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Flipping the Classroom in an Online MATESOL

Course? Christine

Bauer-RamazaniSaint Michael's College,

Colchester, Vermont

TESOL 2014CALL Interest Section

Hot Topic: Enhancing Education through Technology

Flipping the Classroom in Multiple Contexts

(Web cast)

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1.Do any of you teach online/full-distance courses, e.g. in a graduate program? (Raise your hand.)

2.Have you tried different ways of teaching the content for your online courses? a. Lecture capture (audio/video/screen)b.Lecture notesc. Other

Questions to the audience …

The context

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GSL606: Curriculum & Syllabus Design

• A graduate course in the online strand of the MATESOL program at Saint Michael’s College

• Online strand: o A mix of on-campus and distance courseso Summer = on-campus; fall + spring = distance; summer

= on-campuso 4 courses (out of 12) = distance courses (3 credits ea.)

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The task Transitioning a partially on-campus/f2f and

online/distance course (2012) to full-distance (2013) Old course structure:

Alternating weekso Week 1: F2f class of 100 minutes

• Traditional class with lecture, cases/situations, elicitation of concepts, small-group exploratory activities, small-group application activities, large-group discussions

• Summaries and threaded discussions in Learning Management System (LMS)• Readings

o Week 2: Online only• Reviews of documents/applications, threaded discussions, projects,

peer reviews

Decide on how to deliver content online

cbauer-ramazani@smcvt.edu

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Strategies & Principles• Flipped Classroom model adapted

for online learning context• Experimentation• Use of the four PILLARS of

FLIPPED LEARNING 1. Flexible Environment—students

choose when/where to learn

2. Learning Culture—student-centered, co-construction of knowledge

3. Intentional Content—peer instruction, problem-based learning

4. Professional Educator—monitoring, accountability, formative assessment

Source: Flipped Learning Network 2013

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Flipped Course Structure

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Orientation meeting-f2f + recorded with lecture capture

Pre-recorded, narrated mini-lectures (~ 20 min.) Cases/sample situations Samples of documents

(”handouts”) Online links

Interactive activities online application, analysis, synthesis,

evaluation (Bloom’s taxonomy)

cbauer-ramazani@smcvt.edu

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Design• Bi-weekly narrated mini-

lecture recordingso Resources: lecture capture tool

(Tegrity), microphone, PowerPoint slides, links to Internet resources, documents

• Tasks & Assignments (= Analysis and application)--to be discussed in the Sharing What you Learned Forum in the LMSo Response to the recording--

prompts, e.g. cases/sample situations in the mini-lecture

o Factors to be considered in curriculum design

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Sample week

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Goals/learning outcomes

Mini-recording Discussion of samples (SMC-IEP

curriculum and other Internet resources)

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Interactive Tasks Application

Selection of samples in students’ curriculum area

Analysis/review of samples Synthesis with information

from the readings Sharing of findings in online

discussion forum

Peer reviews

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Outcome Project

synthesis of what has been learned from all sourceso mini-lectureso readingso analyses/reviews of

applied, interactive taskso interaction with peers and

teacher in threaded discussions

o peer reviews

cbauer-ramazani@smcvt.edu

Advantages of adapted FLIP

Merger of face-to-face and online instructions

Increased flexibility—recordings done ahead of time

Focus on students’ learning and formative assessment

Increased student interaction—discussions/activities

Increased flexibility—students work at their own pace

Customized learning Increased autonomy--more

responsibility for learning on the students’ shoulders

Fits with students’ expectations of 21st century instruction

For the teacher For the students

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Challenges

More preparation time for the teachero Video recordings based on

prepared scriptso Rehearsingo Searching for/posting

content-relevant links and documents

o Designing interactive tasks and activities

o Monitoringo Assessing

More home/online work

Necessary access to video sources at home

For the teacher For the students

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References1. Raths, David (2014, Jan. 15). How to make the most of the flipped classroom. Campus

Technology.2. Raths, David (2014, Jan. 22). Assessing the flipped classroom’s impact on learning. Campus

Technology.3. Schaffhauser, Dian (2013, Nov. 13). Beyond the basics of the flipped classroom.T.H.E. Journal.4. Flipping your classroom. (2013, Aug.). 21 Things 4 the 21st Century. 5. Bolkan, J. (2013, Nov. 19).

Report: Half of university faculty have flipped their classroom or will in the next year. Campus Technology.

6. Hamdan, N., & McKnight, P., McKnight, K., & Arfstrom, K. (2013). A review of flipped learning. Flipped Learning Network.

7. Herreid, C., & Schiller, N. (2013, May). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-67.

8. Marshall, Helaine (2013. The Flipped Learning Approach in Adult ESL Classrooms. 9. Bergman, J., & Sams, A. (2012, April 27). Flipping the classroom. Excerpt from the book Flip

your classroom (2012). International Society for Technology in Education (ISTE) and ASCD. Tech&Learning.

10. 7 things you should know about ...flipped classrooms. (2012, Feb.). Educause. 11. Nielsen, L. (2012, Dec. 11). Why the flip’s a flop. The Innovative Educator.12. Musallam, Ramsey (2011, Oct. 26). Should you flip your classroom? Edutopia. 13. de Haan, Jac (2011, Oct. 7). Creating interactive online video using YouTube. Technology with

Intention.