Se describre cómo el aprendizaje inverso, el diseño adaptativo y la gamificación favorecen el aprendizaje activo y la enseñanza funcional y se muestran las mejoras en resultados de aprendizaje

1. ¿Cómo el aprendizaje inverso, el diseño adaptativo
y la gamificación favorecen el aprendizaje activo
y la enseñanza funcional
en entornos semipresenciales (blended)?
Alfredo Prieto Martín
Departamento de Medicina y Especialidades Médicas
Universidad de Alcalá
1

2. Agenda
1. The key questions and problems of XXI century
university education
1. There is any problem with the abuse of expositive lectures in
university?
2. ECTS credit: It is ECTS real or fictional?
3. Is damaging “the continuous exposure to content” for our
students’ development?
4. Problem statement: How can we improve the learning and
the development of our students?
2. The solution to increase active learning and
functional education in university classes using a
flipped blended learning model
1. Our proposal: adaptive flipped learning
2. What are our results of 6 years with this gamified adaptive
flipped model?
3. Conclusions 2

3. 1 The problem:
traditional university education does not
produce quality learning in most students
and will not be attractive for the students
of the future
3

4. 1.1 There is any problem with the abuse of expositive
lectures in university?
1. Nearly all teachers abuse of
“powerpoint shows” and even of
blackboard explanations to
transmit theoretical information
that should be read by university
students (they know how to
read)
2. Nearly all class time is employed
in oral transmission of
information to be learned
3. When students pay attention, we
(the lecturers) can transfer
information to be taken and
studied for exams
4. Laptop invasion of university
classes causes new problems.
Lap top lecture (s XXI)
Lectio midle age (s XIII)
4

5. A flipped perspective: what university students look
and do in a laptop lecture? How to discover this?
• To discover this, you can enter
silently and sit on the last rows
and see what happens What you
Will see?
• Students in the first rows pay
attention and take notes.
• The rest twitt , send messages,
surf the internet ….
5

6. Are traditional lectures Inconvenient in
twenty first century?
1. There is little time for
practice and application
of the transmitted
information
2. There are no frequent in
class opportunities to
exercise skills and
competences.
3. The work of students
out of class is also
scarce
4. So the learning is poor This student looks alert,
but is sleeping 6

7. 1.2. ECTS learning =
class work time
+ out of class work time
• EHEA grades and ECTS credits are
based on the assumption that
students work for two hours out
of class by each in class hour.
Really?
• However, out of class workload
time is not measured
sistematically.
• Studies of real workload against
official ECTS work load (Spain,
UK), demonstrate that out of
class real workload is
significantly lesser than work
load prescribed by ECTS credit.
• We (the teachers) are happily
ignorant of this difference.
7

8. Published on line
March 7, 2018
• This works
demonstrates that
in two polytechnics
from two Spanish
universities UPM
and UCLM real ECTS
workload is
significantly lesser
tan stablished by
European law and
university norms
8

9. What real workload
should have the ECTS credit?
A. 25 hours by credit or …
B. The one with which the students do not complain that they are distressed.
Which of these two options is clearly the best option for student learning?
The A
Which of these two options is the easiest for their teachers?
The B
Which will be the option that most of their teachers choose?
The B
So we have a serious discordance problem with the ECTS credit
However, there is no official recognition of this problematic fact
University leaders refuse to see and recognize this problem
9

10. 10
European Credit transfer
system real work load 10/20
total
Horas presenciales /crédito (10)
Horas no presencialesreales nominales/crédito
(15)
Hiato
Class hours by credit (10 h.)Out of class hours by credit (10 h.)
Are university leaders Daltonic?
Hours taking sun bath on the campus grass
European Credit transfer
system official workload
10/25 total
Horas presenciales /crédito (10)
Horas no presencialesreales nominales/crédito
(15)
Hiato
Class hours by credit (10 h.)
Out of class hours by credit (15 h.)
Class hours by credit (10 h.)

