Before we start…

(i) Get into teams

Each team needs either a laptop, a tablet or a phone

connected to the internet

(ii) Name Your Team

It might matter in a tie break…

(iii) Download ‘NearPod’ and sign in

Join session: CFDVT

On one device per team

Use your team name to sign in

Leeds University

Business School

Embedding Technology in the

Classroom

A Meta Workshop

CABS Conference 2016

Dr Emilee L Simmons

Dr Mike Reynolds

• Two case studies

• Why meta?

• This workshop itself has technology embedded

• NearPod

• Quizzes throughout

• The team that answers the most questions wins

• Did you do your homework?

• Time for a quiz!

• Get on your Tablet/Laptop/Phone

Introduction

Session

Number:

CFDVT

Leeds University

Business School

Leeds University

Business School

Example 1: Flipping the

Entrepreneurial Classroom

Emilee L Simmons

Leeds University

Business School Why Did I Flip?

Needs Driven:

• Cohort of 200+ and growing (2015/16 was 225)

• Traditional Lecture & Seminar structure wasn’t working

• Lecture: Needed some of the Largest Rooms every week – not easy to timetable

• Seminars: broken down into 9 repetitive seminars

• Centre for Enterprise & Entrepreneurship – Pedagogy & Philosophy in Workshops

• Average 2 hour workshop for students; blends seminar & lecture

• 4 cohorts; smaller, yet still very repetitive

Now:

• Weeks 1, 4, & 11: 2hour Full Cohort Session, with interactive techniques using technology

(Wks 4 & 11 mock exams & support sessions) – easier to timetable

• Rest of Weeks: broken down into 4 cohorts at 2 hours – more personalised experience

Leeds University

Business School Traditional Workshop

FEEDBACK

A T H O M E I N C L A S S

Leeds University

Business School Traditional Workshop

Advantage:

Content & Activities are in the class, allowing for interactive

sessions (beyond a lecture)

Disadvantage:

The processing & synthesis of information does not happen until

they are outside the class

This may include Questions & Misunderstanding which cannot be

addressed until the next class – if ‘life’ doesn’t interrupt

This also means ‘feedback’ after questions can be nebulous

Leeds University

Business School

A T H O M E

Flipped Advanced

I N C L A S S

CONTENT ACTIVITY PROCESS & Q’s

FEEDBACK

ACTIVITY

Leeds University

Business School Flipped Advanced

Neck & Greene (2011: 56) “experience supersedes education”

Advantage:

Content is learnt outside the class, allowing for personalised Questions

Class time can be used for processing/synthesis, activities and questions

1st Year, 1st Semester UG students – developing their independent learning

skills through learning content, processing and performing tasks BEFORE

they come into the classroom (extended in ‘Group Work Phase’ Weeks 4-10)

Feedback and formative assessment (individual, group, peer) readily

accessible and timely

Mixture of Flipped, PLUS Team-based Learning (TBL) – all focusing on team

work in class AND outside of class (very few ‘individual’ tasks) – peer

‘pressure’ to do the work & also ‘never alone’ (peer support).

Disadvantage:

Lots of Pre-Planning

Keeping High Level of Engagement after Week 5/6 (I do ask a lot of tasks)

Leeds University

Business School Technology Used

Videos Uni VLE Add Ons

Leeds University

Business School The ‘Take Home’ Messages

Use the Flipped Classroom like an adjustable tool as part of

our wider teaching toolkit, rather than a fixed methodology.

Keep Technology Simple; use it when it adds value & don’t be

afraid to let the students ‘drive’ the technology usage

Top Tip: Make sure Tasks & Technology use in Flipped

Learning is a simple process, but also consistent.

Leeds University

Business School A Few References

Bishop, J. L., & Verleger, M. A. (2013). “The flipped classroom: A survey of the research”

Paper presented at the 120th American Society for Engineering Education Annual

Conference and Exposition, Atlanta, GA.

Bliemel, Martin. (2014), “Lessons Learned from an Inside Out Flip in Entrepreneurship

Education”, Small Enterprise Research, Vol. 21 No. 1, pp. 117-128.

Harmeling, Susan S. (2011) "Re‐storying an entrepreneurial identity: education,

experience and self‐narrative", Education & Training, Vol. 53 Iss: 8/9, pp.741 - 749

Neck, H.M. and Greene, P.G. (2011) ‘Entrepreneurship education: known worlds and new

frontiers’, Journal of Small Business Management, 49(1): 55-70.

