In this Presentation, we would like to discuss current developments on teaching Knowledge Management with Flipped Classroom. We will start with a short introduction into the Flipped Classroom concept. At the master program “Knowledge Management” at the University of Applied Sciences Burgenland the Flipped Classroom Model is introduced for the whole study program. Based on this experience and accompanying studies we can report about various Flipped Classroom examples of teaching Knowledge Management
2. Slide 2 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Content
• Flipped Classroom10:00 –10:20
• Experiences with Flipped Classroom10:20 – 10:40
• Force Field Analysis10:40 – 12:00
3. Slide 3 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Barbara Geyer-Hayden
Degree course head of the master study program
Applied Knowledge Management
University of Applied Sciences Burgenland
Campus 1 | A-7000 Eisenstadt | Büro: E.HG.151
T: +43(5)7705-4322
E: barbara.geyer-hayden@fh-burgenland.at
4. Slide 4 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Topics from the NMC Horizon Report > 2015 Higher Education Edition
[Johnson et al. 2015]
5. Slide 5 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Disruptive Education: Transforming Universities
[Gallagher & Garrett 2013]
6. Slide 6 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
FLI ED
Classroom
7. Slide 7 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Wissensmanagement
Konzepte
Franz Barachini
Barbara Geyer-Hayden
Projekt- und
Prozessmanagement
Roman Hartl
Christian Katschnig
"Inverting the classroom means
that events that have traditionally
taken place inside the classroom
now take place outside the
classroom and vice versa"
[Lage, Platt & Treglia 2000]
8. Slide 8 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Flipped Classroom
=
another form of
Blended Learning
9. Slide 9 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
face-to-face classroom
+
web-based online learning
=
Blended Learning
10. Slide 10 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
“The real test of blended learning is the effective integration of
the two main components (…) such that we are not just adding
on to the existing dominant approach or method. (…).
A blended learning design represents a significant departure
from either of these approaches. It represents a fundamental
reconceptualization and reorganization of the teaching and
learning dynamic (…).
In this respect, no two blended learning designs are identical.
This introduces the great complexity of blended learning.“
[Garrison & Kanuka 2004]
11. Slide 11 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Elements of Blended Learning
face-to-face
classroom
web-based
online learningself-study phase
Output: blended learning design
12. Slide 12 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Elements of Flipped Classroom
Phase 1:
Lecture
(Before Class)
Phase 2:
Homework Activities
(During Class)
13. Slide 13 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Traditional Model
Creating
Evaluating
Analyzing
Appling
Understanding
Remembering
Flipped Model
Blooms Taxonomy
Students are responsible
for homework in these
levels of understanding
Teachers
introduce new
material to
students
Students and teachers
work together on these
levels of learning.
New material is
introduced to
students outside
of class as their
homework
[Williams 2013]
14. Slide 14 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Elements of Flipped Classroom
Phase 1 (Before Class):
Videos (Screen casting, Narrated
PowerPoint movie, Video of lecturer talking
or Animation)
Limited: Podcast (Audio file) and Pre-
Readings
Phase 2 (During Class):
Discussion around pre-viewed online
content
Testing of concepts
Workshop and problem solving activities
15. Slide 15 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
[Gerstein 2012]
Based on Kolb’s
Experiential Learning Cycle
The Experiential
Flipped Classroom Model
16. Slide 16 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
The Teacher´s Role
Image: Flickr / AJC1, CC BY-SA 2.0
17. Slide 17 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Creating
Evaluating
Analyzing
Appling
Understanding
Remembering
Flipped Model and Knowledge Management
Blooms Taxonomy
Students and teachers
work together on these
levels of learning.
New material is
introduced to
students outside
of class as their
homework
[Williams 2013]
18. Slide 18 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Master Study Program Applied Knowledge Management
Image: FH Burgenland
19. Slide 19 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Focus of the Master Study Program
Applied Knowledge Management:
- Knowledge Transfer,
- Online Communication and
- E-Learning.
