Flipped learning is more than just having students do homework during the school day. It’s more than just putting the onus on students to teach themselves. In fact, it’s neither of those things. Don’t be fooled by simple explanations of flipped classrooms that simplify a highly complex undertaking.
Flipped learning is a hot trend in most stages of education right now – and for good reason. It’s a way to really shake up the typical classroom and incorporate education technology in a positive way. The graphic below from Circulus dives into the benefits of flipping your classroom, homework, and learning in general.
See Also: 10 barriers to creating flipped classroom video content … and how to overcome them
Since some teachers are already incorporating the flipped model but many others are still unsure about the specifics, it might be a good time to research the basics. Educause has a fabulous walkthrough that includes the following definition:
The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.
The PDF (linked above) walks through the pros and cons of flipping so be sure to review it prior to getting started on your journey. Just my little bit of advice.
FLIPPED LEARNING ENABLES:
- Student access to tools and technologies
- Student engagement in rigorous content
- Student immersion in diverse learning
- Student collaboration with peers
- Support for the learning process
- Student access to immediate expert feedback
FLIPPED LEARNING IN THE CLASSROOM:
- Encourages student understanding
- Enables differentiation
- Ensures access to expert support
- Enables student engagement
- Creates a supportive learning environment
- Provides opportunities for collaboration
FLIPPED LEARNING WITH HOMEWORK:
- Encourages student accountability
- Encourages purposeful homework
- Provides a reason for learning content
- Minimizes distractions
- Engages and prepares students for learning
The Mobile Learning Landscape 2015 Infographic
Widespread adoption of smartphones and tablets has fuelled extensive interest among learning professionals about the use of mobile devices for training delivery. What is the state of mobile learning in 2015? Is growth underway? Are obstacles being surmounted only to give way to new stumbling blocks? Or is mobile learning accruing the sort of success stories learning professionals have hoped to see?
To explore those questions and other elements of mobile learning, ATD and i4cp sought insights from learning leaders and professionals worldwide in The Mobile Landscape 2015: Building Toward Anytime, Anywhere Learning. Their views, experiences, and strategies offer valuable guidance and examples for those just beginning the mobile learning journey.
ATD and i4cp found that 34 percent of organizations have mobile learning programs. Even among organizations not actively leveraging mobile learning, interest in its potential has—and does—run high. The numbers of learning professionals with mobile programs in development or under serious consideration have consistently matched figures for those in use.
Blended Learning is not so much an innovation as it is a natural by-product of the digital domain creeping into physical boundaries. As digital and social media become more and more prevalent in the life of learners, it was only a matter of time before learning became “blended” by necessity.
That said, there’s a bit more to Blended and “Hybrid” Learning than throwing in a little digital learning.
6 Types of Blended Learning
- Face-to-face Driver
- Online Lab
- Online Driver
The following infographic takes a different approach to the concept, labeling it “Disruptive,” and even offering an interesting matrix. One interesting prediction? By 2014, 50% of all post-secondary learners will take a class online.
In a recent research article published by PEW Internet under the title » The Impact of Digital Tools on Student Writing and How Writing is Taught in Schools «, 91% of teachers surveyed report that » judging the quality of information » as the top of the digital skills students need for the future. Similarly, another 91 report that «writing effectively» as being essential skill for students while 54 % of teachers think that working with audio, video or graphic content as being important but not essential.
Reading these stats together with other sections in this research made me think that the teachers surveyed in this study ( so as not to fall in the blander of generalization ) put digital citizenship on top of the continuum of digital skills ; in other words, knowing how to use web tools comes secondary to knowing the reasons for which to use them, or at least that is how I interpret it. Have a look at the graph below and try to read the entire report to learn more about this study.