TIPS MODULE 7 ASSESSMENT

David Boud's lecture was very interesting and in line with the other areas of curriculum design and modules of ED6112.  In the way that it's much more student focused and supportive.  Seeking active engagement by the students in assessment.

I really agree with his ideas of moving assessments away from the end of semester and spreading the load.  My unit has done that, although it's still pretty hectic as nursing is an 8 week academic semester.  But the final exam is 100%.  It would be nice to spread that load across the semester (as per Assessment 3).

What I'd like to integrate from David's talk is getting students to mark their own assessments. Currently with skills, the students do their video assessment and that's it.  Its a summative assessment and there is no feedback other than receiving a pass/fail (unless they fail and review their video prior to reassessment). My issue with this is:

Some students just fall over the line (despite being on the 'fail' side of the rubric) but they get a pass and consider themselves safe.  They need feedback on this skill, they need to improve, to be truly safe.

If they do this, then I think we'll see improvement in the following skills as there's many areas that cross over between skills. 

My plan (to suggest to the powers that be) is to give every student access to their video  and the students are to submit a marking rubric with their marks for each section (of my new improved rubric for assessment 3).  Then tutors when reviewing the video assess against what standards the students believe they are.    I think this gives students clear understanding of their strengths and weakness and also complete transparency in assessment.

The end results would be student nurses on practicum having improved skills, and being more workplace ready.

Only issue will be: the turnaround times involved and potential increased workload on tutors...
I'll keep stewing on that one...

TIPS Module 6 Assessment

 

Assessment is many things.  Motivation to some, fraught with anxiety for others, but what it is to pretty much everyone in higher education is...unavoidable.

 

 

Module 6 has given me plenty to think about in the unit I teach, a practical skills unit.  And as I have mentioned previously, assessment is where I feel a major improvement can be made.  I believe the actual assessment that is done (video assessment of student doing a skill e.g. giving a subcut needle  into a foam pad) is fair and equitable, but the assessment of the skill requires improvement.  Here's why...

 

• Most students put great effort into learning the skills, and the assessment task is stressful  and the learning is time consuming.  It's all for a pass/fail mark.
• a few students excel and are flawless, most stumble somewhere but correct themselves, some just fall over the very vague 'pass' line.  All these students get the same grade "pass"
• Some students fail, but get a resit and then hopefully pass.
• Those that fail the resit fail the whole unit.

Those above points are trying to highlight that a mere 'pass' isn't enough.  If so much emphasis is placed on these skills, they should be graded and some weighting go towards the final grade.  The grade for this unit is given 100% from the final theory exam.  For a practical unit, I don't think that is fair on students who excel in the practical component but for whatever reason, don't do old fashioned exams so well, where rote learning is your friend.

 

On the flip side, if it becomes weighted then marking is 'harder.'  I think with a clear rubric regarding what is considered pass, credit, distinction and high distinction marking will be equal to what it is now. Especially given that the rubric is broad and open to interpretation and potentially marked very differently by each assessor.  This is much more reliable for each student and assessor.

 

Also the assessments are only used for formative feedback should the student fail and require a resit.  They watch the video with the assessor, are shown their errors and talked through how to correct the errors.    My issue here is, some of these students have only just fallen over the line, but they see their 'pass' and happily move onto the next assessment.  They should all be able to access their video and their rubric to see where their strengths and weakness are, to improve upon the skill, this will aid in coming assessments and also towards doing these skills in a practical setting.  It will improve the two way communication between student and teacher and be a more transparent approach to assessment.

 

So off to put my money where my mouth is a try to make an improved rubric and assessment structure!

 

 



Think….Aligning Assessment and Learning Outcomes

Race, Brown and Smith (2004)  in their book 500  Tips on Assessment raise some food for thought in the section regarding tips on designing and using learning outcomes.

 

The main one that has stood out for me personally is something that I feel I get muddled with at times, and that confusing learning outcomes and assessment criteria (tip 7).    The ILO of the unit I currently teach are well aligned (all bar one), and very general.  But it’s clear how they are assessed when you see the link from assessment pieces back to the ILO.    

Sometimes I think I try being too specific when attempting to write ILO and it starts looking like an assessment outline.

