Student Workload”
As a pre-workshop activity the Flipped Lab participants completed a survey to roughly gauge the student workload requirement in their course. The survey totalled up all of the expected work and hours within and outside of the classroom, figure 1: Shows faculty perception of student workload. figure 2: shows total student workload as indicated by faculty
Relative Student Workload
Presentation, Several views into “workloads” of undergraduate students in EOAS (and other) courses (Draft), Francis Jones, Sarah Harriss Earth, Ocean and Atmospheric Sciences
Draft Presentation Slides
https://docs.google.com/file/d/0B_O1wAlUUMeuaDkxVkxEWXNoanc/edit?usp=sharing
Perceived Student Workload
http://wiki.ubc.ca/File:Perceivedstudentworkload.png
Figure 1: Perceived Student Workload
==Total Student Workload==
[[File:Total student workload.png|full|Fig 2: Total Student Workload]]
Classroom Activities
During the session we hosted and modified open-space session, where 5 different faculty members from across UBC, informally presented to table groups about their strategies and approaches in the face-to-face class. Click on the headers below to read the notes from each of the sessions.
Student Input
”’Fred Cutler, Political Science: Input and Discussion in Large Classes”’
Ideas
- Forums in Connect
- Student Input & Discussion
- Case-based studies
- Index cards
Questions
Why are we limiting discussion to in-class sessions?
How do we structure activities?
For grades or for learning feedback?
Google Spreadsheet’
- Anonymity
- Inside/outside of class
- Record of production
- Send into groups
- Open Comments
‘Strategies’
- Find your champions
- Relate to common experiences
Other Tools
*[http://elearning.ubc.ca/toolkit/clickers/ Clickers]
*[http://www.polleverywhere.com/ Poll Everywhere]
*Tophat Monocle – contact Marianne.schroeder@ubc.ca
”’2-stage exam”’
*Solo and group
*Weighted grades
*Student input – student interaction + transmission to the class
*Purpose of discussion – non-unique conclusion, starting as a question, multiple objective and assessments – justify students’ choice
*Static vs. active learning – community of learners
==Team-based Learning, Just-in-Time-Teaching==
”’Matt Yedlin, Applied Science, Just-in-Time-Teaching”’
*Instructor A: Do pre-readings linked to pre-quizes on connect. (Every single class). Even giving a 5% of the marks to these quizes makes the difference (gets the students to do the work). [First year students]: doing problems in the class. Applying the material they have read about. They work in the groups of maximum 5 people. There are two TAs and two under grads who are peer tutors and the instructor. Using clickers (partially) to assess. Worksheets and answering questions about specific cases. (have designed workshops to train TAs in biology)
*Instructor B: Statistics course. Similar experience int erms of group work. 57 students and a TA. Groups where pre-selected based on their major, year, etc. Summer course. Groups of 4s or 3s. Same groups in the labs. Used clickers.When in pre-selected sets you have a good mix of students and they rarely fall behind. Have a well-structured set of questions.
*Graduate Student: Student in the MA program: developing a lab section for an into course. Enjoyed pre-quizing. Even if you are not marked on how well you do, you get some idea of what you will be doing later on and have a foundation for when you are going to the classroom.
*Advisor: Under grad advisor for linguistics: Starting a course in a flipped format. 250 students. Partially flipped. Giving pre-quizes on connect. Worried about deviding students into groups. Getting to as many groups as possible. (groups of 5 – 50 groups). 5 people including the TA to support the class. Do you keep the same groups for every class? – Matt: pre-select groups on the basis of diversity. What about assessment? Have a mid term and presentations. Too much pressure on the students during the mid-term. Matt: have every class, a 5 minute quiz for each class and no mid-term. “assessment should be linked to the way that the learning happens” – Assessment becomes important in terms of feed-back and assessing their own understanding. The grade is not what matters. Students give value to things that they will be graded on
*Instructor C: In under grad courses: a written assignment before the class which they can share. Teaches online grad courses in reasearch methods. Under grad course in academic writing. Offers them a rubric that will show them how to assess each other. Then they sit in the group and assess each other’s work. Some times they would do readings before class. They would get a percentage for getting in the paper. Matt: one liner at the end of every class. Matt: less is definitely more. It’s not about the facts any more. You need to test the people on the syntax and then move on the the understanding (symantics).
