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Category Archives: FlippedClassrooms

AL DíA: Interactive eBook approach in Flipped Learning

02 Tuesday May 2017

Posted by mguhlin in AL DíA, FlippedClassrooms, Research

≈ Leave a comment

In this study, an interactive e-book approach is proposed to support flipped learning. It facilitates and bridges out-of-class and in-class learning by providing support for interactive learning contents presented on mobile devices. 

To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in an elementary school math course. The experimental group students learned with the interactive e-book approach in the flipped learning activity, while the control group students learned with the conventional video-based flipped learning approach.  

The experimental results indicated that the proposed approach not only promoted the students’ self-efficacy for learning mathematics, but also improved their learning achievement; moreover, it was found that the approach benefited the lower self-efficacy more than the higher self-efficacy students. 

The learning record analysis further confirmed that the lower self-efficacy students spent more time reading the e-books before and in class than the higher self-efficacy students did.

Source: Facilitating and Bridging Out-of-Class and In-Class Learning: An Interactive E-Book-Based Flipped Learning Approach for Math Courses By Hwang, Gwo-Jen; Lai, Chiu-Lin | Educational Technology & Society, January 2017 | Go to article overview | ERIC


Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Flipped Learning with Podcast #flipped #screencasting #msftedu

15 Monday Aug 2016

Posted by mguhlin in Diigo, Education, FlippedClassrooms, Google, ScreenCasting, TCEA, TechNotes

≈ Leave a comment

Amazingly, someone (names changed to protect the innocent) wrote me yesterday with this request about flipped learning:
This is Rachel from Jeremiah Middle School in a large urban school district in San Antonio, an admirer of your mad tech skills. Here’s the scoop: I am in need of a quick and fast mini-lesson on the topic of “flipped lessons.” The teachers are now being asked to compose several flipped lessons for the upcoming year. If you can tell me what information I may be able to instruct the staff on, it would be greatly appreciated.

What Is Flipped Learning?

If you are not familiar with flipped learning (#flippedlearning Twitter chat is nice to get caught up), here is how I describe it to others:
In a typical flipped classroom, students listen to pre-recorded video lectures beforeclass and perform other learning activities in class. In this flipped structure, students are exposed to material before class via videos and readings, and they attain deeper knowledge in class via activities. Why would you want to go to the trouble of doing flipped learning? Because the research says it works. I like to point folks to 10 Published Findings and Studies that offer qualitative and quantitative results in support of flipped learning, as well as Sophia Learning’s Flipped Classroom online course (free!). And keep in mind that flipped learning can work with students of any age.

Overcoming Technical Obstacles

Unfortunately, many teachers who are uncomfortable with technology to begin with get hung up on the technical aspects of flipping the classroom. Here are some practical suggestions for helping them in professional learning:
1) Show teachers how to storyboard their content first, then create a video about their lesson with the tools they have on hand. All the tools are free to get started. (A few of my favorites appear below.)
2) Keep videos short, 5 to 10 minutes max (shorter is better). You can always create more videos. Think “bite-sized chunks” that students can nibble on their way to/from school, sitting somewhere waiting for an adult to do something, or during the gap in a basketball game on television or in person.
3) Figure out where the videos will be posted. This is THE MOST IMPORTANT question to get answered before you start encouraging teachers to start sharing flipped video lessons. If you’re using Google Apps for Education, you have unlimited storage. If you are using Microsoft OneDrive for Business/Schools (Office 365 through your district), then you have one terabyte of storage space. If you are using YouTube, no problem. Video hosting is VERY important because it has to be accessible by both staff and students.
4) Plan for intensive classroom activities, and don’t be surprised if part of your class needs to watch the video in class (set up a pod of computers or devices where that can happen) while the rest of the students wrestle with a real life application of the flipped learning.
flipped

Arden Curtis

Listen to Practitioners

In a hallway at the annual TCEA Convention & Exposition, you can learn a lot if you stop to chat with folks. One person that I met during the TCEA 2014 convention was Arden Curtis (@ardencurtis), a ninth grade biology teacher at the time. This was an off-the-cuff conversation that yielded quite a few insights into flipped learning. Be sure to listen to practitioners like Arden.
Listen to Podcast of Arden Curtis (@acurtisteach),
9th Grade Biology Teacher, Veteran Flipped Classroom Teacher

Flipped Learning Tools

Looking for some quick tools to get started?
  1. Microsoft Snip: If you are on a Windows computer, then give some serious consideration to Microsoft Snip, which allows you to snap a picture of your screen (e.g. a technical diagram, student work that needs feedback, whatever) and then record audio as you annotate it. To get an idea of how this works, play the short Snip I recorded .
  2. “When I started to design technology training for our district, I knew that to reach all the members of our school community, I would have to offer multiple delivery methods. Screencasting was a perfect solution for that as it affords teachers and students the chance to learn at their own pace.” – Dr. Roland Rios (@drrios), Fort Sam Houston ISD. If you’re exploring flipped learning, the word “screencasting” is one you will hear often. As Dr. Rios points out, screencasting affords teachers and students the opportunity to learn at their own pace. Here are some commonly used screencasting tools:
    • Chromebook and/or Chrome-friendly tools that work for any computer that can run the Chrome browser, including Chromebook, Windows, and Mac:
      • Nimbus Screencast (Free)
      • CaptureCast (Free)
      • Screencastify ($20)
    • Windows/Mac Computer: TechSmith’s SnagIt+Camtasia Studio. I highly recommend SnagIt ($29.95), as well as Camtasia Studio ($179.90) if you need higher end video capture and editing. These are the tools that Arden, featured above, has used.
    • iOS/Android: Reflector 2 app + one of the solutions shown above. For Android only, try AZScreenRecorder
Are you an iPad fanatic? Lots of people are and these devices make for perfect flipped learning platforms. With iOS devices, give serious thought to one of these three apps:
  • Explain Everything Interactive Whiteboard. This is my must-have app on iOS devices. There is so much you can do with the app, yet it has a deceptively simple starting point for those unfamiliar. You can find tons of tutorials online. This app is available for Chromebooks, too. A different version of Explain Everything, known as the Collaborative Whiteboard, offers hosting for videos at a price.
  • Touchcast. This free app makes green screen, flipped learning, video newsletters so easy. While it may be initially complex because of all the options, I have no doubt a short session and time spent watching others use it will get you ready to create flipped learning for your students. It is well worth learning all the bells and whistles in this app. Ample tutorials are available.
  • Educreations. This free app has long been on the preferred list for teachers and students. Not only is it easy (view tutorial), but it solves the problem that many educators don’t want to deal with in their particular district: where to host the video created. Educreations will host content, of course, offering additional features at a price.
Finally, since flipped learning involves working with video files, I must share some tips on the technical process of dealing with it:
  1. Choose a screencasting tool that allows you to export directly to MP4 video format. This is the most commonly used video format and works with all devices. Anything else will just result in headaches. MS Snip, TechSmith’s SnagIt/Camtasia, ExplainEverything, and Touchcast allow you to do this without much fuss.
  2. The new HTML5 friendly video format is also known as WebM and you may need to convert from that format to MP4 to easily share the file with others. Nimbus Screencast and Screencastify are both Chromebook apps that will save to WebM. You may need to rely on a web-based video converter to get these videos to MP4 format, depending on where you host them. YouTube, though, will accept WebM format.
  3. Take advantage of video conversion tools like the cross-platform Miro Video Converter, FFMPEG GUI, and AnyVideoConverter, to get video the target “codec” you want or need. For a web-based converter you do not have to install (great for Chromebooks), use Online Video Converter.
  4. Decide ahead of time where you will publish your video. The best solutions include Google Apps for Education (GAFE) Drive since you have unlimited space, OneDrive for Business (Office 365), or YouTube. You can also set up your own video hosting solution or take advantage of one like Vimeo.
But, wait, there’s more! Once you have your video recorded and ready for students to access online, you may want some way to determine if they have watched it. Mix in a Google Sheet Reflection with a Flubaroo feedback form that triggers when they submit something, an Excel Online Survey form that allows them to submit their reflections, or have them create something online, anywhere. 
Virtual spaces like Google Classrooms, Microsoft Classroom, Edmodo, Diigo Outliner (free for educators), and Sophia Learning all offer ways to help structure flipped learning content. You can also combine tools like OneNote with Microsoft Sway embedded in OneNote pages to create a virtual “closed space” or an open one, depending on what the culture of your teaching and learning environment.
Whether it’s a piece of writing, a Vocaroo audio file they can send you the link to or a video reflection they can post on YouTube, flipped learning reflections can empower students to become consumers and creators of academic content.

Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

EduCreations Going Pro – Flipped Classroom Tool

06 Tuesday May 2014

Posted by mguhlin in Education, FlippedClassrooms, flippedpd, iPads, TechTips

≈ 1 Comment


Educreations has come out with a new version, EduCreations Pro that features two new editions, Classroom and School:

Today, we’re excited to take a first step toward achieving that goal by announcing an upcoming addition to our product lineup. We’re calling it Educreations Pro.
Educreations Pro will not be free, but it will be affordable. While a free option will still be available, Educreations Pro will offer many powerful new capabilities. It will be available in two versions, a Classroom Edition and a School Edition.
 

Educreations Pro will be available starting this summer, but we want to tell you about it now so you can begin planning to integrate it into your classroom next school year.

More Content Options
In addition to photos, Educreations Pro will enable you to import documents, presentations, webpages and maps into your project. Educreations Pro works seamlessly with Dropbox and Google Drive, making it easy to open your files and get right to work. 

Video Exporting
Save a copy of your video to your iPad, which you can post to YouTube, save to Dropbox or Google Drive, view offline, or use in other video projects. 

Save Work In-Progress
We know it can be challenging to finish an entire recording in a single session. The next version of Educreations will automatically save your work in-progress, so you can work on a project over multiple days. 

Powerful New Tools
New whiteboard tools will enable you to draw lines and shapes, highlight important information, and focus attention on specific areas of the page. 

Improved Classes
Create and manage classes right within the app. Students can join classes to view teacher lessons and collaborate on video projects with classmates. Teachers will enjoy a top-down view of all student work in one place.

Some of my favorite options are included in the EduCreations Pro version, such as saving work in progress, the ability to import documents, cloud storage. My TOP favorite feature includes exporting to the Camera Roll of the iPad and Google Drive. 


Since lots of folks have enjoyed Educreations as a flipped classroom video creation tool, these features will come in handy:

offering a special discount on Educreations Pro to the first 100 schools that purchase the School Edition.

I can’t help but wonder if the Pro features will be available to single users, as well. And, finally, still waiting for the Android version!


View my Flipboard Magazine.


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Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

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Podcast – #tcea14 Flipped Classroom Learning Resources @acurtisteach

06 Thursday Feb 2014

Posted by mguhlin in Conferences, Education, FlippedClassrooms, flippedpd, tcea14, TechTips, Texas

≈ Leave a comment

One of the oft-asked questions this morning during the Build Your Virtual Classroom and the Create Online PD that Works was, How can I implement flipped classroom?

Listen to Podcast of Arden Curtis (@acurtisteach), 
9th Grade Biology Teacher, Veteran Flipped Classroom Teacher!!
Source: http://instructionalservices.blog.gustavus.edu/files/2013/03/Flipped-Classroom-Comparison.jpg

In fact, Rhia Parramore (Winters ISD) asked me to share my insights and resources into flipped classroom, especially what software/apps are available. I’ve included my list below. Arden, who you can listen to in the podcast recorded above, shares that she uses ShowMe app on the iPad, as well as TechSmith’s Camtasia software.

  1. Screencast Creation Tools – 
    1. Computer and Web:
      1. Use either Vocaroo.com (web) or Audacity (computer) to record audio narrations. Both are free, works on all computer types. 
      2. Screencast-o-Matic is a web-based screen-recording tool that allows you to record your computer’s screen. 
      3. TechSmith’s SnagIt – This is the premiere $20 program to record screencasts on your computer. 
    2. iPad:
      1. Touchcast (Free) – This is a tool to flip communications,create videos while reading a script right on the screen. Read this blog post to see examples.
      2. Explain Everything ($2.99) – This is the must-have, go-to tool for creating screencasts on iPad and Android tablets. Let’s you create and share content via GoogleDrive, Dropbox, etc. Watch this video highlighting its features.
      3. Knowmia (free) – It’s a versatile tool like Explain Everything, although it does not allow you save your content as a video file, only host it on theknowmia.com web site. This is used by Domingo Martinez at ECHS!
      4. EduCreations (free) – Try EduCreations. Works great, is free, and easy to share online through their web site. Drawbacks: Can’t export video and their web site is slow to load.

I would also encourage Rhea to check this web site out

What else would you share with Rhea? Please share in the comments!


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Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

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#SAACTE13 Update – Flipping 7 Different Topics #flippedpd #flip #iPad

18 Friday Oct 2013

Posted by mguhlin in Education, FlippedClassrooms, flippedpd, saacte13, SAnews, Texas

≈ 1 Comment

As I shared earlier, the SAACTE13 Workshop session (Saturday, November 9 in San Antonio, Texas for $20 at the door…register online at http://www.saacte.org) promises to be one of the most exciting workshops I have ever facilitated. I never would have tried this without Flipped Professional Development ideas in the back of my mind.

BEFORE THE WORKSHOP
The goal is to front-load the learning that would happen, typically in a keynote presentation that’s more how-to, hands-on, into a series of videos arranged around areas of high interest, such as Flipping the Writing Workshop or Creating an Online Writing Space, or Digital Storytelling with an iPad or Computer, and then planning out activities during the 1.5 hour time period. I am working on short slideshows made with Haiku Deck and/or Keynote depending on the topic.

Before the workshop, participants will watched the video, then complete a Watch-Summarize-Question GoogleForm that looks like the one below:

I’ll use the questions generated in the form to help people during the session, perhaps using FormEmailer to get easy feedback to each participant who asks the question.

DURING THE WORKSHOP
Participants who register ahead of schedule will have the choice of picking 1 of 7 different activities relevant to digitizing some aspect of the Writing Workshop. They can group together during the workshop session in small teams of 5 (or less) to work on a project. If everyone wants to do one mini-lesson, say Digital Storytelling, then that’s fine. The goal is to provide as much choice as possible to participants in the areas they feel they need the most support in when we’re together.

I have a total of 7 “FlippedPD” sessions in the works. For now, they look like this:

TURNING IN THEIR WORK
One of the decisions I made in arranging how session participants will turn in their project creations is by using Evernote Notebooks. Participants will receive an email address (my top secret Evernote email address) and append @saacte13 to the email. Of course, I have each activity going to its own notebook in Evernote.

END OF SESSION
At the end of the session, I’m asking participants to reflect as a group and then share that via a GoogleForm. I probably need better reflection questions and will need to come back to that at some point:

Again, this is the first time I’ve attempted FlippedPD at this level–with 7 preps!!!–so I’m hoping it all goes well. If you have suggestions or ideas, please don’t hesitate to share!

In the meantime, back to work!

