Se explica como el modelo de aprendizaje inverso favorece el aprendizaje activo y la educación funcional con métodos de aprendizaje inductivos.

1. Cómo el modelo de aprendizaje
inverso favorece el aprendizaje
activo y la enseñanza funcional
How flipped learning favors active
learning and functional education
Alfredo Prieto Martín
Departamento de Medicina y Especialidades Médicas
Universidad de Alcalá
CNaPPES.17 Setubal 2017 http://cnappes.org/

2. Agenda
1. The Problems
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 of
our students?
2. The solution to increase active learning and
functional education in university classes
1. Our proposal: adaptive flipped learning
2. What are our results of 6 years with this gamified adaptive
flipped model?
3. Conclusions

3. 1 The problem:
1.1 There is any problem with the abuse of expositive
lectures in university?
1. Nearly all teachers abuse of
“powerpoint shows”
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. What are the roles in the traditional lecture?
• The teacher’s role
• The monologist performer
• Is active
• He/she is the monologist. Suffers preclass
anxiety, but also enjoy endorfine peaks on
class and after class
• It is an exciting experience (at least the
first years you give and repeat a lecture)
• The student role
• The receiver
• is passive and boring from the start
• He/she is an anonymous member of a
sleeping mass.
• Student compromise, work and learning in
class are of low level
• For a growing part of students the lecture
is a somniferous experience

5. Have traditional lectures Inconvenients in
twenty first century?
1. There is little time for
practice and application
of the transmitted
information
2. There are no in class
oportunities 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. A flipped perspective: what university students
look and do in a laptop lecture?
• To discover this, you can enter silently
and sit on the last rows and see what
happens
• Students in the first rows pay attention
and take notes.
• The rest twitt , send messages, surf the
internet ….
An optimistic dean would say to
the press: «They are “informally
exercising their web skills”

7. 1.2. ECTS learning =
class work time
+ out of class work time
• EHEA grades and ECTS credit 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), demostrate that out of
class real workload is lesser than
work load prescribed by ECTS
credit.
• We (the teachers) are happily
ignorant of this difference.
7

8. 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

9. 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”

10. 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/inquiryBL
– Its a very disruptive change
2. Active learning continous improvement by
progressive introduction of student centered
activities whitin expositive lectures
– It combines information transfer, with student thinking,
action and reflection on what is understood

11. 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
1. Costs:
2. They need more time
to cover extensive
curriculums
3. They demand more
teacher work for
preparation, study of
student answers and
teacher feedback

12. Why is so limited the extension of the
use of alternative, active and inductive
methods in university classes
• Despite the evident advantages of these innovative
methods, none of these methods is mainstream in
university teaching
• Only selected minorities of best and most compromised
teachers use frequently these methods.
• Only a selected group of universities (Manchester, Mc
Master, Maastricht, Aarhus) impose these active and
inductive methods as mandatory in some of their faculties.
• In others (Yale, Harvard, BCU) there are voluntary teachers
who implement the methods.
• In Spanish universities less than one of each 100 university
teachers use regularly these methods (data from Spanish
registry of Flipped teachers)

13. 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 ussualy
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”

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

15. 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

16. At least seven ways to have more time
to practise active learning activities1. Prioritizing the really essential learning results
(Wiggins & McTighe)
2. Flipping the use of space and time, in and out of
class (Mazur, Novak Michaelsen, Sams & Bergmann)
3. Adaptive learning focusing on interests and
difficulties of your students (Prieto)
4. Gamifying the course and activities (Sheldon)
5. Developing a formative low stakes assessment thet
gives grading value to activities (van der Vleuten)
6. Practicing reflective thinking autoevaluation and
autoregulation of learning (Nilsson)
7. Using rubrics and coevaluation for assessment of
complex activities (Levy)

17. Our proposal for solution:
Active learning =
information to learn
+ activities to apply, analize, transfer, create and communinate
+ critical and reflective thinking
So
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 forms after prior study give us information
about their difficulties and interests
4. Analizing student responses we can redesign our classes to focus on
resolution of student doubts and dificulties

18. Practical ways to apply these principles
1 Flipped classroom
teacherr
Improved in
Class experiencer
Studentsr
Send via email the
information to
learn
Teacher ask students
and help them
The problem of this simplest method is …
the students don’t work (if the teacher don´t assess who
made the preparatory work )
With good teachers and motivated
students it Works if they do it role
The simplest is not he best

19. Flipped learning
goes further than flipped classroom
• We can ask students answer on line forms
about their understanding of instructive
materials.
• With this information about student interests
and difficulties the Teacher redesign its class
(just in time teaching) creating learning
activities for exercising skills and formative
assessment (teaching between desks, kikan
shido).

