A Flipping Better Way to Teach: Building a 21st Century Technology Enhanced Learning (TEL) Course

A Flipping Better Way to Learn
This presentation is a response to the question “How do I build
an online course, how do I use technology in my teaching?”
http://tinyurl.com/flippingbetter
Friday, 13 September 13

PDF Handout
http://tinyurl.com/fbwlearnhandout

Building a 21st Century Technology
Enhanced Learning (TEL) Course
Nov 2012

Introducing Allan
University of Adelaide, eLearning Team
Adelaide South Australia
Telephone: +61 8 8303 8085
Email: allan.carrington@adelaide.edu.au
• Learning Designer and Apple Distinguished Educator
• Two Masters - Education (online) & Interactive Multimedia
• Awarded 2012 OLT National Citation for Outstanding
Contributions to Student Learning
• Awarded 2011 University of Adelaide Award for Excellence in
Support of the Student Experience
• Background in printing, publishing, web development &
educational multimedia
• Worked in corporate & VET sectors
• 20+ countries & led schools in Hawaii, Texas & Paraguay
• Taught communications, market research, print production &
using the internet for education
• Passion for online collaboration & facilitation

It’s All About the
Students
The eLearning Team
The University of Adelaide Australia
The Continuum of Shift
The Pedagogical Challenge ahead
for Higher Education
Their engagement, their
learning, their outcomes and
their future success

You know... Shift Happens!
"The illiterate of the 21st century will not be
those who cannot read and write, but those
who cannot learn, unlearn, and relearn".
Alvin Toffler
"When you are through changing,
you are through."
Will Rogers

A Continuum of Shift
Activity Centred
Paradigm
Content Centred
Paradigm
Adapted from teaching by Professor Cindy Russell, The University
of Tennessee Memphis USA in an eLearning Guild presentation
with Allan Carrington, University of Adelaide Aug 2007
• Behaviourist
• Instructivist
• Skinner
• Primary of content
• Instructor-centred
• Constructivist
• Adult Learning
• Dewy, Kolb, Vggotsky
• Primary of context
• Learner centred

Activity Centred
Background
Content Centred
Background
• Detached approach
• Focus on teaching
• Learner memorisation
• Instruction framed by what
instructor deems
necessary to know
• Absolutism - one way of
knowing something
• Information equals
knowledge; instruction
equals learning; detached
approach
• Situated approach
• Focus on Learning
• Construct meaning
• Learning framed by
what learners must do
to achieve an outcome
• Various ways of knowing
something
• Learning achieved by active
engagement in meaningful
and authentic activities that
require learners to build
versions of their learning

Activity Centred
Instructor Role
Content Centred
Instructor Role
• Help students make
tacit knowledge explicit
• Draw out learners’
latent knowledge
• Midwife-teacher - assist
students in birthing
ideas
• Praxis orientation
• Content integration
• Frame material to
support learners
• Transmit information
• Impart instructor’s
own knowledge
• Banker-teacher:
deposit knowledge
into students
• Theoretical orientation
• Disjointed content
• Frame material to
cover content

Activity Centred
Learner Role
Content Centred
Learner Role
• Learning by reading
• Primarily individual in
focus
• Disjointed content
• Learn about the
content with plans to
incorporate it later
• Learning through doing
• Participatory, Cooperative,
Collaborative, Group
learning
• Content integration
• Use information to solve
problem & achieve
learner-centered outcome

Activity Centred
Assessment
Content Centred
Assessment
• Surface Learning
• Typical right or
wrong application
• Multiple choice
examinations
• Deep Learning
• Some openness
regarding “solution”
• Projects, portfolios,
peer or self-
evaluation

Technologies and Methodologies
to help you shift
•How can I easily focus on activity centred
learning when needed?
• LAMS: learning sequences or lessons
•How can I increase student engagement with
my workload?
• Engaging Interactions more than just MCQ’s
•How can I deliver content more efficiently and
student centred than a lecture?
• Use JiTT with Interactive Learning Modules
•How can I best use valuable face-to-face-
times to help students learn?
• Use elearning technologies like Zebra and LAMS

The teaching team needs to ﬂip:
•Their thinking - because shift
happens! Use sound
educational modelling
•Their planning - start with the
graduate finish with content
•Their syllabus - assessment first
then plan activities with LAMS
•Their pedagogy - content
delivered online via JiTT, frees
up interactive face-to-face
Building a 21st Century Technology
Enhanced Learning (TEL) Course

http://tinyurl.com/alsltblog
Podcast
Programme
In Support of
Excellence

Flipping the Curriculum Design
1. Graduate Attributes: What do
you want your graduate to look
like? Also ask students.
2. Learning Outcomes: When they
finish course what do you want
students to have learnt?
3. Authentic Assessment: How will
you know they have?
4. Learning Activities: What do
they need to do to ensure they are
ready for the assessment?
5. Contextual Content: Which
content to use and where it goes
in the learning sequences?