Image Reference
Quill and ink. https://image.spreadshirt.com/image-server/v1/products/105811602/views/1,width=378,height=378,appearanceId=70/Quill-Pen-and-Ink-Pot-Accessories.png


Check out Miguel’s Workshop Materials online at http://mglearns.wikispaces.com


Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

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Flipping Your Classroom #flippedpd #flip

28 Saturday Sep 2013

Posted by mguhlin in Education, FlippedClassrooms

≈ 1 Comment

Next Friday, I’ll be revisiting a topic that I wake up in the middle of the night about–Flipped Classroom Learning. It is such an obvious, straightforward approach that is controversial. To be blunt, I find Flipped Classroom Learning a simple innovation with profound implications for student engagement and learning. There’s no reason why we can’t be doing more blended learning in schools, of which flipped classroom is but one “handle” or way of looking at it.

That said, here are my workshop materials–copied from a Google Sites page–for my session next week. How would you do this differently for middle school teachers?

Flipped Classroom Learning

About this Session

Title: Flipped Classroom Learning

Facilitator: Miguel Guhlin
Description: In this session, participants will become familiar flipped classroom learning possibilities and iPad/computer apps that make video recording easy. They will also be introduced to Twitter hashtags that allow them to follow other Flipped educators (view example of a Twitter chat #flippedpd).

Before Session
In a typical flipped classroom, students listen to pre-recorded video lectures before class and perform other learning activities in class. In this flipped structure, students are exposed to material before class via videos and readings, and they attain deeper knowledge in class via activities. We are doing the same in this workshop session.
  1. View Flipped Classroom Video: Watch this short video on flipped classroom learning. 
  2. Composing Video Reflections: Write 5+ sentences with your initial thoughts, concerns, questions, and ideas regarding the information that you just learned from the video.
  3. Sharing Your Video Reflections: Fill out this short online form. (Note: Here’s what the online form looks like below)


During/After Session
  1. View self-paced, audio-narrated The Flipped Classroom: 6 Tips slideshow (less than 6 minutes)
  2. Watch these examples of Flipped Classroom Videos
  3. Slideshow without audio, The Flipped Classroom: 6 Tips
  4. Get Print Copy of handout:
Extend Your Learning with These Videos and Ideas
  1. Classroom Learning Management Tools:
    1. ECTV as your video hosting location (Video – less than 5 minutes)– Creating videos but worried about placing them on YouTube because students can’t get to them? Use the ECISD’s ECTV web site, where you can login with your AD username/password. 
    2. GoogleSites as your “virtual classroom hub” (Video – less than 5 minutes) – This is the tool you use to put all your resources online, share materials with students. View more videos via this web site.
  2. Screencast Creation Tools – 
    1. Computer and Web:
      1. Use either Vocaroo.com (web) or Audacity (computer) to record audio narrations. Both are free, works on all computer types. 
      2. Screencast-o-Matic is a web-based screen-recording tool that allows you to record your computer’s screen. 
      3. TechSmith’s SnagIt – This is the premiere $20 program to record screencasts on your computer. 
    2. iPad:
      1. Explain Everything ($2.99) – This is the must-have, go-to tool for creating screencasts on iPad and Android tablets. Let’s you create and share content via GoogleDrive, Dropbox, etc. Watch this video highlighting its features.
      2. Knowmia (free) – It’s a versatile tool like Explain Everything, although it does not allow you save your content as a video file, only host it on theknowmia.com web site. This is used by Domingo Martinez at ECHS!
      3. EduCreations (free) – Try EduCreations. Works great, is free, and easy to share online through their web site. Drawbacks: Can’t export video and their web site is slow to load.
  3. More Flipped Classroom Videos via YouTube
    1. Parent Version – Intro to Flipped Classroom – https://www.youtube.com/watch?v=_rh75dfnaSw
    2. Student Version – Intro to Flipped Classroom – https://www.youtube.com/watch?v=eRO6oAEGbSI
  4. Miscellaneous Articles and Communities
    1. Flipped Learning Network web site and Flipped Classroom Community of Educators
    2. 6 Steps to a Flipped Classroom by Josh Corbat (Twitter: @TeachThought)
    3. Flipping the Classroom with Explain Everything and Google Drive


Check out Miguel’s Workshop Materials online at http://mglearns.wikispaces.com


Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

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#iBYOT Revisited #flippedpd #byod #byotchat @diben

28 Saturday Sep 2013

Posted by mguhlin in BYOD, BYOT, Education, FlippedClassrooms, iBYOT, iPads

≈ Leave a comment

A few weeks ago, I suggested the idea of iBYOT, an idea I’ve briefly elaborated on before:

Three days ago, the mounting frustration finally escaped in the form of a proposal. As a veteran podcaster–and reluctant vidcaster–I found myself despairing at the thought of asking tech-newbie teachers in Bring Your Own Technology (BYOT) situations to create flipped classroom content using a wide variety of classroom technology available in their classrooms.
What if, I wondered, we could provide teachers with an easy to use creation tool that integrates perfectly with existing district programs? In my mind, I pictured a jumble of technologies that would be replaced by the iPad as a creation tool for generating BYOT/blended learning content…it’s on the fact that there are so many disparate tools to combine to get the desired result.

That blog entry had quite a few detractors. Either I’d oversold the cost of computers or under-delivered on the professional learning for teachers, as this one comment points out:

So where in your budget are the allocations for your teacher training and/or (really low) stipends for teachers to invest time and energy into flipping their content to a digital format? Please don’t forget the people factor. So much of what we want to happen in the classroom glosses over the most important part-teacher buy-in, support, and the interpersonal factor.

This past week, I had some more time to reflect on this and put together this draft proposal. I’m grateful to colleagues, such as @diben, who haven’t been afraid to offer constructive feedback!

iBYOT Proposal


Creating Mobile Learning Communities



Abstract

A iBYOT Mobile Learning Community program needs to be established at East Central ISD. Last year, the District launched a BYOT initiative at  all secondary campuses. As a result, teachers at those campuses need  more opportunities to learn how to successfully teach in this type of environment.  Consequently, by participating in the iBYOT Mobile Learning Community program, teachers’ strategies and skills will blossom .

Proposal

This proposal recommends establishing a iBYOT Mobile Learning Community program that, if approved, would equip BYOT campus teachers with, not only,  mobile equipment, but also an opportunity to learn new instructional strategies for blended learning environments.

Need

A comprehensive needs assessment was conducted, which consisted of consultations with teachers at BYOT campuses and a thorough analysis of current BYOT professional development offerings. Consultations with teachers reveal the need for: 1) sustained professional learning opportunities; and 2) uniform platforms for content creation that can match the most common devices students are bringing into their classrooms.  In addition, analysis of current professional development offerings indicate that few teachers have taken advantage of the independent training, thereby, resulting in the need for a more structured type of professional learning community program.  

Participation Requirements

The iBYOT offer would be open to BYOT-participating Middle School and High School teachers so long as funding is available. Participants would be required to complete an application process.


iBYOT  Mobile Learning Community Program Details

A. Program Overview:

To standardize training and ensure high quality lesson development (e.g. device neutral apps, Edmodo+GoogleApps, flipped classroom learning), each iBYOT participant will receive a iBYOT Educator Pack  when they commit to completing 2 face to face, 2 hour sessions and 6 hours of online professional learning  (10 hours total).


iBYOT Cohorts–no greater than 20 participants per cohort, or 4 cohorts in the initial launch–would be formed based on applicants from 3 BYOT campuses and in-depth support would be provided face to face.  BYOT Cohort would also enjoy online support and training, as well as collect iBYOT lessons in the District’s video-streaming web site.


B. Participation Requirements

The iBYOT offer would be open to BYOT-participating Middle School and High School teachers so long as funding is available. Participants would be required to complete an application process.