11. 1.3. Are traditional teaching methods
damaging for university learning?
• Is endless listening teacher’s monologues bad for the development
of our student’s skills for critical thinking, and written
communication?
National Institute for Learning
Outcomes assessment study
(Blaich & Wise 2011).
Only moderate progress
in one half of the
students
If we assess the development of students skills
for critical thinking, cooperation and communication
after 2 years of university education
No significant
change in one sixth
Moderate decrease in
one third of the students
11

12. Richard Arum & Josipa Roksa (2011)
Academically adrift:
limited learning in college campusses
• Recent studies demonstrate the barely noticeable impact
of university courses in the development of student
competence for critical thinking, complex reasoning
and proffesional writting.
• Arum & Roksa study (2011) on 2.300 students in 24 US
institutions, 45% of them do not show significant
change in these competences during first year and half of
university education.
Bill Gates
"Before reading this book, I took
it for granted that colleges were
doing a very good job."
Derek Bok
Underachieving Colleges
“They learn much less, than they should”
12

13. Five minutes University
https://www.youtube.com/watch?v=ceMeiaGaFeo
• “In five minutes we teach what the average
student remembers five years after graduate
school”
13

14. 1.4. Problem statement
How can we improve the learning of our
students?
• Innovative alternatives to the lecture:
1. Functional education/Inductive learning. teaching by
solving problems and cases, asking questions instead
of telling answers.
– Case study/project/problem based learning/TBL/inquiryBL
– Its a very disruptive change
2. Active learning. Continuous improvement by
progressive introduction of student centered
activities within expositive lectures
– It combines information transfer, with student thinking,
action and reflection on what is understood 14

15. Advantages and costs
of active and inductive methods
• Advantages:
1. They engage students
2. Allow exercise and
development of skills
and competences
3. They reach deep
understanding and
meaningful learning
4. They like it
5. They learn more
• Costs:
1. They need more time to
cover extensive
curriculums
2. They demand more
teacher work for
preparation, study of
student answers and
teacher feedback
3. Some students and
teachers resist to
abandon their confort
zone
15
For most university teachers, costs outweigh the benefits
and thus they use active learning in a very limited fashion

16. Why inductive and active methods are
not the mainstream methods?
• What are their disadvantages?
• Making activities needs “in class time” that is
preferentially used for teachers for oral explanation
and transmission of the information to be learned.
• Activities slow down the pace of advance through
the index of contents
• Require more engagement and effort, not only by
the students but also from teachers.
• The extra-effort of the teachers is not usually
recognized nor rewarded and they are not stupid
• The result is that “Only a minority of compromised
university teachers use these methods in a minority
of occasions”
16

17. How to increase the active learning
and functional teaching (inductive
learning) in small and large
university classes?
17

18. 2.1. How can we improve the learning
of our students?
There is any way of increasing class time for practice
but maintaining high standards
for content learning
that will be rigorously assessed?
Yes, there are some of them
18

19. Best practices in XXI century university education
(to have more time for active learning and competence Development)
1. Prioritizing the really essential learning results (Wiggins & McTighe) clarify
2. Optimizing the macrodesign of the course (Fink, Angelo) align
3. Optimizing the microdesign of each class (Thiagarajan, Bowen) segment
4. Flipping the use of space and time, in and out of class (Mazur, Novak,
Michaelsen, Sams & Bergmann) flip
5. Adaptive learning, focusing on interests and difficulties of your students
(Prieto) redesign and focus
6. Gamifying the course and activities (Sheldon) gamify and market to motivate
7. Developing a formative low stakes assessment that gives grading value to
activities (van der Vleuten) assess to stimulate, learn and give feedback
8. Practicing reflective thinking, autonomous learning and student self regulation
(Nilsson)
9. Using analytic and holistic rubrics and coevaluation for improving the
assessment of complex activities (Stevens)
10. Create a natural critical learning environment (Bain)
• There is Little hope of covering all this in a short lecture, but I can give you
another on this interesting topics
19

20. Revista Iberoamericana de Educación a distancia v21 nº1; 2018
http://revistas.uned.es/index.php/ried/article/view/18836
Nuevas combinaciones de aula inversa con just in
time teaching y análisis de respuestas de los alumnos
• We review methods and results obtained with (FC/JiTT) that
inform us about what students don’t understand.
• FC/JITT Method.
1. To enforce prior study, we market our methodology for
class preparation and gamify study preparatory work
2. We analyze student responses in search of what is unclear
or interesting for our students and their most urgent
doubts.
3. With this information we redesign just in time the class
activities and give feedback to our students
20