 

Which tip 6 highlights  “Don’t get hung up too much on performance, standards and conditions” when expressing ILO.  These things can be clarified in assessment pieces.  OK now I’m in the swing of things!

 

Tip 8 highlights not writing ILO that can’t be assessed.  One outcome in my unit is un-assessable in the simulated learning lab environment.  Something I’m hoping to correct for next semester. 

 

And another tip I plan on taking on board, or more specifically being more conscious of doing is No 11…getting students to self assess their achievements.   It’s one thing to give them a ‘pass’ status for skills, which means they are free to do that skill supervised by an RN when on placement in hospital.  That’s very different to them feeling confident in carrying out that skill, and feeling as though they have clear links from theory to knowledge to allow them to critical think when ‘at work.’

 

I like this book.   I’m hoping with 500 tips I should be well on may way to good assessment pieces!

 

 

Getting your MOOC on

 The initiative of Open Learning is growing rapidly, and a lot of that is thanks to the creation of courses known as MOOCs.  A MOOC (Massive Open Online Course) allows you to enrol from the comfort of your own home, into a course of your interest. 

 

The ‘massive’ part comes from the fact that most of the courses do not have restrictions on enrolment numbers.  Udacity for example, which has links with elite American Universities such as Dartmouth and Northwestern, has 28 courses and 2 million users.

 

‘Open’ refers to the limited restrictions (if any) placed on enrolment.  Some courses though may have suggested prerequisites.  Open also means the content of the course is free.  Some courses however to charge a fee for certificates of completion or for credits towards university or college courses. 

 

‘Online,’ well that one is pretty straightforward.  There’s no face to face time required (you may be able to access skype and video links) but you do not have to attend campus.  And there is limited opportunity to have one on one time with the expert taking the course.  You are competing for his/her attention with potentially 10,000 other class mates!

 

‘Course’ refers to the fact that is structure to the curriculum design.  Some providers such as Coursera run their courses in semesters, others however  allow you to enroll at any stage.

 

The quality of MOOCs is variable, as some only allow renowned field experts conduct courses, where as others allow any user to upload courses. 

 

MOOCs have opened up the world of education to millions of people that would of once found it inaccessible.  Elite universities which were once unobtainable unless you were wealthy or on scholarship are now providing education to masses of people.  

 Is there a place for MOOCs in nursing?  Sure.  It's a great chance for nurses to expand existing knowledge with courses or to learn about a new specialty.  But the practical component as the least of a Nursing degree cannot be replaced by an online course.  The learning environment of university labs, having a on-hand expert to guide you and give immediate feedback is essential.

 

Keeping stakeholders happy in curriculum design

http://www.jjolsen.com.au/wp-content/uploads/2014/01/3846283-392326-art-tree-with-math-symbols-for-your-design.jpg


Through my reading it's very clear that there's a number of stakeholders in curriculum design that you want 'keep happy.' 

In a unit that I teach there's a particular module that I find difficult to combine everyone's interest.
So who's do I focus on...primarily the students.

Here's everyone's needs...

Professional Body: All students must sit a medication calculation test.  They must acheive 100% pass mark.  They cannot be registered otherwise.

Institution: Gives very limited time to teach.  Expectation as far as curriculum design given to me is at the end of a 3 hour lab, I call out a student name and they come and show their working out for questions they 'should have' prepared prior to the lab.  Week 6 they sit a 1 hour calculations test.  They are required to get 100% pass.  They can resit...and resit...and resit.

Students: Want to get 100% to pass.  But also want to learn how to do it and seek advice.

Me:  I want them to pass of course.  But I want them to realise why 100% pass mark is essential...get the calculation wrong, give the wrong dose...potentially fatal.  I want them to learn to be safe and efficient practioners.

My issue with the design of the unit is, not enough time is given to something that not only causes students a great deal of stress, but also if it's so desperately important by our governing body...should we not show that by placing more emphasis on it's importance in class?