C. iBYOT Educator Pack

All participants in the program will receive a iBYOT Educator Pack. The iBYOT Educator Pack includes the following:
  1. 32gig iPad – This provides an easy blended lesson creation tool that is media-rich.
  2. iPad Document Camera Stand – This converts the iPad into a document camera useful for recording content.
  3. iPad case – This protects the main investment.
  4. Display adapter – This connects the iPad to any digital projector.
  5. Explain Everything app – A powerful, easy to use whiteboard and presentation tool for creating blended learning content for students.


D. Timeline

Timeline for cohorts would be as follows:


Fall, 2013 – Advertise and Solicit applications from BYOT Campuses to form cohort.
iBYOT Online Course Development (check appendices for Syllabus)


Spring, 2013 – Order iBYOT Educator Packs that reflect cohort(s) size(s).
Complete iBYOT initial face to face session on Saturday(s)


Summer, 2013 – Offer face to face professional learning and online course opportunities for iBYOT


*Note*: A detailed professional learning plan centered around blended learning strategies will be made available online during Spring, 2013. A syllabus can be found online in the appendices of this proposal.


Funding Source and Cost

The funding source for 2013-2014 equipment replacement and wireless expansion is a small percentage of the total amount available.  At a cost of approximately $772 per iBYOT Educator Pack, the District would be able to purchase 100 packs to support the iBYOT. Cost breakdown for the iBYOT Educator Pack includes the following:
  1. $575 for 32gig iPad – This provides an easy blended lesson creation tool that is media-rich.
  2. $100 iPad Document Camera Stand – This converts the iPad into a document camera useful for recording content.
  3. $45 case – This protects the main investment.
  4. $49 per display adapter – This connects the iPad to any digital projector.
  5. $2.99 for Explain Everything app – A powerful, easy to use whiteboard and presentation tool for creating blended learning content for students.

Conclusion

Approval of this proposal to take advantage of existing funding that will allow the District to address gaps in the pilot BYOT launch and create a sustainable system of online professional learning that builds on success. Success may be defined as successfully having 4 cohorts of District educators complete the online course.

Appendix 1 – Professional Development Opportunities for Educators


An excerpt from the Texas Long Range Plan for Technology:
All professional educators (including teachers, administrators, and librarians) must master the State Board for Educator Certification (SBEC) Technology Applications standards, which are currently mandated for all beginning teachers. Teachers must first have access to technology, quality professional development, and time to implement new strategies in their classroom. Professional development opportunities must be provided to ensure that educators have the Technology Applications skills identified by the SBEC Technology Applications Standards, especially those skills that support lesson planning, classroom management, and administrative tasks.
Professional development opportunities for educators must be available 24/7 to all educators through a variety of delivery methods, including online and other distance learning technologies. . .With sustained leadership and support, this initiative can move teachers from Early or Developing Tech on the Teacher STaR Chart to Advanced or Target Tech. This initiative should be responsive to the needs of teachers by providing content-focused strategies and technology tools appropriate for each subject area and grade level.
In regards to No Child Left Behind, Title 2, Part D (Enhancing Education through Technology), the focus is also on ensuring that “teachers in schools served by the agency are effectively integrating technology and proven teaching practices into instruction.”
In the context of the Texas Long Range Plan for Technology and NCLB Title 2, Part D, it includes specifically teachers, administrators, and librarians.



Appendix 2 – iBYOT Application Process


Step 1: Complete a short application form.
Step 2: Participate in two, 2-hour face to face hands-on session at the start and end of the program.
Step 3: Participate in the iBYOT Mobile Learning Online Course – This course will last 5 weeks and involve approximately a 2 hour commitment per week on your part. In this course, you will learn how to develop blended learning content a la “flipped classroom learning” and create an online presence using GoogleApps and Edmodo.


Participants who begin and complete this program are eligible for the $770 iBYOT Educator Pack. The iBYOT Educator Pack includes the following:


  1. $575 for 32gig iPad – This provides an easy blended lesson creation tool that is media-rich.
  2. $100 iPad Document Camera Stand – This converts the iPad into a document camera useful for recording content.
  3. $45 case – This protects the main investment.
  4. $49 per display adapter – This connects the iPad to any digital projector.
  5. $2.99 for Explain Everything app – A powerful, easy to use whiteboard and presentation tool for creating blended learning content for students.
Step 4: Submit 5 iBYOT videos (5-6 minutes each) that represent a lesson you will actually use in your BYOT classroom. It is also expected that you will authorize yourself to be videotaped and interviewed for display on the District web site.



Appendix 3 – Blended Learning


About Blended Learning
Blended education. Hybrid learning. Flipping the classroom. Whatever one chooses to call it, this method of learning–which combines classroom and online education–is going places and making headlines along the way. In a report on the merits and potential of blended education, the Sloan Consortium defined hybrid courses as those that “integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner.” Educators probably disagree on what qualifies as “pedagogically valuable,” but the essence is clear: Hybrid education uses online technology to not just supplement, but transform and improve the learning process. Source: The definition of blended learning


Some key findings about flipped classroom approach:
  • In one survey of 453 teachers who flipped their classrooms, 67 percent reported increased test scores, with particular benefits for students in advanced placement classes and students with special needs; 80 percent reported improved student attitudes; and 99 percent said they would flip their classrooms again next year (Flipped Learning Network, 2012). Clintondale High School in Michigan saw the failure rate of its 9th grade math students drop from 44 to 13 percent after adopting flipped classrooms (Finkel, 2012). Source: Educational Leadership (March, 2013).
  • In general, teachers who are flipping their classrooms report higher student achievement, increased student engagement, and better attitudes toward learning and school. Many flipped teachers report that their job satisfaction has improved and are feeling re-energized by their heightened interaction with students. This initial research suggests that the Flipped Learning model is promising and warrants further inquiry. Source: The Flipped Learning Executive Summary
  • “We can now share classroom materials more easily, serve students when they are absent, and ensure a consistent curriculum, as well as accurate classroom content for substitute teachers.” The benefits also extend beyond the student body, because parents often watch the online videos with their children at home. “Not only are we educating our students, but we are also educating the entire community.” Source: Case Study on Flipped Learning


More resources online at http://flippedlearning.org/domain/41


Appendix 4 – An Excerpt from the Course Syllabus for iBYOT eLearning

Note: This syllabus was adapted from Kevin Scritch’s work (Twitter: @kscritch) at http://ce.fresno.edu/CPD/syllabus/citectec982.pdf for educational, non-profit purposes. Thank you for the inspiration!

Course Description
Adult learners will explore “The Flipped Classroom” model for application in their secondary classroom. “The flipped classroom reverses how class and home time are utilized. In the flipped classroom model, students watch a lesson (or lecture) on video while at home and traditional homework is done in class allowing for more project-based learning, discussion time, and student access to the teacher’s expertise and their peers” (Source: Kevin Scritch).


This course will encompass showing adult learners how to use the iBYOT Educator Pack–including a 32gig WiFi iPad, iPad Document Camera Stand, ECISD’s media-hosting service, ECTV; GoogleApps for Education and Edmodo virtual classroom–as well as researching resources for  facilitating the flipped classroom. This course addresses standards set forth for educator within both the National Educational Technology Standards for Students, and SBEC Standards for All Teachers.


“The flipped classroom model can be highly motivational, provide for very individualized (differentiated) instruction, increase problem-solving opportunities, enhance blended learning practices and increase contact between teacher and student through more hands-on interactions”
(Source: Kevin Scritch).


The iBYOT elements of a flipped classroom include the following:
  1. An easy way to record video/audio/screencasts and make those available to students, even when they are not connected to the Internet using an iPad. 
  2. A way for students to process information and ideas, taking notes on what they are learning as they’re exploring a topic or “meeting a problem” for the first time.
  3. Use technology to help teachers prepare and share resources on what they want to teach and share with students.
  4. Employ technology to deepen the relationships, discussions and the experiences students are going through.

