El modelo Flipped Learning y el desarrollo del talento en la escuela

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Flipped learning: estrategia didáctica en la enseñanza de español para estudiantes Erasmus Mundus

[ES]La búsqueda de nuevas estrategias que permitan la creación de entornos de aprendizaje idóneos para la comunidad estudiantil se ha convertido en uno de los motores principales para la innovación educativa. Flipped learning o Aprendizaje invertido es una estrategia didáctica que intenta dar respuesta a un proceso de aprendizaje donde la autonomía del alumno y las nuevas tecnologías sean las protagonistas. En este sentido, esta investigación tiene como objetivo validar esta novedosa estrategia como recurso de enseñanza idiomática para los estudiantes de educación superior inmersos en el programa Erasmus Mundus en la ULPGC. Estos alumnos poseen particulares características socio-culturales y además, deben cumplir con responsabilidades académicas. Es por ello, que se sugiere como propuesta la implementación de un programa idiomático que incluya el Aprendizaje invertido como recurso docente, que permita al alumno cumplir con sus metas académicas y, a la vez, adquirir el idioma y cultura de su país destino

Herramientas tecnológicas para aplicar la metodología Flipped Learning

Una de las metodologías que más éxito ha demostrado tener en la adquisición de competencias y conocimientos en los últimos años es la metodología de Flipped Learning. Iniciarse en esta metodología resulta complejo tanto para los alumnos como para los docentes. Un grupo de profesores de la Universidad Europea de Madrid, siguiendo la metodología de investigación-acción, han desarrollado varias experiencias de Flipped Learning, utilizando diversas herramientas tecnológicas que ayudan a los alumnos a involucrarse en su nuevo rol más activo. Se plantean las ventajas e inconvenientes de cada una de las herramientas, así como su mejor aplicación, ofreciendo al docente que se quiere iniciar en esta metodología diversas opciones para que pueda elegir según su contexto la que le resulte más adecuada.

The flipped-broadcast learning system, application on Azores

On this work we suggest a teaching solution that can be implemented in Azores, an archipelago of nine islands of Portugal, based in already known system of e-learning, with a twist based on the flipped method. Structured in a cooperative way, the organization of the system allows to isolated groups of people to have access to a certain level of teaching, if they cannot have the possibility to have physical presence in school due to problems emerging from territory discontinuity. Our suggestion can be elaborate in a model that can be adapted to any level of education, and can be adapted also in cases that a cut of budget exists. We suggest the name of fb-learning: Flipped Broadcast Learning.

Tecnolog??as y modelos de aprendizaje emergentes en educaci??n superior : propuestas y difusi??n de innovaciones

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Clase Invertida

En este segundo número de reflexiones pedagógicas se presenta una revisión de la denominada clase invertida (flipped classroom). Este texto presentan los componentes que caracterizan esta estrategia. Se comparan igualmente los elementos que la diferencian de la clase tradicional y se destacan los pasos para adelantar esta innovación y su forma de funcionamiento. De igual manera se muestran algunos indicadores que pueden llevar a una reflexión de la pacífica pedagógica y se concluye con estudios que muestran sus aportes e investigaciones que la soportan.

Flipped classroom and learning strategies

This paper seeks to answer the research question "How does the flipped classroom affect students’ learning strategies?" In e-learning research, several studies have focused on how students and teachers perceive the flipped classroom approach. In general, these studies have reported pleasing results. Nonetheless, few, if any, studies have attempted to find out the potential effects of the flipped classroom approach on how students learn. This study was based on two cases: 1) a business modelling course and 2) a research methodology course. In both cases, participating students were from information systems courses at Dalarna University in Sweden. Recorded lectures replaced regular lectures. The recorded lectures were followed by seminars that focused on the learning content of each lecture in various ways. Three weeks after the final seminar, we arranged for two focus group interviews to take place in each course, with 8 to 10 students participating in each group. We asked open questions on how the students thought they had been affected and more dedicated questions that were generated from a literature study on the effects of flipped classroom courses. These questions dealt with issues about mobility, the potential for repeating lectures, formative feedback, the role of seminars, responsibility, empowerment, lectures before seminars, and any problems encountered. Our results show that, in general, students thought differently about learning after the courses in relation to more traditional approaches, especially regarding the need to be more active. Most students enjoyed the mobility aspect and the accessibility of recorded lectures, although a few claimed it demanded a more disciplined attitude. Most students also expressed a feeling of increased activity and responsibility when participating in seminars. Some even felt empowered because they could influence seminar content. The length of and possibility to navigate in recorded lectures was also considered important. The arrangement of the seminar rooms should promote face-to-face discussions. Finally, the types of questions and tasks were found to affect the outcomes of the seminars. The overall conclusion with regard to students’ learning strategies is that to be an active, responsible, empowered, and critical student you have to be an informed student with possibilities and mandate to influence how, where and when to learn and be able to receive continuous feedback during the learning process. Flipped classroom can support such learning.

Socratic flipped classroom : What types of questions and tasks promote learning?

