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(i) Get into teams
Each team needs either a laptop, a tablet or a phone
connected to the internet
(ii) Name Your Team
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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
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 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
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 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
• 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