So the tactics I've used in my class are:

• highlight in the first class of the year the assessment is 100% pass, and why it is so.  
• I give each  week, with each new calculation type that they work through, real life examples of how errors have been harmful to patients and careers.
• I review my lesson plan each week to ensure time is given to my review of   the questions and techniques for answering.
• we do them in groups, and I make it clear that assisting each other is fine, asking for help is encouraged.  I do not call names and put people on the spot.
• highlight were typical errors are usually made and why, so they can avoid it.
• This semester, a practice exam was given to students too to take aware any confusion on the format.  
• All questions delivered to students were in exam format.
• Make sure students are aware each week that if they are struggling with new calculations that they can see me or email me and we can see if there's another approach we can use to make it clearer.

This semester, we had our best ever results, which when benchmarked nationally had dramatically improved.

I think this highlights that if you want students to pass difficult assessment, you can't give minimumal time and effort and then expect maximum effort from them.  And also have a professional body saying that it's so important only 100% pass mark is acceptable yet, the minimal time is given by the institution.

But also, then allow an endless number of resits.  If students are at their 4th resit...that's saying that they have a significant learning deficit in this area, and endless resits doesn't teach them anything!  They actually need to learn how to calculate the drugs.

Article Rant Module 3

http://www.wiseinkblog.com/wp-content/uploads/2014/03/bigstock_Angry_Woman_in_Comic_Book_Styl_25804979.jpg

The Trouble with learning outcomes (Hussey, T and Smith, P) was...an interesting read, I guess is how I'd describe it.  I found the language used almost agressive.  Closing the first paragraph with "there are maggots in the apple" was a bit off putting.  And to be honest I haven't come away from the article thinking about learning outcomes and their downfalls or their virtues.  I'm just wondering who's taken these guys to task over their performance at work to the point they have written this article (I'm guessing some one didn't like their LO)!

I think maybe their view of LO is too black and white.  I don't think having to be accountable for how and what you teach means you aren't trusted, I just think there is stakeholders involved that need to see that there's standards being met.  Not just managers, but the students too.

I see the point of LO potentially just telling you the minimal standard.  But I think that is where a marking rubric is linked accordingly to the LO and assessment peices.  And in the rubric, there needs to be room for those unintentional and additional outcomes of learning, which show cirtical thinking and thought construction and linking of new ideas. I guess it's all the wording of how the LO is viewed in the rubric.  That would be the difference between a HD, D and scraping through.

I've found LO useful to see what is expected of students so I know how to arrange my lesson plans to facilitate achievement.  I don't stop at the LO though.  I look to engage them with the material so that the knowledge and learning that has lead to that LO used a deep approach, they explored new ideas that may not be that exact outcome, but braodens their thoughts and enhances experience.  I have however been confused by the occasional outcome when I don't see how's it measureable.  And if I'm confused then the students would be too.  But that's just the difference between and well writtenal and aligned learning out come with a poorly done won.

MODULE TWO TEACHING INTO PRACTICE REFLECTION

 

Before I commence my review of a Nursing Skills Unit outline, I do have to tip my hat to those that have done it.  On the background of all the reading and viewing that I’ve done for Module Two…curriculum mapping for constructive alignment (CA) is so complex!  But as academics, that’s our job.  And putting in all this hard work is so graduates can take excellent skills and knowledge out into the ‘real world’ and contribute with confidence and be workforce ready.

As I mentioned in my discussion board post, I can see the work that has gone into CA this unit within the course.  An introduction with how knowledge and skills previously gained will be developed upon within this unit and they will be able to take these into their next unit (practicum).  Showing where they have come from and where they are going is grounded in constructivist the theory. 

 

The Intended Learning Outcomes (ILO), are clear and have good use of high level verbs which lead to suggest deep situational approach learning is to be used.  One thing I would say about them though it…they are labelled UNIT LEARNING OUTCOMES.  I’d like to see them more reflective of who’s learning it is.  STUDENT LEARNING OUTCOMES or even INTENDED LEARNING OUTCOMES, gives the ownership of those outcomes to the learners. 

There is 4 ILO, and the 4^th is related to how these skills/knowledge will be used in the next unit.  Therefore this is only measurable in the next unit.  I don’t believe this should be an ILO for this unit.  The introduction linking this unit to the next is enough.