20. On line Form to assess prior study by asking reflective
questions (just in time teaching)
1. Apellidosynombre(ponerprimero losapellidosparaquepuedaordenarvuestrasrespuestas
alfabéticamente)
2. Indicacuálte parecela idea más importanteo interesantequehasaprendido en estetemay
justificaporqué.
3. ¿Qué partedel tema te parece másnecesario profundizaren clase? ¿Por qué?
4. ¿Qué es lo quete ha quedado menosclaro del tema? ¿Por qué?
5. ¿Qué preguntategustaríaqueterespondiéramosen laprimera clasedel tema? ¿Por qué?
6. ¿Qué hasaprendido o comprendido alverlosvídeos?¿Por qué?
7. ¿Qué partedel tema no necesitasque te expliquen?¿Porqué?
8. ¿Cuántotiempohastardadoen leertelosmaterialesycontestaraestecuestionario?
9. Pon aquítu dirección de e-mailpor si tenemosquecontestarte.
20

21. Flipped classroom plus Just in time
teaching
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

22. Advantages of FC/JiTT
1. Allows each student to learn at his own pace and
communicate its difficulties and interests
2. Students arrive class better prepared to participate
and contribute in class activities
3. Teacher receives information on student difficulties
4. More time class for student centered activities:
discussion, formative assessment, work in groups
problem solving projects.
5. Working in class the students can help each other and
receive help and feedback from the teacher
6. Teacher can help all students not only those who
dares to ask

23. There are several methods to assess
and ensure the preparatory study
• On line assessment (0 or low ost in class time)
– Pepeola (Preparación y Estudio Previo por Evaluación On
Line Automática, Robles, Barahona y Prieto) by MCQ
– On line discussions
– JiTT (Just in Time Teaching, Novak ) by open question
forms
• In class assessment (higher cost in class time)
– TBL (Team based Learning, Michaelsen)
– 8-10 question MCQ individual/group disscussion/
– PI (Peer Instruction, Mazur) 12MCQ for each class
– In class questions and discussions/cases

24. There are several methods to give
feedback to the students
• On line feedback (0 or low ost in class time)
– Pepeola (automatic feedback + on line comments of
the teacher)
– Flipped learning forte (Prieto) teacher answer by
email list the urgent doubts of the students
• In class feedback (higher cost in class time)
– Flipped classroom with JiTT
– TBL (Team based Learning, Michaelsen)
– PI (Peer Instruction, Mazur)
– In class questions and discussions/cases

25. On line 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
Only appropiated for small classes
For larger ones we suggest flip in
colours
Adapt class activities to student
interests and needs
Formative assessment and feedback
Alumnos
Teacher

26. 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:
• 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 answewr
• 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

27. If you need more information on
these flipped methods
I recommend you these book
Paper and Kindle versions in Amazon
Flipped learning: aplicar el modelo de
aprendizaje inverso
Now ranked Number 12th in the Rank of
education books in amazon.es

28. 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?

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

30. 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
good teacher can adapt the class to their needs
• The good teacher act as a coach and facilitator of
the interaction of the students with the
instructive materials he/she develops
30

31. 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
31

32. One week before a new unit starts
we send instructive materials and links to forms
Example of
hipermedia
message
32

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

34. Flipped 2.0:
Transform student responses into
formative feedback for students
How to detect understanding problems
and créate feedback that helps to
overcome the learning difficulties of
our students

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

36. • 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
36

37. 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

38. Visual display of obscure topics
Adecuación de
respuesta al patógeno
These concepts need to be clarified: new ilustrative
materials, examples, activities, additional explanations 38

39. ¿Cómo resolver estos problemas?
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
39

40. Next year, we can change the free answer
question by an multiple chice question (so
analysis can be automated)
• 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
40

41. 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

42. 2.3. What are our results of six
years with this gamified flipped
model?
Alfredo Prieto Martín
y el grupo de innovación Magistrales anónimos

43. Student work, in and out of class
43
• 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 (is a myracle)

44. Impact of flipped model on work and learning of spanish
university students: Relationship between out of class work
and exam grades
44Clinical Immunology
Fourth year
Immunology
Third year
Méthods
First year

45. •Cambiar de método de enseñanza aprendizaje
manteniendo el método de evaluación permite
comparar notas de promociones antes y después
del cambio de metodología.
•El efecto del cambio de método se mide en
relación a la desviación típica original (s)
•El efecto del nuevo método se mide hallando la
diferencia de calificaciones medias y
relacionándola con la variabilidad de las
calificaciones con el método tradicional.
•Cambio = (Nueva media – vieja media) / s
original
•Esta es una buena medida de la intensidad o
fuerza del cambio en la media en relación a la
desviación típica original (s)
•¿ Qué significa un aumento de una s?
¿Size effect of flipped learning on grades on assesment
exams (impact mesured in sigma s)
Clase
expositiva
Flipped
learning
The new median (+1 s) equals to 84,1
percentil of the
original distribution

