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How can education technology be used to activate students for learning? Which teaching methods can stimulate critical thinking in large groups of students and can help each individual student to reach deep understanding? There are many different ICT tools available that you could use in your course. How to make a relevant choice that fits your course best?
In this workshop two effective Blended learning designs will be discussed from the teaching practice perspective: flipped classroom and peer-instruction. The participants will work on and discuss their own Blended learning course (re)designs. Additionally practical information will be provided about the facilities and tools to implement Blended learning at our faculty: voting systems, knowledge clips production.
This two hours workshop will be given in the form of flipped classroom by Erwin van Vliet and Natasa Brouwer. The participants need to make an assignment (here below) before the workshop. It takes about 1 hour to complete the assignment.
1. Watch the video by Eric Mazur (13:56 min)
Question: Why did prof Mazur change his teaching?
2. Watch a small part of the lecture by Erwin van Vliet (4 min) (in Dutch)
Question: What is the difference of this lecture in comparison to a traditional lecture?
3. Propose a blended learning (re-)design of a part of your course and bring your proposal with you to the workshop. Please focus on one ILO.
a) Choose in your course one ILO that is difficult to achieve for your students.
Write down what is the ILO and describe what is the learning problem that your students have with this ILO.
b) Think about what you could change in your course (intervention) and which learning activities you could use to tackle the learning problem that you have identified? Write down one or two possible learning activities (use key words). Can you propose any learning activities for which you use education technology?
c) Think about how you could see / measure if your (re)design was successful.
After you have defined the categories of the learning activities in your Flipped classroom learning activities sequence (scheme), you can evaluate the ratio of the face-to-face vs. digital activities. You can use the Learning types activities graph (find here above) to define how much your course is blended. You set markers: at point 1 if the activities in that category are only face-to-face and at a higher point on the line if there are also digital activities in that category. By connecting the markers you draw a spider net and you can directly see how intensive / balanced is your course blend. Maybe you will get inspired by this graph and you will try to make your course more blended by exchanging some face-to-face activities with digital ones using digital tools and move them before or after the class in the Flipped classroom model. Note that this doesn't say much about how good the course design is nor about how meaningful the blend is. To define these you need to check if the learning activities in your re-design are this way better aligned with the ILOs and if they fit more logical in the sequences of the flipped classroom model supporting students' learning better and increasing their motivation.
The workshop Technology enhanced interactive teaching (Flipped classroom) - BKO workshop is part of the Faculty of Science BKO programme since 2013.