecessary additional tool. However, I do still think there are benefits to using Trello for students, beyond the basic functionality.

Trello can be used by anyone, independent of their work or school links. It can also be used for more than just project work. I know a creative that uses it to track all her sewing projects. Also, having a tool independent from one that links to other functionality, may support minimising the distractions that the increased connectivity of Teams has (I am thinking chat with anyone in the school mostly).

I am definitely exploring using Trello to support the management of group work, specifically within project and problem-solving processes in senior classes.

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Capture, organize, and tackle your to-dos from anywhere | Trello

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Make the impossible, possible with Trello. The ultimate tool to boost your productivity. Escape the clutter and chaos—stay efficient with Inbox, Boards, and Planner from anywhere, even on mobile.

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Excerpt from FAQs:

UDL is a framework to guide the design of learning environments that are accessible and challenging for all. Ultimately, the goal of UDL is to support learners to become “expert learners” who are, each in their own way, purposeful and motivated, resourceful and knowledgeable, and strategic and goal driven. UDL aims to change the design of the environment rather than to change the learner. When environments are intentionally designed to reduce barriers, all learners can engage in rigorous, meaningful learning.

ICTs can support the principles of Universal Design for Learning (UDL) by providing opportunities for redesigning ways for Engagement, Representation, and Action and Expression within unit planning.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Instagram: Luke Springer (iam.mrluke) (@iam.mrluke) • Instagram photos and videos

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I'm Mr Luke! I'm a primary school teacher, teaching tiny humans in Adelaide, South Australia. I also enjoy making digital content. The content I create is predominately about my life as a male teacher, as well as my love and obsession with plants.

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I'm Mr Luke! I'm a primary school teacher, teaching tiny humans in Adelaide, South Australia. I also enjoy making digital content. The content I create is predominately about my life as a male teacher, as well as my love and obsession with plants.

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Melissa Jean (@melissajeancreates) • Instagram photos and videos

I, by no means, am or want to be an education influencer. I haven't even set out to be a craft influencer to be honest (can you be on Instagram for reasons other than being an influencer? I almost feel like the perception is you cannot). I reconnected with Instagram after a hiatus caused by the overwhelm that social media can cause. I did with a clear intent, to use it as a tool to build my confidence in talking to an audience (prior to stepping in to the classroom). In doing so, I learnt a lot about myself. Seeing yourself talk on camera, unscripted, allows you to see yourself as others do. It has been a really important exercise for me during my teacher education.

An added bonus is the community and connection I have found through using it, with people in my actual community (my new hometown) and people around the globe with similar interests.

I know social media (probably not Instagram though) is used frequently by students today, and this is something I want to understand more, to understand if there are principles to it that can be used to create connection in the classroom.

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Quizizz - The world's most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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I was introduced to Blooket on my first placement, and the year 7s in my classes loved it! It was beyond anything I had seen before in terms of quiz games, and became a pretty powerful tool for revision and for classroom management in general.

As with other quiz tools, it allows you to create your own questions, or access quizzes created by other users. I have used both options, depending on the purpose, timeframes, etc. Again, as with other quiz tools, you need to closely check quizzes created by others, as this is a global platform, with no restrictions on who can use it, meaning often quizzes are in another language or are poorly written.

The thing that sets it apart, and that I had not seen before, is the option to play it in various gamified instances, with real-time interaction with others in the classroom also playing it. They all contain an interactive component, adding that real gaming feel, as the interaction can impact the scoring as much as whether students answer the questions correctly. The most popular instance seems to be 'crypto hack', where students have to complete little puzzles and guess each other's passwords in order to steal money from each other.

I have found this tool really good year 7s and 8s, with it being hit or miss with year 9s. By year 10, I have mostly seen it become less engaging, and other quiz tools have worked better.

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I remember participating in my first Kahoot 11 years ago, when completing job training in a corporate environment. I cannot quite remember the context, but I remember using my phone to participate and answer questions.

Fundamentally, I am not sure it has changed much since then, or at least the functionality I have used hasn't. Kahoot is another quiz tool, that allows you to create your own quizzes or access quizzes created by other uses. It is recommended to always check every question and answers of quizzes on the platform, as I have often found surprises in the inclusions.