46. 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)

47. 47
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
47470 % 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)

48. 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

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

50. Conclusion
Iberian students can not resist the
combined effects of Marketing,
gamification, FLF and FIC

51. Two complementary Hypotheses
1. By what most students do in the flipped
model and should not do in the traditional
2. By the effect of little prizes and dead
lines on the work of students and teachers
Why this new adaptive flipped
model has so strong impact on
student learning and adapt teaching
to student needs?
51

52. Modelo Antes de cada tema En clase Después de
clase
Las vísperas del
examen
Resultados de
aprendizaje
Expositivo
tradicional
No hace nada Escucha
¿atentamente? Y
toma notas
La mayoría no
hacen nada
Se pegan la
empollada previa
al examen
retención en
memoria a corto
plazo
Malas
calificaciones
Comprensión y
retención
limitadas
Poca capacidad de
abstracción y
transferencia
Mucho se olvida
tras la primera
ducha
De aprendizaje
inverso
Flipped classroom
+ Just in Time
Teaching
Ve vídeos y lee
documentos
Practica en clase
análisis, juicio,
Repasan para los
cuestionarios de
fin de tema (on
line o en
seminarios)
Se pegan la
empollada previa
al examen
partiendo de un
nivel de
comprensión de
partida muy
superior
Calificaciones
mejoran en una SD
Realiza tareas de
preparación
Reflexiona sobre lo
que no entiende
Razonamiento
hipotético deductivo
Se concentra en lo
que no entendió
Mejora la
percepción de la
labor del profesor
y la asignatura
Se plantea preguntas
y se las formula a su
profesor
Toma notas y
formula preguntas al
profesor
Estudian para
los exámenes de
fin de módulo
How changes what most of the students do
in the flipped model?
52

53. flipped learning forte model imposes several dead
lines to the students (2) and their teachers (3)
For the teacher
For the students
Clase activa y evaluación
formativa
Enviar
Parte o toda
la
información a
ser aprendida
Evalúa dificultades y replantea,
se prepara para superar
dificultades que tienen los alumnos
Incluye actividades
estudiar
reflexionar
y enviar
feedforward
revisar sus materiales y
hacerlos llegar a sus alumnos.
prepararse
para la
evaluación
formativa
Proporcionar
Feedback
Estudiar el
Feedback
Esta autoimposición de fechas
límite induce cambios en
hábitos de alumnos y
profesores que aumentan el
aprendizaje de ambos
53

54. 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
54

55. 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 55

56. 2.4. Conclusions & recommendations:
Changes in habits induced by the flipped model increase learning and
grades in assessment exams
•If you can, use student doubts to supply collectivized
feedback (FLF) and to create activities (FIC)
–If the teachers send responses to students urgent doubts
and questions, they have to revise them. Especially if some
questions can be candidates for exam questions
– Use flip in colours to transform student questions into
class activities
–Announce formative assessment activities (TBL/PI), then
they should prepare for in class formative assessment
activities.
56

57. 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. Class participation and activities
6. The Learning results from your students
7. The satisfaction of your students with the course

58. Changes for the teacher
•You should develop the habit and the
methodology for the study the reactions of your
students to the learning materials you sent to
them.
•You should progressively adapt the use of time
class to the needs and difficulties of your
students.

59. Advice for the first time
Flipper teacher
1. Look for a group of flippers in your discipline
and level que innove
2. Look for a mentor or coach in flipped learning
3. Experiment with new teaching and learning
methods and share its results.
4. Is mandatory to learn to use new Apps for forms
and questionnaires for student response with
smartphones , and Apps for the gamification

60. Agradecimientos
A los miembros del grupo interuniversitario
de innovación docente Ex-Magistrales
anónimos
Por su labor para acelerar la difusión de
mejoras en los métodos de enseñanza y
aprendizaje
60

61. Acknowledgments
• To Editorial Narcea for publish in their Colección
Universitaria our book Flipped Learning aplicar el
modelo de aprendizaje inverso
61

62. Think about this, before going to bed
and try to be better teachers

63. Muito obrigado pela atençao!
If you would like to know more …
Read the blog Profesor 3. 0
http://profesor3punto0.blogspot.com.es/
follow a @alfredoprietoma
on twitter
• Alfredo
alfredo.prieto@uah.es