 

The graduate & professional attributes are tabled and clear.  When the assessments are outlined, each displays how they are linked to the different ILO & graduate attributes.  I like that this shows the alignment of these three elements.  The only thing that concerns me is, it seems to put the focus on the assessment and how everything is linked to that.  On review of John Biggs’ CA, most articles and books have the focus on the ILO and then you look at how learning environments/tasks and assessments fit to that.  I would like to see the ILO tabled as they are, but with relationship to the graduate attributes and assessments on the side.  Showing the focus is on the learning.

 

	Student learning outcome	Related to Graduate Attribute No	Related to Assessment  No
1	Apply knowledge to skills in the clinical setting using critical thinking and problem solving skills	1,2,4,6,9	1,2,3,4
2	Demonstrate the ability to calculate, prepare and safely administer medications to clients.  Evidence an understanding of side effects and contraindications of those medicines	2,3,4,5,&7	3,4

What I do like, and actually hadn’t noted before was that there is clear reference to Nursing’s governing body and how the unit aligns with this.    It gives students the knowledge that this course if professionally recognised and in line with national standards.

Having taught other units within the same semester, I can see how they have aligned, but what concerns me, particularly after reading Curtin university’s curriculum mapping framework is repetition.  Stated in the Curtin article, was that mapping was to prevent repetition of material in units and to avoid gaps.  I do believe some of the units come within the scope of repetition.  Reading some lectures, I’ve had to check which unit it is as I was going through, because the material was the same as I’d read in a different unit.  Cross over of material is at times required, it shows the practical application between theory based units with practical ones, but the information should be presented with the focus  within the units.  So students don’t feel their time is being wasted in repeat lectures.

 

So ultimately what do I think?  I think the hard work of curriculum mapping in line with CA is evident.  But there may be room for improvement.  I am aware that at the end of each semester, tutors and students are asked for feedback regarding the units.  Also feedback from clinical placements is taken on board. And I’m pleased to see how feedback has been used to change some structure in units.    This shows that external stakeholders are also used to increase the CA of not just this unit, but the  nursing course.

 

 

Module two thinking and thoughts...

John Biggs Blog entry that I read…simple, concise and really…why hadn’t anyone else really brought this forward before (yes I know there’s Piaget etc ), it’s the constructive alignment I’m talking about.

For me this blog entry is really highlighting where to start in curriculum design.  What do you want students to learn ILO.  And then work the learning activities and assessment from there.  Makes sense.

Focus is on the students and what they do, not what the teachers do.

Simple, I like it.

Again this student focus was highlighting in the reading on Constructive Alignment - and why it isimportant to the learning process

With the students in the centre of your curriculum map, you then align your assessment and planned learning activities so that the students can construct meaning from what they are doing, and achieve ILO.

All of the above make it sound simple.  But having looked at curriculum mapping and having a go at just aligning my unit…it’s not easy.

 

Curtin University’s Mapping curricula:ensuring work-ready graduates by mapping course learning outcomes and higherorder thinking skills again emphasis what I’ve been reading and highlights the complexity of course mapping.  I do like though how they have come up with a structure that allows course designers to have clear guidelines on how their course/unit maps and the expectations to ensure ILO are reached and that ultimately they are aiming to turn out graduates who are work ready.  The inclusion of external stakeholders such as employers and graduates (if you can call them external) makes the process very transparent, and allows everyone with an interest in the course to see that they are working towards the best outcomes.  Acutally mapping a course, ensures theres no unneccasry overlapping and repetititon and also that there’s no gaps in learning.  Does UNDA have something like this?

Prezi reflection

After review of a Prezi on constructive alignment in curriculum design, here's my reflection linked below.  I've never used Paper for the Web: Padlet.com .  When I get my head out of article, I'm going to go back and explore it.  Another little tool to add to the bag!