20. Slide 20 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Main Parameters
“Applied Knowledge Management"
• Master study program with 120 ECTS
• 50% face-to-face classroom and
50% web-based online learning
• E-Portfolios
Study Program
• Part-time students
• The average age of the students is 35
• 40% of the students have a pedagogic educationStudents
• From the fields of Knowledge Management and E-Learning
• The most are part-time lecturer
Lecturer
21. Slide 21 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
FLI ED
Study Program
22. Slide 22 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Reasons
• A coherent blended learning design for
the whole study program
• Clear suggestions for the web-based
online learning
• Do what you teach (Focus: E-Learning)
• Quality of teaching
23. Slide 23 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
AppliedKnowledgeManagement:Modules
W1 7
Knowledge- 4
management
Approaches
W2 7
Knowledge- 4
management
Strategies
PM 7
Project- 4
and Process-
management
FE 7
Research Methods 4
W3 7
Knowledge- 4
management
Methods
K1 7
Online 4
communication Tools
WO 7
Knowledge 4
Organisation
K2 7
E-Learning 4
E1 2
English 2
DA 7
Master's Thesis 2
PP 14
Project group coaching- > 3
accompanying seminar-> 2
EL 7
Online Media 4
17
individual coaching -> 1
Master Thesis Seminar -> 2
AT 7
Current 4
Topic
E2 2
English 2
Final Exam 4 ECTS
Semester
ECTS
SWS
ECTS
SWS
ECTS
SWS
ECTS
SWS
ECTS
SWS
ECTS
SWS
30
18
30
18
30
13
30
9
120
58
1
2
3
4
General Electives 15,8 ECTS / 7 SWS
ECTS (European Credit Transfer System Learning Points): One ECTS fulfills 25 working hours for Students
SWS (Semester week hours): One SWS meets 15 x 45 minutes teaching time
24. Slide 24 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Exploration
Survey
Students Lectors
Interviews
Student Lecturer Degree course head
In the summer semester 2016
25. Slide 25 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
W1 7
Knowledge- 4
management
Approaches
PM 7
Project- 4
and Process-
management
FE 7
Research Methods 4
K1 7
Online 4
communication Tools
E1 2
English 2
Semester
ECTS
SWS
ECTS
SWS
ECTS
SWS
ECTS
SWS
ECTS
SWS
ECTS
SWS
30
18
1
FF 2
IT Update 2
Flipped Classroom in the 1. Semester
Status of the winter semester 2015
26. Slide 26 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Positive sides
Flexible web-based
online learning
Appreciation of the
face-to-face time
Learner-centered
27. Slide 27 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Wissensmanagement
Konzepte
Franz Barachini
Barbara Geyer-Hayden
Projekt- und
Prozessmanagement
Roman Hartl
Christian Katschnig
"students who come from an educational
background where lecturing
and rote work is the norm may experience
a great deal of culture shock at the
inverted classroom and resist taking on the
responsibility for learning that the
method entails"
[Talbert 2012]
28. Slide 28 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Image: FH Burgenland
29. Slide 29 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Lecturer
• More effort (for implementing a
new blended learning design)
• The advantage over the traditional
design is not clear for all
• Want to be free to teach without
the corset of a given teaching
method
30. Slide 30 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Resume
• Changes in a system take
a lot of time and many
small steps
• Flipped Classroom has
the potential to support
competence development
better than traditional
teaching forms
31. Slide 31 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
32. Slide 32 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Why do we use the Force Field Analysis?
Reasons for and against
the introduction of the Flipped Classroom
ClassroomFlipped
33. Slide 33 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden [Gray & Brown 2010]
34. Slide 34 | KM Competence Development with Flipped Classroom | Barbara Geyer-Hayden
Literature
[Gallagher & Garrett 2013] Gallagher S, Garrett G. (2013). Disruptive Education: Technology Enabled Universities. The
United States Studies Centre at The University of Sydney; Available at:
http://ussc.edu.au/ussc/assets/media/docs/publications/130801_DisruptiveEducation_GallagherGarrett.pdf
[Garrison & Kanuka 2004] Garrison, D. R., Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in
higher education. In The Internet and higher education (Hrsg.), Internet and Higher Education 7 (95 – 105).
[Gerstein 2012] Gerstein J. (2012). Flipped Classroom: The Full Picture for Higher Education. Available at:
https://usergeneratededucation.wordpress.com/2012/05/15/flipped-classroom-the-full-picture-for-higher-education/
[Geyer-Hayden 2016] Geyer-Hayden B. Entwicklung eines ICM-Einführungsmodells für einen Fachhochschulstudiengang,
In: Das InvertedClassroom Modell. Begleitbandzur 5. Konferenz "Inverted Classroom and Beyond“, p. 71-76.
[Gray & Brown 2010] Gray D, Brown S, Macanufo J. (2010). Gamestorming: A Playbook for Innovators, Rulebreakers, and
Changemakers. Sebastopol: O'Reilly.
[Johnson et al. 2015] Johnson L, Adams Becker S., Estrada V, Freeman A (2015). NMC Horizon Report: 2015 Higher
Education Edition. Austin, Texas: The New Media Consortium. Available at: http://www.nmc.org/publication/nmc-horizon-report-2015-
higher-education-edition/
[Lage et al 2000] Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an
Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43.
[Talbert 2012] Talbert, Robert (2012): Inverted Classroom. In: Colleagues (Volume 9, Issue 1, Article 7), S. 17–20.
Available at: http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1183&context=colleagues
[Williams 2013] Williams, Beth (2013). How I flipped my classroom. NNNC Conference, Norfolk, NE
Image sources (if not stated otherwise): pixabay, CC0 Public Domain
Editor's Notes
Welcome to my workshop „KM Competence Development with Flipped Classroom“. My name is Barbara Geyer-Hayden and I will tell you about Flipped Classroom and Knowledge Management.