Socratic questioning stresses the importance of questioning for learning. Flipped Classroom pedagogy generates a need for effective questions and tasks in order to promote active learning. This paper describes a project aimed at finding out how different kinds of questions and tasks support students’ learning in a flipped classroom context. In this study, during the flipped courses, both the questions and tasks were distributed together with video recordings. Answers and solutions were presented and discussed in seminars, with approximately 10 participating students in each seminar. Information Systems students from three flipped classroom courses at three different levels were interviewed in focus groups about their perceptions of how different kinds of questions and tasks supported their learning process. The selected courses were organized differently, with various kinds of questions and tasks. Course one included open questions that were answered and presented at the seminar. Students also solved a task and presented the solution to the group. Course two included open questions and a task. Answers and solutions were discussed at the seminars where students also reviewed each other’s answers and solutions. Course three included online single- and multiple choice questions with real-time feedback. Answers were discussed at the seminar, with the focus on any misconceptions. In this paper we categorized the questions in accordance with Wilson (2016) as factual, convergent, divergent, evaluative, or a combination of these. In all, we found that any comprehensible question that initiates a dialogue, preferably with a set of Socratic questions, is perceived as promoting learning. This is why seminars that allow such questions and discussion are effective. We found no differences between the different kinds of Socratic questions. They were seen to promote learning so long as they made students reflect and problematize the questions. To conclude, we found that questions and tasks promote learning when they are answered and solved in a process that is characterized by comprehensibility, variation, repetition and activity.

e-learning in the classroom?

As teachers, we are challenged everyday to solve pedagogical problems and we have to fight for our students’ attention in a media rich world. I will talk about how we use ICT in Initial Teacher Training and give you some insight on what we are doing. The most important benefit of using ICT in education is that it makes us reflect on our practice. There is no doubt that our classrooms need to be updated, but we need to be critical about every peace of hardware, software or service that we bring into them. It is not only because our budgets are short, but also because e‐learning is primarily about learning, not technology. Therefore, we need to have the knowledge and skills required to act in different situations, and choose the best tool for the job. Not all subjects are suitable for e‐learning, nor do all students have the skills to organize themselves their own study times. Also not all teachers want to spend time programming or learning about instructional design and metadata. The promised land of easy use of authoring tools (e.g. eXe and Reload) that will lead to all teachers become Learning Objects authors and share these LO in Repositories, all this failed, like previously HyperCard, Toolbook and others. We need to know a little bit of many different technologies so we can mobilize this knowledge when a situation requires it: integrate e‐learning technologies in the classroom, not a flipped classroom, just simple tools. Lecture capture, mobile phones and smartphones, pocket size camcorders, VoIP, VLE, live video broadcast, screen sharing, free services for collaborative work, save, share and sync your files. Do not feel stressed to use everything, every time. Just because we have a whiteboard does not mean we have to make it the centre of the classroom. Start from where you are, with your preferred subject and the tools you master. Them go slowly and try some new tool in a non‐formal situation and with just one or two students. And you don’t need to be alone: subscribe a mailing list and share your thoughts with other teachers in a dedicated forum, even better if both are part of a community of practice, and share resources. We did that for music teachers and it was a success, in two years arriving at 1.000 members. Just do it.

Flipped Classroom: Um contributo para a aprendizagem da lírica camoniana

Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Gestão de Sistemas de E-Learning

Flipped classroom technology from teachers’ perspective: implementation experience, barriers and perspectives

Blended learning approaches rise their popularity, however not all professors apply them and find them useful and appropriate. This research focuses on study of flipped classroom arrangement and effectiveness of this concept implementation. The Master’s Thesis explores impact of flipped classroom implementation on resource savings for proffesors. The research is based on the literature review of different education arrangements and results of their implementation, on the survey conducted among proffesors from different Universities and on two experiments of flipped classroom implementation. The results reveal advantages and disadvantages of the concept, professors’ attitude to it and possibility to future research and practice in this field

Competencias digitales docentes para el desarrollo de la intercreatividad de las redes y flipped classroom con tecnologías móviles

[ES]A pesar del crecimiento constante y el asentamiento del e-learning como alternativa a algunas formas de educación presencial, existen aún áreas de investigación que pueden suponer avances importantes, según el informe horizon de 2015, entre ellas destacamos el BYOD y la Flipped clasroom la cual la hemos implementado a través del uso de las redes sociales y otros elementos del ecosistema digital, entre los que destacamos el protagonismo de las tecnologías móviles. En nuestro trabajo analizamos la combinación de estrategias y de metodologías activas e inductivas que permiten el desarrollo de habilidades y competencias digitales en donde las redes mediadas en entornos de ubicuidad, pueden convertirse en parte de la transformación educativa, ya que suponen un espacio colaborativo además de poder optimizar la dinámica de clase en la universidad.

Digital Systems for Open Access to Formal and Informal Learning

Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations “learn” and the way to “assess learning” in 21st Century. These transformations influence: Objectives - moving from acquiring new “knowledge” to developing new and relevant “competences”; Methods – moving from “classroom” based teaching to “context-aware” personalized learning; and Assessment – moving from “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms. This volume on Digital Systems for Open Access to Formal and Informal Learning contributes to the international dialogue between researchers, technologists, practitioners and policy makers in Technology Supported Education and Learning. It addresses emerging issues related with both theory and practice, as well as, methods and technologies that can support Open Access to Formal and Informal Learning. In the twenty chapters contributed by international experts who are actively shaping the future of Educational Technology around the world, topics such as: - The evolution of University Open Courses in Transforming Learning - Supporting Open Access to Teaching and Learning of People with Disabilities - Assessing Student Learning in Online Courses - Digital Game-based Learning for School Education - Open Access to Virtual and Remote Labs for STEM Education - Teachers’ and Schools’ ICT Competence Profiling - Web-Based Education and Innovative Leadership in a K-12 International School Setting are presented. An in-depth blueprint of the promise, potential, and imminent future of the field, Digital Systems for Open Access to Formal and Informal Learning is necessary reading for researchers and practitioners, as well as, undergraduate and postgraduate students, in educational technology.

NGL Project: Sub-project “Flipped Classroom” : Course “Organization Theory” (FÖ1039)

This paper is the final report from the NGL project implementing the flipped classroom approach into the undergraduate course "Organization Theory". The report describes the implementation and evaluates the outcomes of flipped classroom teaching/learning using the students' survey and statistics from YouTube analytics and the learning management platform Fronter.