http://media.padlet.com/v1/print/http%3A%2F%2Fpadlet.com%2Fwall%2Fsosxhn817w.pfml%3Flocale_redirect%3Dno%26token%3D_Ukr_dA5osLz2rF7S3fFrdntAEOaMk7pL_e2Q-oaU8bAdrs4qe8gckW3BW6g_lY1p_F9qU0EluGeIXvqgipXxhk3AovfKTKnLQOwLNJgGvpmQdxSZLskvdPIcsjpxQawOAYLVAcbwrKYJ0cKkXhhPKcBSMOc8aoIy10UAOcTexWi5ULNrCYH1HFtRLd-dnFvYnoyUtGb3ewsptVX814SMxyjsNUYeXUxJ0e2jOy0ndn9Mqtge8YwIUgzyPiQs8NWc6wel1yaHfWuEjqfwlKUYQ%253D%253D

Constructivist learning environments

Over the last 12 months, I've thought and read a lot about the Constructivist learning theory.  I feel this theory sits well with nursing education, undergraduate and post graduate. 

Prior to my lab session this week, where my job description is to 'instruct on practical skills,' I thought about how and if my lab aligns with this theory.  

To start with my job description doesn't.  In viewing myself as a facilitator to students learning, rather than a teacher, it's made it easier to create the environments to allow them to construct their own knowledge and lead their own experience.

In Lefoe article "Creating Constructivist Learning environments on the web: the challenge in higher education (1998)" the basic idea of the constructive learning environment is simply put that "at a minimum a learning environment contains; a learner and a setting or space wherein the learner acts, using tools and devices, collecting and interpreting information, interacting perhaps with others, etc."

So where am I in that?  Not up the front barking instructions and imparting knowledge.  My job is to set that environment to be engaging to allow the leaner to experience and build upon that.  And I'm more there as another resource and sounding board?

So now I'm putting more thought into what the students see when they enter the lab.  How I can place the tools they'll use in such a way that it invokes thought and conversation.  I did a little experiment.  I'm meant to teach and demonstrate priming intravenous infusions.  I had one set up and ready, and another next to in a packet not done.  I sent one group to that set up.  Gave them 10 minutes to look/touch/experiment with the set up and set the 2nd one up.  The other group I did the old fashion show and tell.    After that, I gave each group a new set and allowed them to set up and prime the new line. 

The group that had no instruction, but learnt by touching/experimenting with trial and error, where far more adapt at the skill.  They also appeared to enjoy themselves more and were steps ahead with having already previously made errors and learnt how to avoid them.

So note to self...less talk, more action.

Mapping my mind

Having listened and watched a slide show on Curriculum Design: The big picture I set about making a mind map for a unit I had an idea about.  This medication calculation unit, is really a subject within an established unit.  It's problematic though, as it's almost squashed into an already busy unit because it's something that 'has to be done.'  The thing is, it doesn't just have to be done, it has to be assessed and the pass mark is 100% and that is required by the nurses professional registration body.  I think it needs more focus. 

So full of enthusiasm I looked at the basic mind map and set about making mine, really focusing on the constructive alignment with the other practical unit.

Here's the example framework:


Here's my attempt:

So on review of my own work, what's included?

• alignment with other units
• thought regarding governing body requirements
• basic assessment (100% pass)
• alignment within the course (prerequisite for another unit)
• Timeframe.
• content

Now when I look at what's not there... I see just how 'surface' my mind map is

• clear outline of cohort
• delivery mode ( how can I have missed that?)
• resources
• assessment for formative feedback
• teaching and learning environment
• activities
• and  I think this is enough, point taken...curriculum design is indepth! 

Although I've given myself a high five for working through the online mind map software (with minimal expletives).

Looking in the Mirror…How technology can enhance reflective practice.

                         
                          Damn I look good. Photo.  Retrieved http://themetapicture.com/damn-i-look-good/

 

 

Reflective practise and reflective journaling have been used in nursing education for decades.  I know this because it’s more than two decades since  I was doing it as a student nurse and have been involved with students and professional development ever since (no hiding my age now)!

Reflective journaling by students nurses has been used to encourage them use a systematic approach to analyse clinical practice, ethical issues, or just their personal thoughts on situations This reflection allows them to improve future actions and responses (Sherwood, 2012). 

Historically, when being used as a learning/assessment piece to show critical thinking, students write a journal which is reviewed by a supervision/teacher. Or they present a reflective experience through tutorial forum.  There is no doubt it’s an authentic skill, and one that aids in becoming a nurse that is open to feedback, reflection and critical thinking.  In my own Intensive Care Unit, this practice is encouraged in practitioners of all levels.