Schedule of Topics and Assignments
The assignments listed below:
  1. Research and reflect on what the literature states concerning the positive and negative elements of the flipped classroom in comparison to the traditional classroom. (15 points).
  2. Create a video lesson via various iPad workflows. (30 points).
  3. Explore and create a project-based learning (PBL) activity as a companion to flipped classroom video. (30 points).
  4. Create an online presence (GoogleSites) for your classroom to put all the tools together in one place. (15 points).
  5. Create an implement a professional learning network of other educators that use the flipped classroom model. (10 points).
  6. Extra credit: Facilitate a flipped classroom professional development session for fellow teachers (10).


Grading Policies
110 points possible with extra credit.
80-100: Pass with iBYOT certification, keep equipment issued.
<=79: Fail without iBYOT certification and must return equipment within a week.


All assignments must be completed in order to receive a grade. In addition, all assignments are expected to reflect the quality required of professional educators. If completed assignments do not meet this standard, adult learners will be notified with further instructions from the course facilitator.


Rubric for Evaluating Assignments
The rubric for all assignments will be posted on the GoogleSite for the course.


Instructor/Student Contact
Through the course, students will be communicating with the instructor and classmates on a regular basis through the use of asynchronous discussion forms and via Twitter. A virtual office is utilized for class questions and students are provided with instructor contact information in the event they want ot make phone or email contact. In addition, students are encouraged to email the instructor at any time. Students will also receive feedback on the required assignments as they are submitted.


Policy on Academic Dishonesty
Academic dishonesty, including plagiarism, will result in expulsion. Educators are expected to pursue honesty, integrity in all aspects of their work aligned to Texas Education Code.


Assignment Rubrics


Assignment
UnderDeveloped
Acceptable
Outstanding
Points
Reflection on the Literature
(15 points)
Research and reflect on what the literature states concerning the positive and negative elements of the flipped classroom in comparison to the traditional classroom.
Fails to adequately reflect on the implications of the research
Not detailed in included information or examples provided. Lacking flow of information
Personal response and reflection connecting teaching experiences to readings. Specific examples referenced, cogent paragraphs.
Record a Video
(30 points)
Create a video lesson via various iPad workflows.
Did not record a complete video or did not post video online
Was able to gather the necessary tools to record a lesson, posted the video online, short video.
Was able to “app smash” to create a video that corresponds to lesson, and topic was relevant.
PBL Lesson
(30 points)
Explore and create a project-based learning (PBL) activity as a companion to flipped classroom video.
Classroom activities are worksheet or skill-focused without larger context and unrelated to flipped video lesson.
Classroom activities extend learning introduced in flipped video lesson.
Collaborative, project-based activities enable student self-selection, collaboration that extends flipped video lesson content.
GoogleSites Class Hub
(15 points)
Create an online presence for your classroom to put all the tools together in one place.
The Google Sites web site has only a few pages with little information and makes no or little use of multimedia.
The Google Sites web site serves as a hub for student learning and course content, featuring multimedia.
The Google Sites web site serves as a hub for student learning, presents course content in a variety of formats, and has clean, organizational design.
Flipped Educator PLN
(10 points)
Create an implement a professional learning network of other educators that use the flipped classroom model. (10 points).
Create a Twitter account but fails to replace “the egg” avatar, post relevant learning experiences and flipped classroom content, or connect to flipped learning educators.
“Moves into” their Twitter account, sharing relevant links and reflections, participates actively.
Engages in Twitter chats, employs hashtags and builds relationships with other flipped learning/elearning educators and learners.



Check out Miguel’s Workshop Materials online at http://mglearns.wikispaces.com


Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

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#iBYOT: One Creation Platform for #BYOT Classrooms – #iPad #byotchat (updated)

07 Saturday Sep 2013

Posted by mguhlin in BYOT, Education, FlippedClassrooms, iPads

≈ 6 Comments

Three days ago, the mounting frustration finally escaped in the form of a proposal. As a veteran podcaster–and reluctant vidcaster–I found myself despairing at the thought of asking tech-newbie teachers in Bring Your Own Technology (BYOT) situations to create flipped classroom content using a wide variety of classroom technology available in their classrooms.

What if, I wondered, we could provide teachers with an easy to use creation tool that integrates perfectly with existing district programs? In my mind, I pictured a jumble of technologies that would be replaced by the iPad as a creation tool for generating BYOT/blended learning content…it’s on the fact that there are so many disparate tools to combine to get the desired result.

To give you an idea of the varied technology needed to create with, let’s itemize the hardware and software list:

  • Hardware:
    • Desktop or laptop computer, Windows or Macintosh. 
    • Microphone, USB Logitech if you’re lucky or serial mic that may or may not work
    • Digital Camera with SD Card
    • Digital video camera
  • Software Possibilities: Again, remember having to learn how to use each of these separate tools to create one product.
    • Computer operating systems range from WinXP to Windows 7, Mac OS X.4 to X.8.
    • Audacity, if people know how to use it. (Free)
    • Moviemaker, various versions
    • PhotoStory, but no one is sure it’s installed
    • Screencast-o-Matic (free), SnagIt ($20), or Camtasia Studio ($179)
    • Audio/Video drivers may or may not be current

This is pretty startling. While this was cutting edge 10 years ago, with better alternatives available, it is safe to characterize it as a confusing mess of aging technology and software. Learning to use the individual tools–hardware, then software–is daunting for most teachers. What to do?

FINDING AN ALTERNATIVE
So, what’s the alternative? Throw all that stuff away and use an iPad. Really, why bother with all that?

One of the most valuable tools afforded by iPads is the ability to screencast — to combine audio, images, drawing and text on a whiteboard to create a video. Given the multitude of outputs afforded by this one type of app, what if we focused on accelerating learning through a single tool? Source: Redefining Learning through Screencasting

If I want to create a video for blended learning (e.g. Flipped Classroom) that can be easily embedded on the web, then consider the workflow that works in my district:

  1. Make a slideshow in Explain Everything ($1.50) or Educreations (free)
  2. Publish that narrated slideshow–which can have embedded web pages, images, slides from PPT, etc.–to your iPad’s Camera Roll.
  3. Publish from iPad Camera Roll to District PHP Motion solution.

Other districts that are allowing YouTube access for students (mine does not), can simply take advantage of a 2 step approach:

  1. Make a slideshow in Explain Everything ($1.50) or Educreations
  2. Publish that narrated slideshow–which can have embedded web pages, images, slides from PPT, etc.–to YouTube, or cloud storage solution (e.g. Dropbox, Drive, Box.net).
And, teachers aren’t the only ones who can take advantage of this. What if students used their iPads for this?

The redefinition (what I consider the magic!) leveraged by student screencasting comes from unintended and unprompted activities, conversations, and artifacts of learning. For example, in the classrooms where I have been conducting research on student screencasting, one of the most remarkable and consistent unintended outcomes was that students, no matter how young or old, and no matter what discipline, intrinsically reflected, self-­assessed, and adjusted their articulation of understanding. Even when the screencasts were being made for an audience of zero, this phenomenon occurred. None of the teachers involved in the study ever instructed students to play back their screencasts or make revisions. The students just did it.
Source: Reshan Richards,
Source: Reshan Richards, Explain Everything creator as quoted in Redefining Learning through Screencasting

Here’s one possible proposal…would YOU approve this proposal? What are the flaws with my thinking in this blog post?

Proposal for iBYOT:


Need: Classroom teachers at BYOT campuses-approximately 190 at 3 campuses–due to range of equipment available to them have a wide variety of professional learning needs. In addition to BYOT, they have to prepare their lessons on a wide range of non-standard equipment (e.g. obsolete laptops, desktops, iPads) that do not ensure uniformity of quality access. 