21. Nuevas combinaciones de aula inversa con
just in time teaching y análisis de
respuestas de los alumnos
• The results we obtained:
1. Reduction in student failure rate in exams for learning
assessment.
2. Increased in mean grade in more tan one SD.
3. Increases in the percentages of students that reach
mastery levels grade above 8 (in a 10 points scale).
4. Student evaluations of teaching in these courses also
increases.
• Finally we discuss the reason for such impact on student
learning and student evaluation of the teaching.
21

22. 1.How to achieve that most students
prepare for class?
2. How to adapt our classes to their
needs?
3. How to develop a cost efficient
Adaptive Flipped learning model?

23. Our proposal for solution:
Start using the Flipped classroom model, this:
1. signficantly decreases the class time needed for
transmission of information to be learned…
2. so it gives us an opportunity for increased use of
active and inductive methods in class time
3. The answers of students to Google forms after
preparatory study give us information about their
difficulties and interests
4. Analizing student responses we can identify problems
(unclear spots) and redesign our classes to focus on
resolution of student doubts and dificulties
23

24. Our proposal for a better use of classtime is:
More In class Active learning = combine
Information to learn (sent via on line)
+ activities to apply, analyze, transfer,
create and communicate
+ critical and reflective thinking
So
Start using the Flipped classroom model,
24

25. JiTT minimalist
Forms for student
preparatory work
assessment
(three questions)
1. Last name, first name
2. What do you think about the
most important idea you have
learned in this topic and justify
why?
3. What is it that you do not
understand or has been less
clear and explains what is your
difficulty?
As a physicist I consider
tree questions are
enough for some “soft
sciences”, but for the
hard sciences like
mine….
Dr. Sheldom Cooper
My minimalist form is
inspired in a
combination of minute
paper and muddiest
point active learning
methods
Dr. José García Hidalgo
Profesor de Geología
Member of lecture-aholic
anonymous

26. reflective questions from on line Forms:
1. Stimulate student study, thinking and work
2. Assess preparatory study by asking reflective questions
26
1. Last name, first name
2. What is the most interesting idea (for you) of this unit and justify why?
3. What part needs deeper treatment in class time and justify why?
4. Make a summary in 100 words of the most important ideas of the unit
5. What is the muddiest point? Explain why?
6. What question you like we answer in the first day of class?
7. What part of the unit you understand well and no further explanation is needed? Why?
8. What you understand watching the videos?
9. e-mail address
10.¿On what question relative to this unit you’ll like inquiry on your own?
11.If you understood some important that you did not understand at first. Explain what is what
you understood and write a question that can be answered by the peers who also understood
this topic.
12.Made a constructive criticism of the instructive materials supplied and point what things
should be changed or improved for better clarity and understanding
13 How much time have you spent in reading and making meaning of the documents and
powerpoints?
14 How much time have you spent in watching and making meaning of the videos?
15 Were useful for you the audio transcriptions of the videos?
16 How much time have you spent in reflecting and answer to this form?

27. Flipped classroom plus Just in time
teaching (PIM/PAM)
1 FC/JITT redesign just in time
Teacher
sendsr
In Class
experiencer
Studentsr
Send via email the
information to
learn
When most student prepare for most clases and when teachers focus on student interests and
difficulties the students undestand better and learn more
This is better tan simple flipped classroom
Teacher
receivesr
Teacher ask students
and help them
Teacher
analyzes
Apapt to
student
needs
27
PIM
PAM

28. PIM PAM PUM
On line e- mail list gives Feedback for the students:
Flipped learning forte
• Teacher answer to urgent doubts of the students and send
responses via e-mail list before class
Advantages
Students receive feedback on their doubts
Great learning results
students perceive teacher compromise
Problem
extra-work for the teacher
For larger classess we suggest an
alternative method called flip in
colours
Adapt class activities to student
interests and needs
Formative assessment and feedback
Alumnos
Teacher
PIM
PAM
PUM