Petriglieri, G. and Petriglieri, A.L. (2010), “Identity workspaces: the case of business

schools”, Academy of Management Learning and Education, Vol. 9 No. 1, pp. 44-60.

Shepherd, D.A. (2004), “Educating entrepreneurship students about emotion and learning

from failure”, Academy of Management Learning & Education, Vol. 3 No. 3, pp. 274-87.

g, Vol. 47 No. 1, pp. 7-17.

Leeds University

Business School

Now it is your

turn… Session

Number:

CFDVT

Leeds University

Business School

Leeds University

Business School

Example 2: Using a Wiki in the

Classroom

Mike Reynolds

Leeds University

Business School The Module

• 1st year Economics

• 40 Students

• History content

• Evolution of

economics

• Lots of information

• General Knowledge

• Links to other

modules and topics

Leeds University

Business School Aims

• Specific

• Improve historical knowledge

• Show how key economic ideas

developed over time

• General

• Give access to appropriate

content

• Introduce ‘research’

• Further develop ‘self-learning’

• Teamwork

• Collaboration

• Team Learning

Leeds University

Business School

• A Wiki is… “a web application

which allows people to add,

modify, or delete content in

collaboration with others”

(Wikipedia, 2014)

• Editable pages on the

internet

• Wikipedia is just one example

• An encyclopedia that people

can access and edit

Leeds University

Business School Wiki Advantages

• Facilitates Group Work

• Teams create/share/modify

• Important for Employability

• Caruso & Woolley (2008) &

Mannix & Neale (2005)

• Team WorkHe

• Helps learning

• Sweet and Michaelsen (2011)

• Instructor overview

• IT Skills

Leeds University

Business School Wiki Set Up

• Course Wiki (NP Slide 1, 2, 3, & 4)

• All course and lecture material

• Lectures are a guide through the Wiki

• Links to internal and external pages

• Students comment to add material

• Sandbox

• Team Wiki (NP Slide 6, 7, 8)

• Every team

• Each student can create and edit pages

• Version control and monitoring

Leeds University

Business School Seminar Work

• Task based and placed in Wiki (See NP Slide 6)

• Embed the Wiki

• Seminar 1 Task (See NP Slide 3 & 5)

• ‘Every student should visit this course wiki and make a

'useful' comment on one of the pages, whether it is a

relevant link, a correction to the page, or a relevant

question’

• All tasks involved a Wiki element

• Writing on team wiki

• Scavenger Hunt (See NP Slide 7)

• Strict Deadlines

• Assessment (See NP Slide 8)

Leeds University

Business School Wiki Conclusions

• Added a layer of interaction with mixed media

• Positive reaction from students

• “The thorough teaching and how the seminars got the students involved.”

• “The lectures and seminars were interesting, enjoyable, fun and quite

entertaining.”

• “The wiki and unique presentation of the material in lectures. The group

presentation also helped”

• Engagement

• Seminar attendance and impressive grades

• Embedding Important

• Module redesign – Lectures and Seminars

• Used VLE Wiki

Leeds University

Business School

Thank You

Any Questions?

Leeds University

Business School A Few References

Caruso, H.M., & Wooley, A.W. (2008). Harnessing the power of emergent

interdependence to promote diverse team collaboration. Diversity and

Groups. 11, 245-266.

Encyclopaedia Britannica (2014), Encyclopaedia Britannica Website

[online], [Accessed 4th July 2014] Available from:

http://www.britannica.com/EBchecked/topic/1192819/wiki

Mannix, E., & Neale, M.A. (2005). What differences make a difference?

The promise and reality of diverse teams in organizations. Psychological

Science in the Public Interest, 6(2), 31-55.

Sweet, M. and Michaelsen, L.K. (2011). Team-Based Learning in the

Social Sciences and Humanities: Group Work That Works to Generate

Critical Thinking and Engagement, 1st Edition. Stylus Publishing

Leeds University

Business School

Now it is your

turn… Session

Number:

CFDVT

• Keep it simple

• Be prepared

• Test technology and the room

• Do all participants have the technology?

• Backup plan

• What if no one does the preparation work?

• Embed the technology

• Use it again and again

• Incentives

• If you can, then be flexible

(Meta) Conclusions

Thank you

Oh and the winner

is…