First I will tell you about the concept of Flipped Classroom. Then I will present our concept and experiences with Flipped Classroom.
We are here at a Knowledge Management Conference so the most important part, from my point of view, is to exchange and develop new knowledge. Therefore we will develop a Forced Field Analysis together.
familiar with the concept of the flipped classroom
know several scenarios in the field of Knowledge Management
worked out the reasons for and against the introduction
My name is Barbara Geyer-Hayden. I am the Degree course head of the master study program „Angewandtes Wissensmanagement“. Bevore that I was working in the field of knowledge management consulting and training for 7 years, I worked as a project manager for IT Systems that where called knowledge management systems. And at the beginning I worked as a scientific assistent in the field of knowledge magement.
The term "Flipped Classroom„ was popularized by the teachers Bergmann and Sams [3] for High Schools.
Prior to that the term "The Inverted Classroom" was used for students at Miami University. "Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa" [4].
Homework in school,
Für die deutsche Version
Auf die Hochschullehre übertragen bedeutet das, dass die Rezeptionsphase aus dem Hörsaal ausgelagert wird und stattdessen die aktive Lernarbeit in den Mittelpunkt der Präsenzphase rückt (siehe Abbildung 2 und Abbildung 3). Mit anderen Worten: Beim Inverted Classroom erfolgt der Theorieinput und die eigenständige Inhaltserschließung zeit- und ortsunabhängig. Der Dozent/die Dozentin stellt Lernmaterialien, meist Lernvideos, in der Regel über das Internet bereit, die den Lernenden zur Vorbereitung dienen. Die darauffolgende Präsenzveranstaltung wird zur gemeinsamen Vertiefung und zum gemeinsamen
Üben des Gelernten genutzt. (vgl. Schäfer, 2012, S. 3-5)
Flipped Classroom is a kind of Blended Learning. Are we getting old wine in new bottles?
„ (…) blended learning is he thoughtful integration of classroom face-to-face learning experiences with online learning experiences.”
Flipped Classroom is a kind of Blended Learning.
„ (…) blended learning is he thoughtful integration of classroom face-to-face learning experiences with online learning experiences.”
And just as in the case of blended learning, the blended learning design is important with the Flipped Classroom.
Für die deutsche Version:
Nach Sauter, Sauter und Bender (2004, S. 68) ist Blended Learning
„(…) ein integriertes Lernkonzept, dass die heute verfügbaren Möglichkeiten der Vernet-zung über Internet oder Intranet in Verbindung mit “klassischen” Lernmethoden und -medien in einem sinnvollen Lernarragement optimal nutzt. Es ermöglicht Lernen, Kom-munizieren, Informieren und Wissensmanagement, losgelöst von Ort und Zeit in Kombi-nation mit Erfahrungsaustauch, Rollenspiel und persönlichen Bedingungen in klassischen Präsenztrainings.“
The compination of face-to-face classrom web-based online learning with the self study phase defines the quality of the output.
The flipped classroom is another form of blended learning where a student is first exposed to new material outside of class, usually in the form of an online presentation. When the student attends class in a brick-and-mortar setting, the class time is used to apply the material in the form of problem-solving and discussion.
1. What: What happened? What were the results?
2. So What? What do these results imply? How did I influence the outcome?
3 Now What: What will I do differently next time?
4. DO IT
Fundamental change in teaching style: Educators may be used to the traditional style and format of lectures, and so moving to using class time for more student-centred active learning may require some planning around what will actually happen in the class.
The term "Flipped Classroom„ was popularized by the teachers Bergmann and Sams [3] for High Schools.
ein schlüssiges Blended-Learning-Konzept bzw. E-Learning-Konzept
eine gute Qualität der Lehre
die interne Qualitätskontrolle der Arbeitsleistung der Lehrkräfte und
ein gut durchdachtes Gesamtkonzept („roter Faden“)
Flexibles Lernen in der individuellen Phase
Wertschätzung der Präsenzzeit
Lerner- bzw. Lernerinnenzentrierung
dass knapp 90% nicht überzeugt sind, dass das Inverted Classroom Modell den Lehrenden ermöglicht, individueller als im konventionellen Lehrveranstaltungsdesign auf die Studierenden einzugehen
nicht alle Dozenten bzw. Dozentinnen gänzlich der bezeichneten Vorteile des Inverted Classrooms im Vergleich zum traditionellen Lerndesign sicher sind
Lektoren bevorzugen: alternativ dazu eine „Sowohl-als-auch“-Lösung anzudenken
The best students benefit the worst are less engaged
With flipped Classrom you have to work more for yourself. But it is harder to learn than listening.
In which context flipped classroom brings a value compared to traditional teaching forms?
Introducing Flipped Classrom
work out the reasons for and against the introduction of the Flipped Classroom Model
Flipped (i umgedreht mit Punkt nach unten)
Classroom
Zwei Pfeile im Kreis