29. Flip in colours (2016)
• In larger classes try to answer the doubts of all student is hard work.
• Is easier for the teacher to classify student urgent doubts according to their
potential use in class:
• In black those that should be answered by the own teacher
• Black with yellow background those which need an inquiry by the teacher
before to try to answer
• In green those that can be answered by peers with a higher degree of
understanding
• En rojo las que implican una confusión conceptual ¿pillas cuál puede ser? o
una consecuencia de abordaje intelectual superficial y perezoso
• En azul las que pueden ser buenas preguntas de examen
• En rosa las que pueden dar lugar proyectos de indagación personalizados
• En naranja las que pueden para iniciar buenos debates
29

30. If you need more information on these
flipped methods
I recommend you these books
Paper and Kindle versions in Amazon
Flipped learning: aplicar el modelo de
aprendizaje inverso
Best seller 2017 and 2018 at University
books collection from Narcea
Metodologías inductivas
Only in e-book version
30

31. What is one of the philosophical stones of education?
How can I change the
habits of study and class
participation of my
students?
How can I increase their
motivation to study and
participate in class?

32. 1. Increasing the motivation of the
students to do the preparatory
work
Marketing and gamification
make miracles in student behaviour
32

33. Four main factors which increase
intrinsic student motivation for work
and learn
1. Relatedness desire to cowork with peers that you
like and respect (group work)
2. Autonomy you have control on how to do the work
on your way (inquiry in things that interest you
most)
3. Mastery or competence you have the skills needed
to do the work (skill construction)
4. Purpose of relevance, this work Will help you to
reach your objectives or is something that interest
you (deep gamification)
33

34. We want to change habits of our students
so they study before classes
• First day of class “D day”. Very Effective marketing
of flipped model is needed
• Then week after week we have to show that we
read our student responses and redesign our
clases according to their needs
• Students see the value of preparatory study, the
teacher can adapt the class to their needs
• The teacher act as a coach and facilitator of the
interaction of the students with the instructive
materials he/she develops
34

35. First day of class “D day”
we show the results of the prior year
A B C
If these courses were
optative.
Which one you prefer?
All students prefer C
35

36. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
alumnos que realizaron el estudio
previo la mitad o menos de los temas
alumnos que realizaron el estudio
previo la mitad o más de los temas
9<10
7<9
5<7
<5
no presentado (2º)
no presentado (1º)
¿Es igual de fácil aprobar en estas dos asignaturas?
40%
60%
85%
15%
¿Por qué en esta asignatura hay que estudiar antes
de que los temas se traten en clase?
36
Utilicemos los resultados del año
pasado para predecir que puede
ocurrir sin estudio previo o con
estudio previo

37. One week before a new unit starts
we send instructive materials and links to forms
Example of
hipermedia
message
37

38. What is another of the philosophical stones of education?
How can I transform
the doubts and
difficulties from my
students into
learning
opportunities?

39. Flipped 2.0:
Transform student responses into
formative feedback for students
and new learning opportunities for them
How to detect understanding problems
and create feedback that helps to
overcome the learning difficulties of
our students
39

40. Detection and resolution of
student learning difficulties
Quick analysis of student responses just in time
teaching
Design of lectures focused on overcoming
frequent student difficulties
40

41. • Recipe:
• From Google spreadsheet copy & paste the students’ answers sheet
• In Excel book “deconstruct” the data sheet of answers to the form
• Deconstruct the matrix of responses in several sheets of the Excel
book one per question you want analyze:
1. More interesting aspects más and new
2. Obscure ideas they do not understand well
3. Doubts that need urgent clarifycation
4. The main ideas they unnderstand thaks to the preparatory study
5. Time workload for the student
6. Name to assign grading bonification
Example of student responses analysis cuestionarios
(inspired by Ferran Adrià)
Deconstruction of response sheet
41

42. Student anwers analysis process:
1. column widening, 2. labelling,
3. ordering by labels, 4. quantification of obscure topics
1. Column width adjusted for better reading
2. Add column to Label
the type of doubt
3.Orderdoubtsbyitslabels
4. Quantificación
of students who
do not understad
each concept
42

43. 5. Visual display of obscure topics
Adecuación de
respuesta al patógeno
These concepts need to be clarified: new ilustrative
materials, examples, activities, additional explanations 43