Teachers at BYOT campuses need a standard platform for content development that can match the devices students are bringing into their classrooms.

Proposal to Create the iBYOT Program
To standardize training and ensure high quality lesson development (e.g. device neutral apps, Edmodo+GoogleApps, flipped classroom learning), provide a BYOT iPad Package to each teacher when they commit to completing 5 face to face, 2 hour session (10 hours total). 

The iBYOT offer would be open to campus teachers who are involved in Bring Your Own Technology (BYOT). iBYOT Cohorts would be formed based on applicants from iBYOT campuses and in-depth support would be provided face to face.  BYOT Cohort would also enjoy online support and training, as well as collect iBYOT lessons in the in-house District video sharing site hosted by the Technology Department. 

PROFESSIONAL LEARNING
Professional Learning would focus around these topics at first:
  1. Intro to BYOT
  2. Crafting Professional Learning Networks
  3. Device Neutral Apps
  4. Virtual Classrooms with Edmodo
  5. Flipped Classroom Learning
And, it would model the use of technologies to enhance teaching and learning.
Budget for iBYOT
  • Allocate $80K for BYOT Teacher Initiative.
  • BYOT iPad Package Cost: $670 = ($575 for 32gig iPad+$45 case+$45 per display adapter+ $1.50 for Explain Everything app).
At a cost of approximately $670 per Pad with peripherals/apps, the District would be able to purchase 119 iPads for deployment to support the iBYOT Teacher Program. 

Simply, if you are a BYOT Teacher, you have the opportunity to participate in iBYOT Professional Learning and receive the BYOT iPad Package outlined above.



Check out Miguel’s Workshop Materials online at http://mglearns.wikispaces.com


Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

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Infrastructure of What Is – Flipped Classroom Controversy – Tired and Old

04 Tuesday Sep 2012

Posted by mguhlin in Education, FlippedClassrooms

≈ Leave a comment

Image Source: http://bit.ly/TfFxUt

A colleague recently shared the following link to Chris Lehman’s take on the Flipped Classroom, only to discover that it wasn’t that Chris Lehmann from the Science Leadership Academy and Practical Theory blog.

Christopher Lehman (ChristopherLehman.com) takes umbrage at the following remark by Google CEO, Eric S.:

@EricSchmidt: Innovation never comes from the established institutions. It’s always a graduate students or a crazy person or somebody with a great vision. Sal is that person in education in my view. He built a platform. If that platform works it could completely change education in America.

I watched the video in question and didn’t find that quote objectionable. Does that make me a sub-standard educator? I believe people get stuck in ruts, and educators can find themselves welded into the infrastructure of status quo.

Read Chris Lehmann (Practical Theory Blog and Science Leadership Academy) on Khan Academy:

It is my hope that tools like Khan Academy will help empower more and more students to understand that the tools are out there to teach themselves, but all of us have the moments where we need others to help us learn. If it accomplishes that, then Khan Academy will have done an incredible service in transforming education.

But let’s never forget that — even in the best case scenario — once kids have learned the mechanics of the math that Khan explains, then they have to figure out how, when and why to use the math they learn. And I feel like Khan Academy does little to move us closer to that. For that, most kids will still – and always – need people (adults, fellow students, whomever) who will spend the time to help them make sense of their world.

That’s a fascinating point of view. Khan’s videos only introduce one to the mechanics of math, while teaching is necessary to get at the how, when and why of what they are learning. It would be foolish to imagine that Khan’s videos alone could get the job done, unless the mechanics of learning are what schools today are about.

Dr. Mazur’s work certainly is worth watching, as well as November Learning’s discussion a companion work on the subject…Consider Dr. Eric Mazur on the Flipped Classroom and what it is:

Dr. Mazur has a video describing his integrated Flipped Learning and Peer Instruction methods, but the major points are:

  • Students prepare for class by watching video, listening to podcasts, reading articles, or contemplating questions that access their prior knowledge.
  • After accessing this content, students are asked to reflect upon what they have learned and organize questions and areas of confusion.
  • Students then log in to a Facebook-like social tool, where they post their questions.
  • The instructor sorts through these questions prior to class, organizes them, and develops class material and scenarios that address the various areas of confusion. The instructor does not prepare to teach material that the class already understands.
  • In class, the instructor uses a Socratic method of teaching, where questions and problems are posed and students work together to answer the questions or solve the problems. The role of the instructor is to listen to conversations and engage with individuals and groups as needed.

There are lots of possibilities. . . .

Arguing that Khan Academy is valuable or not is like arguing about whether the iPad is a solution that works in K-12 schools…to use a familiar cliche, “that ship has sailed.”

The question is the same one Tom Snyder once asked back –and this is a paraphrase–in the 1980s…“If we can’t keep technologies out of our schools because of the financial interests that back them, how can we better ensure their use in the classroom?”


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Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Rough and Ready – #iPad Created Narrated Slideshow

19 Thursday Jul 2012

Posted by mguhlin in Education, FlippedClassrooms, iPads, TechTips, VideoRecording

≈ Leave a comment

Note the annotation tools down the left-side, as well as the record buttons across the bottom.
Tool: Explain Everything ($2.99)


As I have shared in the past, I’ve been exploring how to best accomplish tasks that  I would usually use a laptop or desktop computer with an iPad. One of those tasks includes creating narrated slideshows that can be used to illustrate a concept and/or share information. BTW, allow me to acknowledge Dr. Tim Tyson’s term, rough and ready quickcasts, which I stole from this blog entry. Thanks, Dr. Tyson!

Classroom teachers might find the creation of narrated slideshows–whether those are created with Powerpoint or a series of images arranged to effect–useful as a result of the recent reflection about the Flipped Classroom:

The flipped classroom model encompasses any use of using Internet technology to leverage the learning in your classroom, so you can spend more time interacting with students instead of lecturing. This is most commonly being done using teacher created videos (aka vodcasting) that students view outside of class time.

It is called the flipped class because the whole classroom/homework paradigm is “flipped”. What used to be classwork (the “lecture”) is done at home via teacher-created videos and what used to be homework (assigned problems) is now done in class.
Read more

Teacher-created videos could easily be the creation of content done with an iPad with Internet access.

HOW TO GET STARTED 
In developing a narrated slideshow–imagine a Powerpoint slideshow with audio narration–I asked friend and education colleague, Wes Fryer (SpeedofCreativity.org) to share what HIS favorite slideshow narration tool is.

His response included an iPad app called Explain Everything ($2.99)—note the screenshot at the top of the screen–which enables you to import your slideshow–that you create in Powerpoint, Keynote, or a series of images and then place in some kind of cloud storage (e.g. Dropbox)–then take several actions with it, such as the following:

  1. Annotate – allows you to draw arrows, squares, circle content as you are recording.
  2. Record audio – This allows you to add audio narration per slide in the slideshow, treating each slide as different.
  3. Export the MOV movie that is created from your slideshow, audio, and annotations to various places, including the iPad itself (which is neat because then you can import that video into the Keynote ($9.99) iPad app).
As you can see, with Explain Everything you can re-order slides, which can be handy on the fly!
You can also insert images from various locations, which is invaluable given that the iPad often makes it difficult to share data from one app to another (it’s called sandboxing).
You can export individual slides as images–especially useful after you’ve “written” or annotated them–out to various locations.
And, of course, you can export the entire narrated slideshow to various places, including your own PhotoRoll on the iPad which means you can insert it into Keynote iPad app! What would make this export feature a real winner is export to WebDav, a feature that EC3 teachers and students will have access to!


 The instructional applications of a tool like Explain Everything are many. In the classroom, each student could create an image or representation of a concept, process, and then explain what’s happening. Each slide could represent a particular perspective or step in the process. I’m sure a lot more connections and possibilities are enabled by interactive whiteboards on iPads!