The capacity to create your own quizzes is a fantastic tool for pre-testing, checking for understanding and revision. Kahoot only askes the questions once, all at the same time, and students get points on speed and accuracy. At the end, a score board is provided with the students' rankings.

This tool has been effective with more senior classes (Year 10 and above). There is still the competitive component, but less gamified than others such as Blooket.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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ThingLink: Create unique experiences with interactive images, videos & 360° media

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Easily create interactive and immersive visual experiences for online communication and learning. Start a free trial!

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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Thanks to Kelly McDonald for this one

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Financial education made easy for secondary schools

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Found via Michelle Williams. Supports settle/warmups and exit tickets. (Plus more... to explore)

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Ziplet is the fast, easy way to understand how students are going. Run quick exit tickets, bellringers, social and emotional learning checks, and much more.

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Supercook: recipe search by ingredients you have at home

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Supercook is a recipe search engine that lets you search by ingredients you have at home. Find thousands of recipes you can make right now with the ingredients you have available at home.

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Earlier this week, I posted a new recipe for Fettuccine with a Pineapple Cream Sauce. It's super tasty. But I have a confession... that recipe wasn't made by me, it was made by, well, a robot.

As you probably know, we're currently in the midst of an AI-revolution. These AI tools from MidJourney, OpenAI, Stable Diffusion, Google, and countless others are getting extremely good at writing text and generating images - and they are improving at light speed. Given my background as a web app developer and food blogger, my first question was whether they could generate recipes as well, and I found that with some clever prompting and back-end work, the answer is a resounding yes. AI can generate really amazing recipes.

I began to come up with a vision for a recipe website that would serve two equally powerful purposes 1) allow users to enter a meal idea and get back a fully-functional recipe, and 2) catalog these AI-created recipes in a user-friendly format so that they could be saved, searched, and discovered by other users in a massive collection. Over the last few months, I have been working to make this vision a reality and today I'm excited to introduce DishGen.com - the infinite AI-powered recipe generator.

In fact, I just made a video that goes over this project if you'd prefer to watch -

[ P.S. This video is from my YouTube channel which covers the space between art and technology. It's not a cooking specific channel, but I'm working on a lot of new content on those topics, so if you're into that kind of thing, please subscribe.]

As a recipe developer, building this tool was both exhilarating and terrifying. Over many years, I managed to generate about 350 recipes. With AI, I can create hundreds of recipes in an hour. In fact, this project hasn't even officially launched but already over 1,000 recipes have been created in the last week! Together, the amount of great recipes we'll be able to create and save on DishGen is truly staggering.

How it Works

DishGen is a free service. You can access it at DishGen.com and you don't even need to sign up to try it out right now. Though, I highly recommend you create a free account - it gives you a much larger monthly search quota and allows you to bookmark the recipes you create.

Right from the homepage, you can use the input box to simply type in anything. There's a ton of rotating suggestions on the homepage. You can try things like "A high-protein vegan breakfast smoothie with antioxidants" or "No-bake keto peanut butter cookie bites with flaxseed" or "A crowd-pleasing vegetarian entree for my potluck this weekend" - the possibilities are endless.

The recipe you get back will be 100% AI-generated. It's not searching the internet to find results or copying and pasting other content, it's truly generating a new recipe on command. It also writes a title, short description, and tags that fit the recipe. It's kind of surreal.

Sometimes, it may not be what you were looking for, but that's fine. It's not perfect. You can refine your prompt to be more specific and try again until you get it exactly right.

Tips for Getting Better Results

Like all new tools, there could be a bit of a learning curve to get the best results, so here are a few tips to get the most out of DishGen -

1. Be Specific. The biggest thing to keep in mind is that this is not a search engine like we're all used to. I've noticed that a lot of early users have been typing in generic prompts with one word or ingredient. "curry" or "chocolate" will get you nowhere. The more detailed your prompt, the more likely you are to get a recipe that fits your vision. I think of it like a chef that will make me anything I want. If I just say "potatoes" I'm probably not going to get something as great as if I was more detailed.

2. Include Ingredients. Ask for the ingredients you want the recipe to contain. You can search for multiple ingredients at once by separating them with a comma. I use this to find creative recipes for items I already have in my kitchen to reduce waste.

3. Ask for Constraints. You can include things like "with less than 10 ingredients" or "keto friendly" or "for picky eaters" or "that makes 6 servings" to return a more specific result.