44. ¿How to solve these problems?
Problem (muddiest point) Proposed Solution
Receptors for DAMP and
PAMP
Is a problem so prevalent thst we have to create new
instructive materials
Somatic Recombination Recommend to see a instructive video. If the video is in
English (Video somatic recombination) and automatic
subtitles mistake genes with jeans, then teacher publish
comments to video, one correct transcription of the audio
Polarization of Th
response
New illustrations which clarify (examples with Mc Nulti)
oolarization process.
Doble discrimination and
autoinmunity
Class Activity: Idea storm about things strange against is
better do not react
hectokilogigacell
Life being
Class Activity: Peer instruction ask some students explan
the concept to peers
Election of defense
mechanisms against
infections
Explanation of how PAMPR estimulated by each pathogen
induce different types of immune response
Congénic Animals Explanation on the blackboard of endogamic crossess
44

45. Next year, we can change the free answer
question by an multiple chice question (so
analysis can be automated in Google forms)
• Qué es lo que mas te cuesta entender del tema
marca una( o dos)
A. DAMP y PAMP
B. Recombinación somática
C. Polarización de la respuesta
D. Doble discriminación y autoinmunidad
E. Ser vivo hectokilogigacelular
F. Elección de mecanismos de defensa frente a
las infecciones
G. Animales congénicos
H. Otra cosa, especifica cuál es
45

46. 2.3. What are our results of six
years with this gamified flipped
model?
46

47. Flipping Hispania
¿What results we have obtained in the
last years with iberian students?
It will work even with Iberian students?
They resisted romanization, muslim rule, French illustration …
Can they resist the flipped learning movement?
Indibil y Mandonio caudillians of the Illergetes
Against the romanization
47

48. Flipped model at university increases
student work, both in and out of class
48
• El EEES impuso un nuevo tipo de
crédito que contabiliza el tiempo total
del trabajo del alumno: la suma del
tiempo de interacción presencial, y
del tiempo del trabajo no presencial
del alumno.
• In Spain we changed the credit (to
comply whith EHEA norms) but we
don´’t apply its mandate to mesure
out of class work of the students
• ECTS is a legal fistion but in most
studies is a fiction. Most of students
do not made the legally established
workload .
• ¿Cómo resolvemos este problema de
hacer estudiar y ejercitar
competencias durante más tiempo a
nuestros alumnos?
• ¿Cómo van a desarrollar
competencias si no las ejercitan lo
suficiente?
Our students work more hours along the
cuatrimester (and they are happy)

49. Impact of flipped model on work and learning of spanish
university students: Relationship between out of class work
and exam grades
49Clinical Immunology
Fourth year
Immunology
Third year
Méthods
First year

50. •What means an increase of mean of 1 s size?
The new median with flipped method (+1 s) equals to 84,1 percentile of the original
distribution with traditional expositive method
¿Size effect of flipped learning on grades on assesment
exams (impact measured in sigma s)
Traditional
Expositive lecture
Flipped
learning
50

51. Conclusions
Flipped model has strong and progressive impacts on out of class work and
learning from our students
1º Métodos 3º Inmunología 4º Inmunol. Clín
0
10
20
30
40
50
60
70
80
90
100
% Estudio previo por promoción
1ª Pr (trad) 1ª Pr FL 2ª Pr FL
3ª Pr FL 4ª Pr FL 5ª Pr FL
1º Métodos 3º Inmunología 4º Inmunol Clín
0
1
2
3
4
5
6
7
8
9
10
Calificación media por promoción
1ª prom (trad) 1ª prom FL 2ª Prom FL
3ª Prom FL 4ª Prom FL 5ª Prom
1ª promo
2ª promo
3ª promo
4ª promo
5ª promo
1ª promo
2ª promo
3ª promo
4ª promo
5ª promo
More students work each
year, but the improvement is
progressive
Students learn more
Exam grades improve steadily
year after year
Has any impact the implementation of flipped model
on both the out of class work and the learning of our students?
Out of class work Learning results

52. 0
5
10
15
20
25
30
35
40
0-10
1O-20
20-30
30-40
40-50
50-60
60-70
70-80
80-90
90-100
Clase Tradicional
Flipped Forte
11,5%
41,6%
With flipped learning forte (FLF) and flip in
colours (FIC): the students learn more
6,0 %
41%
% of students which reach
mastery level (>8) increases
four folds
% of student failure (<5)
decreases
The mean grade increases 2 points (>1 s)
52