This area of learning and assessment now can be adapted to todays learners via a number of modes.  Having students do microblogging via twitter, on line blogging via LMS or open blogging tools like wordpress or blogspot, has the potential to enhance the effectiveness of the reflective exercise. The learning theory of constructivism suggested that using these social modes of ICT, the learner will be much more involved and actively participate, also in sharing the experience with peers and facilitators can create knowledge based on reflection of experiences (Harasim, L. 2012).

 Timeliness of feedback is important to learners, with the advent of twitter and blogging, students can get formative feedback instantaneously, which may be more meaningful being closer to the time of the experience upon which they reflect.  This is inline with the Seven Principles for Good Practice in Undergraduate Education which Chickering and Erhmann(2006) updated to reflect (today’s catch word getting plenty of use) today’s technology.   These ICTs also encourage contact between faculty and students and collaboration by peers.

 The great thing about bringing reflective exercise into open forums, means not only the person writing the reflection may learn from the experience, so too may the reader.  And my eyes are always on the end goal…learning.

 

Retrieved: http://reganjpreston.files.wordpress.com/2012/10/gibbs.gif

 

References

 

Chickering and Erhmann(2006). Implementing the Seven Principles: Technology as a lever. Retrieved from http://www.unc.edu/courses/2007fall/germ/700/001/downloads/Chickering.pdf

 

Harasim, Linda. (2012) Learning Theory and Online Technology. Taylor and Francis: New York

 

Sherwood, G. (2012, Oct 12). Reflective Practice: Narrative Pedagogy Can Transform the Educational Paradigm. Guest post. http://www.rwjf.org/en/blogs2012, /human-capital-blog/2012/10/reflective_practice.html

 

 

Blogging on bloggers

 

( http://www.oxfamblogs.org/fp2p/wp-content/uploads/blogging-out-loud.jpg)

My fellow bloggers have put forward some very interesting readings.  It's great when you can learn from other students.  They present ideas that I hadn't thought of before and take my ideas and knowledge in new directions.

Blog 1: Blair's     Night of the living dead (lecture)
Blog 2:  Luke's   The MOOC conundrum
Blog 3: Jackie's  Enhancing assessment with technology
Blog 4: Della's   Trends, new directions and affordances of technology (Pull not Push)

Let's get social...

 
(Tips on Collegiate student blogging, 2012)

Thinking about my classroom (or lab), what makes it up?  It's me and those 24 faces staring at me (or at their smartphones when they think I'm not looking).  When they are busily engaged in activity it's still just them....and me.

But occasionally there's little intruders.  "The other lab didn't do this activity," " RPH blood transfusion policy doesn't require that...," "you know One direction just landed in Sydney."  And this information all came from 'the outside' world.  So my opinion now is, if you can't beat them, join them!  Social media and technology is in every part of most of our lives now, 80.5% of Australians are internet users (Internet World Stats. Usage and Population Statistics, 2013).  It plays a role in how we communicate, seek information, shop and many other facets of our lives.

So why not in learning?  Instead of banning smartphones in class, maybe we should embrace them.  Isn't that more authentic?  Out in the 'real world' professionals access the internet and social media for information exchange, expert advice all the time.  So why say no in class?  There's always that risk that it will be misused and students will be distracted. But as Caleb Ferguson  (2013, 745) points out with view to smart phones in hospital settings, "avenues for idling time away have always been there, but those who work within ethical  and clinical standards clearly will not engage in this behaviour."  Let's put the ball in their court.  You misuse it, you loose it.

Within my practical labs, I encourage the use of devices along with the 'old fashioned' text or lecture notes.  If it's going to aid in their learning, I'm all for it.  I'd like to even enhance it.  Microblogging platform twitter is starting to show a strong presence in research and how people information exchange.  A study outlined by Peter Reed (2013) showed students that used twitter for an assessment requiring them to tweet daily on a topic, raise points of concern, offer remedies, also respond to tweets on the original topic/concerns and remedies were far more engaged and offered more discussion points than a control group that were writing journals.