For those of you who are curious as to what the output looks like, here’s the MP4 version (converted with MPEG StreamClip)

Two other iPad apps that are available at no-cost and could be used in lieu ofExplain Everything include 1) Educreations Interactive Whiteboard and 2)ShowMe Interactive Whiteboard. 

Although I didn’t spend much time with ShowMe Interactive Whiteboard since I found out about it last (and, of course, it’s the no-cost option), I did create a product with Educreations Interactive Whiteboard. 


You can see the “rough and ready quickcast”–to borrow Dr. Tim Tyson’s term–result below provided you have an up to date Adobe Flash Player:


Although one of the co-founders (Wade) said EduCreations can’t yet export your narrated slideshow as a video you can save on your iPad, it will allow you to upload it to their web site. Be sure to check out their showcase of lessons!

As to video export, Wade shares the following, “We don’t yet offer video file downloads of your lessons, but this is something we plan to offer in a future release.”

By the way, if you’re interested in The Flipped Classroom, you’ll want to read my previous post on how to Flip Your Classroom with iPads!


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Webinar Available – #FlippedClassroom

12 Sunday Feb 2012

Posted by mguhlin in Education, FlippedClassrooms, Webinar

≈ Leave a comment

As you may recall, last week during the busy TCEA2012 Conference, I had a chance to participate in the ISTE SIGLIT Webinar organized by Barbara Bray. A recording of the webinar featuring Jason Kern and Ramsey Musallam–with a minor appearance by me (smile)–is now available!

Check it out:

Recorded webinar here: http://goo.gl/OoYaA
Here’s the chat from the webinar: chat-sigilt-flippedclassroom-2:9:12.doc

Images above are from Ramsey’s preso…can you tell which is “the Flipped Classroom?”

As I was gathering feedback on The Flipped Classroom, here are some of the opinions shared via tweet and in conversation:

“Leveraging tech to appropriately pair the learning activity with the learning environment.” -Ramsey Musallam

Stuartburt: @mguhlin Rural areas with low bandwidth such as Mount Pleasant, make it harder to have a flipped classroom. Some students have no access. 

ehelfant: @mguhlin that said-not sure we’re relly flippin as much as providng multimedia, interactve workshts w/social elemnt via t.co/lG4Z70wi

Other tweets were shared but I can’t find them…they scrolled out of sight on my Twitter search…sigh.
Another webinar on FlippedClassrooms that I found interesting included this one organized by Dr. Scott McLeod.


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#FlippedClassroom Webinar Reminder #tcea2012

09 Thursday Feb 2012

Posted by mguhlin in Education, FlippedClassrooms

≈ 1 Comment

Are you going to be participating in The Flipped Classroom webinar being held at 6pm CST ?

Join the Webinar here: http://goo.gl/rDRey 
February 9 at 7pm ET, 6pm CT, 5pm MT, and 4pm PT

Flipit

View more presentations from Miguel Guhlin.

A bit of an overview:

Not sure about flipping your classroom? Join us in a conversation with teachers and thought leaders who have flipped their classroom, presented about it, and love sharing!! This is the conversation to join where you will learn about how you can flip your classroom, tools teachers use, and some examples. Barbara Bray asked Ramsey Musallam, Jason Kern, and Miguel Guhlin to present some ideas, examples and more. They graciously agreed to share their ideas, tips, and more then we’ll ask questions and invite questions from the audience to share in a great conversation about flipping the classroom. 

Below is my “short” slideshow. As you will see, I tried to contrast the promise of the flipped classroom–that equips students with technology that is heavily based on video/audio going home with students–with the turbulent homes that low socio-economic students must navigate. Often, children come to school without clean clothes–lacking access to easy way to wash them–as well as school supplies, food, etc.

The question I hope to leave us all pondering is, if you had $500 grants (about the same cost as iPads), children without basic necessities, how would you prepare them for the future? 


Source: http://sigilt.iste.wikispaces.net/The+Flipped+Classroom

Join the Webinar here: http://goo.gl/rDRey

February 9 at 7pm ET, 6pm CT, 5pm MT, and 4pm PT





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#FlippedClassrooms Webinar from ISTE @bbray

31 Tuesday Jan 2012

Posted by mguhlin in Education, FlippedClassrooms, ISTE, OnlineLearning

≈ 1 Comment

Thanks to Barbara Bray’s kindness, I’ve been invited to participate in an ISTE SIG-ILT webinar, The Flipped Classroom. Here’s  a quick overview from the information page:

Not sure about flipping your classroom? Join us in a conversation with teachers and teacher leaders who have flipped and love sharing!!

Join the Webinar here: http://goo.gl/rDReyFebruary 9 at 7pm ET, 6pm CT, 5pm MT, and 4pm PT
flipped.pngThis is the conversation to join where you will learn about how you can flip your classroom, tools teachers use, and some examples. Barbara Bray asked Ramsey Musallam, Jason Kern, and Miguel Guhlin to present some ideas, examples and more. They graciously agreed to share their ideas, tips, and more then we’ll invite questions from the audience to share in a great conversation about flipping the classroom. 

The Flipped Classroom Panel includes:
Ramsey Musallam (http://www.flipteaching.com)Ramsey is a high school chemistry teacher at Science Department Chairperson at Sacred Heart Cathedral Preparatory in downtown San Francisco, and an adjunct professor of education at the University of San Francisco. Ramsey’s doctoral research focused on the cognitive benefits of using sceencasting and tablet technology to help facilitate meaningful learning. 
Jason Kern (http://edtechemu.blogspot.com/2011/01/flipping-economics-classroom.html)Jason is the Director of Technology at The Oakridge School, a K-12 school in Arlington, TX (www.theoakridgeschool.org). He went back in the classroom to co-teach an economics class last spring to try out the flipped model. This is what the economics post and blog are about. The class continues to use the flipped model so the blogs are current with this semester’s new students. They have also had several other teachers use the flipped model for appropriate units including middle and upper school science, math and foreign language. Jason thinks flipping is the best pedagogical tool to gain back valuable class time and allow teachers to spend more time doing hands-on learning. 
Miguel Guhlin (http://www.mguhlin.org/2012/01/3-tips-on-flipping-your-classroom-with.html)As Director of Instructional Technology for a large urban district in Texas, Past President of the state-wide TCEA Technology Education Coordinators group in one of the largest United States technology educator organizations, he continues to model the use of emerging technologies in schools. You can read his published writing, engage him in conversation via his blog at Around the Corner-MGuhlin.org.

Your host is Barbara Bray PD Chair for SigILT (http://barbarabray.net)Moderator is Katie Christo President, SigILT

To be honest, I’m frightened to death of being a part of this conversation as a professional educator because I haven’t implemented “flipped classroom” methodology before.

Read the blog entry,
3 Tips on Flipping Your Classroom with #iPads
– http://goo.gl/SYoLa
That fear aside, it wasn’t too difficult to imagine how iPads could fit into the Flipped Classroom vision, which is what caught Barbara’s attention.
For fun, I’ve decided to explore The Flipped Classroom from a contrarian perspective, the first blog entry appearing today. I welcome your insights and opinions (including the, “You don’t know what you’re talking about!!”) since it illuminates the various points of view that exist about this.