Flip and Start at the End
Graduate Attributes
http://tinyurl.com/gradattributes1http://tinyurl.com/gradattributes2

Flip and Design Outcomes First
Learning Outcomes
•Explain the revised Blooms
Digital Taxonomy
•Use the Padagogy Wheel to
develop learning outcomes
using action verbs, activities
and apps
•Apply the SAMR and TPaCK
models to your learning
outcomes to integrate the
technology and promote
innovation
By the time you finish this
presentation you should be able to :

The Revised
Bloom’sTaxonomy
Bloom, B., Englehart, M. Furst, E., Hill, W., &
Krathwohl, D. (1956). Taxonomy of educational
objectives: The classification of educational goals.
Handbook I: Cognitive domain. New York,
Toronto: Longmans, Green.
Benjamin S. Bloom
1913-1999
1956 2001
Anderson, L. & Krathwohl (Eds.). (2001). A
Taxonomy for Learning, Teaching, and Assessing:
A Revision of Bloom's Taxonomy of Educational
Objectives. New York: Longman.

The Taxonomy Wheel

Bloom’s Digital Taxonomy
Andrew Churches
Curriculum Manager Computer Studies
& Senior School Learning Innovator
Kristin School, Albany Auckland
Email: achurches@kristin.school.nz
Blog: http://edorigami.edublogs.org
Twitter: @achurches
The Educational Origami Wiki
http://edorigami.wikispaces.com/

The
Padagogy
Wheel
This Taxonomy wheel was first discovered on the
website of Paul Hopkin’s educational consultancy
website mmiweb.org.uk That wheel was produced
by Sharon Artley and was an adaption of Kathwohl and
Anderson’s (2001) adaption of Bloom (1956). The idea to
further adapt it for the pedagogy possibilities with mobile
devices, in particular the iPad, I have to acknowledge the
creative work of Kathy Schrock on her website Bloomin’ Apps
Standing on the
Shoulders of Giants
Developed by
Allan Carrington
University of Adelaide
Last Updated: 110712

SAMR: the Process View - Ruben R. Puentedura, Ph.D.
ICTintheclassroom
SAMR ... it’s all about innovation
Enhancement
Transformation

Create & Redeﬁnition
3.11 mins
Activities: Storytelling • TV/Radio Program • ePub or iBook • Song • Cartoon • Rap • Mixing •
A New Game • Animating • Videocasting • Multimedia Presentation • Video Editing • Podcasting
Anderson and Krathwohl’s
Taxonomy 2000
Creating: Putting elements
together to form a coherent or
functional whole;
reorganising elements into a
new pattern or structure through
generating, planning, or
producing. Creating requires
users to put parts together in a
new way or synthesise parts into
something new and different a
new form or product. This
process is the most difficult
mental function in the new
taxonomy.
Aurasma
Activities: Storytelling • TV/Radio Program • ePub or iBook • Song • Cartoon • Rap • Mixing •
A New Game • Animating • Videocasting • Multimedia Presentation • Video Editing • Podcasting

The Great Race
Frederick Chew
Learning Designer
Roseworthy Campus
School of Veterinary Science O week student activity to
get to know the campus and each other
The “race” was actually a way to get the
students to learn their way around the campus
on their own. We created a digital tour by
using apps that we had them download onto
their iPads. The students were in groups of 5
and worked together to solve clues to get them
to all of the race sites. Many of the sites
had tasks they had to perform or questions
they had to answer. We had them tweet their
answers along the way on an open channel.
Another objective was to get them comfortable
using their iPads. All new 1st year students in
the Faculty of Science receive iPads and some
instructors incorporate their use into
the classroom.
The last objective was to get students to meet
other students and to get them to work together
toward a goal. To encourage participation we
gave out prizes for the team with the most
correct clues and the team with the most
creative team picture.

SAVS “Great Race”
O Week 20122.40 mins

TPaCK ... it’s all about integration

11.47 mins
Understanding TPaCK

Flip and Design to Measure the
Learning before the Event
Authentic Assessment
http://www.transformingassessment.com/index.php
“A form of assessment
in which students are
asked to perform
real-world tasks
that demonstrate
meaningful application
of essential knowledge
and skills”
... Jon Mueller

CLPD Raptivity Trial
Think
outside
the box

Flip and
identify the
Doing Stuff
First
Learning Activities

Students
The eLearning Team
Introducing LAMS
Learning Design for Time Strapped
Academics who want good learning
outcomes for their students

LAMS helps you shift
•Develops collaborative lesson plans
•Digital equivalent to F2F
collaboration
•Enables global collaboration
•Ways of capturing lesson plans
with a digital interface
•Huge time saver
•Learning Design made easy
Learning Activity Management System