53. 53
0
10
20
30
40
50
60
70
80
90
100
Expositivo tradiccional
Just-In-Time Teaching
Entorno gamificado
Flipped classroom/JITT
Flipped learning forte
+ feedback y formative assessment
Expositive leacture
Just-in-time teaching
Gamified environment
Flipped classroom
Flipped learning forte
/flip in colours
53530 % 45 % 61 % 90 % 100 %97 %95 %
% students which do the
preparatory work
% of students which reach mastery (with exam grade
>8) has been improved along the way
+ prior study and feedforward from the students
+ instructive vídeo
+ gamified environment (bonus)

54. What about skill development ?
Problem based learning Activities
Valor del
aprendizaje
Novedad del
aprendizaje
Dificultad de la
tarea
Disfrute con la
experiencia
Percepción del
desarrollo de la
competencia
Presentación oral Muy alta Muy alta Alta Muy alta Alta
Preparación de una
presentación oral
Muy alta Alta Alta/suficiente Alta Alta
Comprensión de artículos
originales de investigación
Alta Muy alta Alta Suficiente Alta
Trabajar con bibliografía en
una segunda lengua (Inglés),
Alta Alta Alta Baja Suficiente
Búsqueda de artículos
originales e información
adicional en Internet
Alta Suficiente Suficiente/baja Alta Alta
Adquisición independente de
conocimiento
Alta Suficiente Suficiente Alta Alta
Trabajo en equipo Alta Suficiente Suficiente Muy alta Alta
Aprender a aprender por si
mismos
Alta Suficiente Suficiente Alta Alta
Resolución de dudas y
cuestiones en tutorías
Alta Suficiente Suficiente Alta Alta
Uso de TICs y softwares Alta Baja Baja Alta Alta 54

55. What about student perceptions in
their teacher evaluations?
In one scale from 1 to ten we obtained 9.x
55

56. Conclusion
Iberian students can be civilized
They do not resist the combined effects of
Marketing,
gamification,
Flipped Learning Forte
and Flip In Colours
56

57. Several complementary Hypotheses
1. By what most students do in the flipped model and should not do
in the traditional
2. By the effect of gamification little prizes for small actions
3. By the effect of dead lines on the work and habits of students and
teachers
4. The teachers learn about needs and interests of their students and
adapts their theaching and activities to their sutudent needs
5. By the sense of learning community and student-teacher team that
grows in the flipped environment
Why this new adaptive flipped model
has so strong impact on both
student learning and on its teachers teaching?
57

58. Message to take home
Flipped learning achieves that
most students learn doing
precisely those things …
Which in the traditional expositive
model, only a select minority of the
best students spontaneously does
58

59. 2.4. Conclusions & recommendations:
Changes in habits induced by the flipped model increase learning and
grades in assessment exams
•Start to use the simplest efficient method for flipped
classroom : flipping classroom with just- in- time
teaching ( FC/J-I-T T ).
–Send documents and video materials and a universal
reflective form created with googleforms or Office 365.
–Do it before you start a new unit. Send to your students
ask them view, read and answer the questionnaire with the
promise they will obtain grading bonus.
–It will be an easy change for them. 2 hours of outside
class work by course and week will allow students win a
10% of the maximum grade 59

60. Flipped learning will improve
1. The work out of class of your students
2. The communication of information with your
students
3. Your feedforward and understanding of your
students difficulties
4. Your feedback and focus on the resolution of your
students real difficulties
5. Student participation in Class
6. Class activities (suggested by student doubts)
7. The Learning results from your students (in
knowledge and skill development)
8. The satisfaction of your students with the course
60

61. Agradecimientos
To the members of the
interuniversity teaching
innovation group
Ex-lecturers anonimous
61

62. Acknowledgments
• To Editorial Narcea for publish in their Colección
Universitaria our book Flipped Learning aplicar el
modelo de aprendizaje inverso
62

63. Muito obrigado pela atençao!
If you would like to know more …
Read the blog Profesor 3. 0
http://profesor3punto0.blogspot.com.es/
follow to @alfredoprietoma
on twitter
• Alfredo
alfredo.prieto@uah.es
Electronic versión of this presentation at
https://es.slideshare.net/alfredo.prietomartin
63