NDU Fremantle Campus Nursing School conducted it's inaugural SMART Care conference (Social Media application for research and teaching) recently.  Students there showcased how they have engaged in social media to benefit their learning.  And if you were unable to attend the conference, you could follow along on twitter #NPD100.  Academics tucked away at universities or nursing experts in their hospital offices are now within reach, exchanging current up to date information with the community the seek to improve.    It's an exciting time, not time to put the phone down.


 
 (Social media in education. Is it a good thing? 2012)

References

Ferguson, Caleb. 2013. It's time for the nursing profession to leverage social media. Journal of Advanced Nursing 69 (4): 745-747
 Internet World Stats. Usage and Population Statistics, 2013. Accessed Oct 29, http://www.internetworldstats.com/stats.htm

Reed, Peter. 2013. Hashtags and retweets: using Twitter to aid Community,Communication and Casual (informal) learning. Research in Learning Technology 21 :19692 - http://dx.doi.org/10.3402/rlt.v21i0.19692 Social Media in education is. Is it a good thing?  2012. http://www.iptv.org/medialib/graphics/ed_20120308_socialmedia_classroom.jpg

Tips on Collegiate Student Blogging. 2012. http://profalbrecht.files.wordpress.com/2012/08/social_media_classroom.jpg

 

 

 

 

 

Flippin' awesome

 

(http://www.edudemic.com/wp-content/uploads/2013/06/flipped-classroom1.jpg)

 

So previously I looked at "The lecture as we know it is dead..." So what can we do to either revive it, or maybe...turn it on it's head?

 

Talk of "The Flipped Classroom" has gained lots of momentum over the past few years. There's no definition or exact example of the flipped classroom, but more the idea and intent behind it.

 

It's about spending that valuable teaching time, engaging students in activity that provoke higher learning, give context to content and allow immediacy to the feedback that students require.  Instead of being at home wondering if they are on the right path, they have their expert right there in class to discuss answers, ideas and issues with.  Not only do they have you (or me) the expert there, they have their fellow students to collaborate with, learn from and return the favour of passing on their knowledge to fellow students.  You know what they say... the best way to learn is to teach (see the learning pyramid in my last blog). 

 

So, where's the content gone?  This is the other part of the flip.  The students are gaining the content (previously the didactic lecture) in their own time and before class.  Whether it be the lecture now via podcast or YouTube for example.  Or maybe a series of small lectures so the content is broken down into sections.  Perhaps they can wonder through a prezi taking in small parts of the content at a time. Salam Khan (2011) gives an interesting TED talk on flipped classrooms and discussed how his audience (nephews) preferred the online version of him, than tutoring them 'in real life.'  No offence was intended.  They just liked that they could pause him, rewind him, review something and then move on.  Food for thought or Flip for thought if you like a pun. 

 

Research into the flipped classroom shows positive outcomes.  Holland and Morra discussed how Clinton Dale High school in the United States flipped some classrooms.  The outcomes had the fail rate for English drop from 50% to 19%.

Is it for everyone?  As Spencer et al (2011) outlines, you need to review your end goal, and see if you have or can create the resources you need to ensure they get you (or more importantly your students) to that end goal. And it's not the pinnacle, you cant just say you've flipped your classroom and roll out the same 'flip' each semester.  You still need to review, evaluate and revise your plan to ensure the student outcomes are met. As Sams  says, "your flip needs to be in flux. (Sams, 2011)"  

Now of course there's cons...there's always some cons. Maybe I'll do a prezi on it, you can have a read and then well discuss it ?



Berrett, D. "How 'flipping' the Classroom Can Improve the Traditional Lecture. 2012. The Chronicle of Higher Education. February 19.  http://moodle.technion.ac.il/file.php/1298/Announce/How_Flipping_the_Classroom_Can_Improve_the_Traditional_Lecture.pdf

Holland, B and Morra, S. 20135 Flipped Classroom Issues (And Solutions) For Teachers. Accessed 23 September. http://www.edudemic.com/flipped-classroom-issues-solutions/

 

Khan,Salman. 2011 : Let's use video to reinvent education. TEDtalks video. 20:27

http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html


Sams, A. "Setting The Flip Straight". 2011. The Daily Riff  November 11. http://www.thedailyriff.com/articles/the-flipped-class-shedding-light-on-the-confusion-critique-and-hype-801.php    


Spencer,D., Wolf, D. and Sams A. " Are you ready to Flip?". 2011. The Daily Riff June 22.

http://www.thedailyriff.com/articles/are-you-ready-to-flip-691.php

 

The lecture as we know it is dead...