*Instructor D: Teaches marketing research. Group type activities. They do pre-readings. Then there is lecture/discussion. Then there is an activity on the topic. They get graded on their weekly assignments. There are still exams. (300 level students). Matt: the students are too distracted to do lectures.
*Undergraduate Student: Students don’t feel it’s worth the tuition if there is no lecture. Students used more phones because they did not like the flipped classrooms. Students don’t know what the flipped classroom is. They think the teachers are lazy and they thought they had more work to do. An hour long videos to watch before the class. They had to watch the video and do the readings. In class they did the team based quizes. Students are not experts and so far do not know how to respond in a flipped classroom. They do not know how to succeed.
==Small Group Activities==
”’Paul Carter, Computer Science, Small-group Activities”’
”’Pre-class video (DIY)”’
* In-class activity, responsibility on students to learn autonomously – use connect.ubc.ca for open-ended questions
* Realization that instructors already doing some version of Flipped Classroom
* Shifting of the way the material is presented and WHY
* What do you do if students don’t watch videos?
* Karen Gardner (surgical skills) – barebones vid, embellished in class
* Get students caught up with online content
==Invention Activities==
”’Mark Maclean, Math, Invention Activities”’
*Goal: buy in, context for material, generating ideas, open method; through method, through examples, just like professionals/experts
*History: Don Scharwtz, middle school and beyond, linked problem sets
*Many outcomes: open multiple solution paths, move beyond procedural approach to conceptual space, make connections, generate mathematics
*Invention activities: groups of 3-4, allow solitary for introverts, watch for dominant members, clashing styles, instructor chooses :presenter
*Instructor role: ask questions but don’t give answers, talk about modes of problem solving, share ideas and invite comparison, show :multiple approaches, followup, increasingly introduce structure, try 4-5 times through term, no less than 3, push to make conceptual :links, to check understand of group link carefully to following content, invite creativity ex. Cartooning, visual
*1st time: discomfort, breaking expectation, not expecting to speak out in large class, cultural penalties of sharing, group work?
:Eventually learn to speak about process, learn to think conceptually, variation in content affects conceptual link?
==Classroom Discussion==
”’Simon Bates, Physics, Classroom Discussion, Just-in-time teaching”’
”’Discussions”’
* Model process at the very start
* Build in mechanisms for student comments
* Reduce distance between you and students ex. Mic, slide advancer, instructor movement
* Create environment – safe for incorrect responses; value contributions
* Rephrase, summarize, bounce, facilitate questions, answering around
* Learning as an active process – “no learning without tears” – frustration, challenge
* Scaffolding vs. motivation/demotivating ie. Through iclickers and peer instruction
* Peer discussion – helps student facilitate, room set for interaction, TA run aisles
* Peer Instruction
* Students commit to each clicker question
* Not to initially show data; for discussion
* Debate; polling live
* Students can help each other ‘relatable’
* Repolling – teachable movement; no change (clarification, follow up); change (discussion, debate shift, resolve)
”’Context of worksheets per lecture”’
* In class problems; out of class consolidation
* 3-6 questions; good practice/extra credit questions
* Solve in groups
* Students voice strategies
* Leads to different points for all students
* Provide answers 1-2 weeks later
”’Live Scribe Smart Pen”’
* Controls on digital paper; draw out
* Records visually and audio; flash movie – uploads to plugged in laptop
* PenCast
* Automatically indexed
* Post solutions – the process rather than just the finished product
* Use for office hours
* Cost of about a textbook $100
* Student apps (ipad, tablet)
* Useful for office hours, post exam review, exam review
* Student consent; edit it yourself
* Flash export – can embed in connect
* Students Use:
* Group discussions; not really used much
* Groups: exam in group; group mark and explicit practice
”’Worksheets”’
* Record main elements of student conversation, tangible (students can take away), guide discussion, have learning objectives, debate, :apply, group exam for practice or marks, not just discussion but for purpose; challenges with flipped worksheet as a purposed connection
* Reuse worksheets and pencasts; no date stamp
* Group feedback
* Group electronically post for whole class; embed in connect, pencast to livescribe site, annotation and drawing apps, screen cast :apps, Explain Everything (published/hosted openly on YouTube), hosting depends on software