4. Mash up cultures and ideas. I've had a lot of good results with things like "a dish that feels Italian but includes Hawaiian ingredients" so feel free to be adventurous and see what happens!

There's also an advanced recipe generation page which guides you through the process to get even more accurate results.

DishGen is a Community

As cool as it is to generate recipes, I don't see that as this platform's primary feature. Instead, the real power of DishGen is its ability to catalog a near-infinite array of recipes. For this reason, I put a ton of emphasis on features that allow users to search, filter, bookmark, rate, comment on, and post photos of these recipes.

With such a large volume of data, the most critical part of this platform is having users who not only generate recipes, but make the recipes and report back to give them a rating, leave comments, and upload photos. that data can then be processed and the best recipes can rise to the top. In the not-too-distant future, I suspect we'll have a staggering collection of amazing recipes that is freely accessible by anyone.

With that in mind, I wanted to make this a free service for everyone because the more all of us use it and report back on the recipes, the better it will be for everyone. The only limitation currently is that accounts do have monthly "credits" that limit the number of recipes that can be generated. This is necessary because it is cost/resource intensive to access these AI tools. However, I am quickly working on a reward system that will allow users to earn permanent quota increases by trying the recipes they generate and providing comments and photos.

I'm not sure where this AI recipe revolution is headed, but this is just the beginning. I'm hopeful that DishGen can make cooking faster, easier, healthier, less wasteful, and more successful for home cooks around the world - it's really an extension of the One Ingredient vision that has been here all along. It's a pretty exciting time!

If you have any questions about this tool, you can post them below. The service is also in beta and I'm sure there will be some bugs and glitches. If you do find anything unusual or have issues, please do report them via the DishGen Contact page.

DishGen Created the Best Vegan Cookie Recipe I've Ever Made

Okay! So this tool can generate lots and lots of recipes but the question is, are they any good?

A true story - this week, I was looking for a killer vegan cookie recipe. I don't make a lot of dessert and I don't have a great crispy cookie recipe, like a sugar cookie, so I simply asked DishGen for a vegan cookie that is crispy and has no processed sugar and it came back with this - Crispy Almond Butter Vegan Cookies.

This recipe seemed to make sense and I had all the ingredients, so I immediately got up and made it on the spot. I just followed along exactly and had the cookies in the oven within 8 minutes.

No joke, these are the best cookies I've ever made. Everything was perfect. It nailed the quantities of ingredients, the batter had just the right consistency, just the right amount of baking powder for a tiny rise, and they came out crispy on the outside and a little softer and melty on the inside. Though it's mostly almonds, it's just slightly nutty and so delicious. It even nailed the number of servings. Amazing.

As a recipe developer, this was a surreal experience for me. It would have taken me infinite attempts to come up with something like this, and I probably would have never stumbled on the almond butter + almond flour combo that worked so well.

These cookies do have a stupendous amount of fat and some coconut oil which I wouldn't normally use, but you'll have to take that up with the robots 🤖.
Makes: 16 cookies
Ingredients:

Steps:

1. Preheat oven to 350°F and line a baking tray with parchment paper.

2. In a large bowl, whisk together almond flour, baking powder, and salt.

3. In another bowl, whisk together almond butter, maple syrup, coconut oil, and vanilla extract.

4. Mix wet ingredients into dry until well-combined and dough forms.

5. Use a cookie scoop to portion dough and roll into balls, then flatten into discs.

6. Arrange on the baking tray and bake for 12-14 minutes, until lightly golden.

7. Cool for 5 minutes on the tray then move to a wire rack for further cooling.

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Introducing DishGen - The Infinite AI-Powered Recipe Generator

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How food rescue initiative OzHarvest transforms waste into food | Discovery | Gardening Australia

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This is a fast and effective way to whip up a settle or brain break activity. You can use terminology that students are learning, to link it to literacy activities. It has also been useful when I have had a few fast finishers in Food Technology that cook and clean faster than the others. It balances them doing some revision, with fun, and allows me to still manage the kitchen and classroom learning at the time.

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Word Search Worksheet Generator | Education.com

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Create your own word search with our word search maker. Use your own word lists to create word searches for review, spelling, or just plain fun.

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Resource shared by Melinda Barsby.

Links to trauma informed practices.