As I’ve been thinking about learning of late and trying to define my thoughts, a quote I read recently has stuck with me.  “Learning is not a spectator sport. (Meier, 2013)”

Potentially the old fashioned lecture is on its way out.   I feel face to face lecturing is important, but by marrying it with the constructivist pedagogical emphasis of active learning we can enhance its effectiveness.     Utecht (2012 )presents interesting thoughts on lectures which I have to agree.  By using it less for content delivery, and more to inspire and push ideas.   He has suggestions on making students seek the content.  Really he’s making ‘pre-reading’ active and collaborative.

Image from Soft Star Research Inc

I think the benefit we have now is how we consolidate that lecture and have the students actively engage with the content. The ability to open up discussion forums, wiki or google doc for groups to discuss or debate main points, to see what other people took away from the lecture and maybe through that collaboration gain greater depth of content knowledge by actively questioning what was presented.  Yes this is what tutorials have offered face-to-face.  But now as our student cohort are more ‘digital natives’ we can offer them that option of mobile learning and flexibility.

 

The lecture as we know it is dead was the topic of this blog entry.  Ultimately I don’t agree. I don’t think lectures as such are the problem, I think bad lectures are.  And that’s not new thinking.     Maybe they should  be presented as a  TEDtalk…condensed to 20 minutes (the length Byner suggests is as useful as a 50 minute lecture)? What do you think?

 Byner, C. L. (1995). Learning as a function of lecture length. Family Medicine. 1995 27(6):379-82

Meier, Andrea. 2013, January 29. "Learning is not a Spectator Sport: set up an engagement triple play." Blackboard blog.   http://blog.blackboard.com/products-services/blackboard-learn/learning-is-not-a-spectator-sport-set-up-an-engagement-triple-play/

Soft Star research Inc. 2013. The Learning Pyramid. http://softstarresearch.com/Blog/?p=143

TED ideas worth sharing. 2013. TED conferences LCC. Accessed September 6, http://www.ted.com/talks

Utecht, Jeff. 2012, July 12. "Lecture As Content Delivery Is Dead." The Thinking Stick Blog http://www.thethinkingstick.com/lecture-as-content-delivery-is-dead/

 

 

 

 

Let's start by what I've discovered as a massive issue for online learning (it's an issue for me at least).  One very big distraction....the world wide web.  I logged on 1.5 hrs ago to do this blog.  But I thought I'd just do some more reading so I followed a link, and then another, then there was the blog from the site, to another blog....and on it went.  I ended up here.  There was  a suggestion that "one possible option for fighting distraction in online courses is to increase student engagement and accountability."  Its not that I'm not engaged (I promise I've not been on Facebook), maybe it's all too engaging.  I've stayed on topic.  The problem is the massive amount of content available can lead you (well me obviously)  to distraction.

Mobile learning and online collaboration are potentially just this era's 'group work,' they have replaced the traditional physical settings and replaced it with new technologies.  The goals of the eLearning theories appear to align with the Constructivists.   When looking at constructivist theorist such as Biggs, it's ultimately the self directed learner that we hope is the outcome.  Wanting them to achieve  meaning through actively selecting and constructing their own knowledge. Not just as individuals, but through collaboration to achieve greater knowledge, that continues to build upon previous experiences.  The modes of learning I've experienced in the first 2 weeks of ED6114 such as the discussion forums and blogs, I think fall directly into the category of tools that align with the constructivist learning theory

I'm looking to develop new and interesting ways to present learning opportunities to my students. 

Areas I work in, course content has continued the same for many years, not progressing with updates in technology and the choices that has presented in modes of teaching.  I feel this has the potential to have learners disengaged.

I want to be excited by what I teach and how I teach it, hopefully giving my students access to a learning experience that fulfils outcomes and their experience.