  1. Corlita’s Way – #FlippedClassrooms and Turbulent Homes
  2. Ms. Englehart’s Seeks the Path – #FlippedClassrooms in Poverty-Stricken Schools


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Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Corlita’s Way – #FlippedClassrooms and Turbulent Homes

31 Tuesday Jan 2012

Posted by mguhlin in Education, FlippedClassrooms

≈ 1 Comment

A Flipped Scenario:

Source: http://goo.gl/EZYe7

When Corlita left Seguin Elementary school, in her backpack she had something that was worth more than everything she had in her home, including the clothes on her back–an Apple iPad 3. Her teacher had put it in her hands, shown her how she could access the teacher videos on tomorrow’s lessons. Corlita couldn’t wait to get home, a corner of the Children’s Shelter set aside for children to do their homework. After dinner, she planned to snuggle up and watch the videos. As a 5th grader without access to television, watching her teacher talk would be just wonderful.
After dinner, though, her Mom showed up to pick her up.
 

“Sweetie,” she started, the moisture of tears damp upon her cheeks, “we’re going home to Grandma’s!”
“What about my homework, Mamí?”
“No te preocupes, amor. We’ll move Tuesday through Friday, and you get a vacation! We can drop your books off to Ms. Englehart at the door and she can walk them over to your old school tomorrow morning!”

In urban centers, children not only face poverty, but also high mobility between campuses in a school district, or school districts within their “home” city. Worse, turbulent home environments make learning at home an unstable proposition. Flipped classroom boast great results, but what about the poor, the homeless, who fight for a bite to eat in the night, trying to survive the chaos of parents unable to keep themselves, much less their children, in a stable environment conducive to learning?
As wonderful as the flipped classroom appears to be, it relies on several key ideas:

  1. lectures can be seen at home, while homework activities are done in class
  2. more face to face time is spent by teachers with students applying knowledge
  3. students can login to some online learning system to watch videos and chat with each other.
  4. more student interaction in the classroom

As a parent of two children who have access to technology, I’m not sure I’m prepare to have them come up to be “introduced” to hard-hitting, advanced placement content absent a teacher. Even though we’ve seen students moving online to access content, everyone knows the interaction is where learning happens. But absent a teacher, how is interaction in some online learning system enabling grade 3-12 students to learn?

How do students build the discipline to learn on their own in turbulent home environments?


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Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

3 Tips on Flipping Your Classroom with #iPads #flippedclassroom

13 Friday Jan 2012

Posted by mguhlin in Education, FlippedClassrooms, iPads

≈ Leave a comment

Source: http://goo.gl/k01Rj


How would you flip a classroom with iPads? For fun, here’s a quick exploration of 3 ways it might happen with iPad apps. If you’re already doing it, please share a link in the comments area!


It seems pretty obvious that flipped classroom are an idea that have enchanted many folks. After all…consider the excerpts from articles I’ve been reading lately:

EdLab’s Misconceptions about the Flipped Classroom Model:The Flipped Classroom model is the shifting of the classroom paradigm, so that lectures can be seen at home, while homework activities are done in class. This is to allow more time for applying the knowledge and receiving more personal help from the educator.

USAToday’s Flipped Classrooms Take Advantage of Technology:
…teachers say flipped, or upside-down, classes offer greater control of material and more face time with students. In many cases, software allows students to chat online while watching the videos. Tegrity, a Silicon Valley firm that specializes in flipped instruction, allows students to time-stamp lecture notes. It boasts more than 1million student users, many of them in higher education.

Elevated Math’s A Case for the Flipped Classroom
The flipped classroom is all about “making connections with learners and differentiating your instruction.”  Therefore, a teacher can have such a classroom as long as the needs of all learners are being met.  Bennett is commended for meeting the needs of his learners.  However, for a classroom to truly be “flipped,” prepared instruction must continue at home, not just in the classroom…what matters are “the relationships, the discussions, and the experiences,” then the flipped classroom provides an effective use of classroom time to build relationships, engage in serious discussions, and provide meaningful experiences for all learners. And let’s not forget one more advantage. The flipped classroom allows more time for student interaction with the teacher. The disadvantage comes when a student does not have access to the technology — an iPad or the Internet to watch instructional apps or videos.

Dangerously Irrelevant’s The ‘flipped classroom’ webinarDespite its now-famous Dan-Pink-sponsored affiliation with our esteemed colleague, Karl Fisch, is the ‘flipped classroom’ a true innovation or just a new label on the old stale wine of lectures? Is it something we should be encouraging or discouraging? If it has benefits, are they worth the accompanying drawbacks?

American Public Media’s Rethinking the Way College Students Are TaughtResearch conducted over the past few decades shows it’s impossible for students to take in and process all the information presented during a typical lecture, and yet this is one of the primary ways college students are taught, particularly in introductory courses…Here’s how he does it [peer instruction]: Before each class, students are assigned reading in the textbook. Pretty standard for a lecture class, but if you talk to college students you’ll find that many of them don’t bother with the reading ahead of time. They come to class to figure out what information the professor thinks is important, then they go to the textbook to read up on what they didn’t understand. He expects students to familiarize themselves with the information beforehand so that class time can be spent helping them understand what the information means.

Edudemic’s How a Flipped Classroom WorksMy thinking was, if I flipped the classroom, and provided the instructional/demonstration part of the course material as a series of video tutorials, that students could then work at their own pace, on their own time, to learn the software, rewinding, fast forwarding and repeating the lessons as needed – and apply what they’d learned as their homework during class time instead.

You can imagine that lots of folks are giving the idea of a “flipped classroom” some serious scrutiny. I won’t bother going into the reasons why some folks–I have no opinion on the matter yet, except to say I’m intrigued and would like to try it out in one of my workshops–are not supportive of flipped classroom approaches/ideology, etc. The question going around in my head is, what kind of technologies can be used to support a flipped classroom?

Now, I haven’t given this serious thought and I’m just playing with ideas here in a very superficial way, but it’s fun to consider the following:

The elements of a flipped classroom include the following:

1) An easy way to record video/audio/screencasts and make those available to students, even when they are not connected to the Internet. 

Recording video/audio doesn’t seem to be too difficult with iPads. The problem is making them quickly available to others, especially students in this scenario, without having everyone sync their iPads to iTunes. How can students access newly created content residing on one computer in the classroom and then save it to their iPads? The solution is obvious–AirPlay It, a free server and iPad/iOS/Android app that makes it easy to either stream video/audio or save it onto your device.

As you might imagine, recording video/audio with an iPad isn’t necessary in an environment where you can take full advantage of a video camera or digital audio recorder, drop the file on a computer with AirPlayIt Server installed, then students with iPads running the app can install. However, there’s no reason why you need limit yourself and NOT create video with an iPad (or pay $.99 for Wes Fryer’s tutorial!). Or, you can also use an app like Qik–although this may not be a free option for long–to record video and broadcast it.

If your focus is on audio, then the free Dragon Dictation may be better suited to your needs. Record your audio, then stream it.

2) A way for students to process information and ideas, taking notes on what they are learning as they’re exploring a topic or “meeting a problem” for the first time.

What technology could be used to help students take notes on what they are learning? Obviously, EverNote (free) and Notability ($.99) come to mind. If you’re not familiar with EverNote–have you seen John Larkin’s Evernote Workshop handout? Really neat!–there’s a lot to love and encourage students to use. EverNote provides a lot of value for free, but you can tap into a lot more if you pay.

Notability is an alternative…I haven’t played with it since I can’t afford it (I’m on a free iPad app account), but it’s definitely worth introducing to students if you’re going to invest. Again, the idea of providing a virtual space students can use to explore a topic, share what they are thinking is critical in learning and has to be modeled. 


3) How could you use technology to deepen the relationships, discussions and the experiences students are going through?

There are a lot of traditional solutions–whether it’s Edmodo (which has an iPad app) joining  GoogleApps for Education in February, 2012 or MyMoodle–there are increasing choices that can help students deepen the learning conversations taking place.

Whew, that was harder than I thought it would be. How do you see iPad fitting into the flipped classroom?


Read more about iPad stuff in schools….

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