•Collaboration and activity
driven
•Analogue is the
classroom
•Captures lesson plans
•Allows for storage, reuse
and sharing of lessons
What is LAMS
December 2010
•The activity planner
available in Lessonlams
•Introduction of
Lessonlams

Introduction to Lesson LAMS

http://www.lessonlams.com
Free Resource
for a teacher
and 30 students
- a curriculum
design resource

Activity Planner

•Teaching Styles (Learning models)
•New Ideas - e.g.adding interactivity to lectures
•Online teaching approaches

Teaching Strategies

Introducing New Ideas

Virtual Patient: Buster
Developed by: Laura Hardefeldt, Lecturer in Equine Medicine,
School of Veterinary Science, University of Adelaide
Editing View

Buster: Learner View
Developed by: Laura Hardefeldt, Lecturer in Equine Medicine,
School of Veterinary Science, University of Adelaide

Content in Context
Flip the
Curriculum
Design

Introducing Just in Time
Teaching (JiTT) and Interactive
Learning Modules (ILMs)
When good pedagogy frees up
valuable face to face time
Students
The eLearning Team

JiTT a Web Based Teaching
Approach
Just-in-Time Teaching (JiTT for short) is a
teaching and learning strategy based on
the interaction between web-based study
assignments and an active learner
classroom. Students respond electronically
to carefully constructed web-based
assignments which are due shortly before
class, and the instructor reads the student
submissions "just-in-time" to adjust the
classroom lesson to suit the students'
needs.
JUST-IN-TIME TEACHING: Blending Active Learning with Web Technology by
Novak G.M., Patterson E.T., Gavrin A.D. and Christian W. (c) 1999

The Pedagogical Beneﬁts of JiTT
1.Encourages students to spend
more time reading assignments
and preparing for a class
2.Increases student-to-student
interaction
3.Increases contact between
student and instructor
4.Provides prompt feedback to
students
5.Facilitates the development of
student meta-cognition
Just-in-Time Teaching:
A Web-Based Teaching Approach
Benedict J.O. and Apple K.J. © 2004
http://teachpsych.org/resources/e-books/eit2004/eit04-07.html

Using JiTT in ILM’s -
Rapid Deployment eLearning
• Helps teacher find out students learning
needs before F2F
• Uses today’s elearning technologies to
package and deliver content
• Interactive Learning Modules (ILMs) also
deliver formative assessment interactions
• Just in time for teacher to adjust what and
how they teach F2F
• Manages and offsets the content load of the
F2F - enables quality time for interactive
lecturing

Anupholsteraphobia
• Interactive Learning Modules are curriculum and
can manage the content load but they enable so
much more
• Assessment & feedback first - content second
• Free up valuable F2F time for interactive learning
“The fear of not covering the
material ... Anupholsteraphobia cannot
be cured but it can be controlled.”
Stan Brimberg

Winners of the
2010-2011 Team
Teaching Award for the
Stephen Cole the Elder
Prize for Excellence in
Teaching and the
Vice-Chancellor's
teaching prize
Pioneers of JiTT using ILM’s
Ms Sophie Karanicolas and Cathy Snelling
Senior Lecturers School of Dentistry

We Flipped Law in 2007

•Both are highly awarded teachers and
support JiTT as a positive systemic
change to teaching at the University of
Adelaide
•Prof. Maier has published about his use
of JiTT and ILMs to support PBL. He
introduced this pedagogical approach to
colleagues in the Faculty of ECMS
•Assoc. Prof. Jaksa is using the pedagogy
and recently got 80% positive feedback
from his students that the ILMs helped
learning. In Jul 2011 Mark and some
colleagues won an ALTC grant of
$199,000 to develop the concept further.
Multipliers of JiTT using ILM’s
Prof. Holger Maier
School of Civil Environmental
& Mining Engineering
Assoc. Prof. Mark Jaksa
School of Civil Environmental
& Mining Engineering

http://ajax.acue.adelaide.edu.au/~allan/embrology/player.html
Interactive Learning Modules
Using Articulate Software
creating audio narrated
presentations
with formative
assessment

ILM Checkpoints: Live MyUni Quizzes

Interactive Lectures
Enable the lecturer to:
•Find out student’s starting point
•Challenge students
•Check assumptions
•Include structured student activity
and participation : individually, in
pairs or small groups
•Link session throughout a unit/
module
What are Interactive Lectures?: http://serc.carleton.edu/introgeo/interactive/

Interactive Lectures
Will help change the culture of
learning by:
• Making learning mutual
• Accessing student knowledge
• Giving the message that learning is
the students’ responsibility
• Mobilising collective learning
• Creating a group climate for learning
• Enabling students to take some
control/power in the learning process
What are Interactive Lectures?: http://serc.carleton.edu/introgeo/interactive/

Resident Mad Scientist
http://www.thiagi.com/interactive-lectures.html
Thiagi’s 36
Formats

A Flipping Better Way to Teach: Building a 21st Century Technology Enhanced Learning (TEL) Course

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