Flipping to open cohere 2013

1. FLIPPING TO OPEN Brenda Ravenscroft, Queen’s University

2. Co-authors Ulemu Luhanga , research assistant Bev King, Manager of Arts and Science Online @ Queen’s

3. Flipping to Open How blended learning is changing the traditional lecture course How open resources and approaches are transforming blended courses How instructors and institutions are becoming less suspicious of openness

4. Flipping to Open How the principle of openness – and its associated values – is permeating the traditional closed culture and creating a cultural shift

5. Case Study: BL Project Large, introductory courses 400 -1,800 students per course 11 courses: 9,000 enrolments Goals: enhance student engagement improve student learning outcomes

6. Blended Learning P urposeful and complementary integration of face-to-face learning with online learning activities ( Garrison & Vaughn, 2008 )

7. “Flipped” F ramework Focus on active and collaborative learning in classroom Fundamental information through readings and online

8. Tradition

9. The Sage on the Stage

10. Tradition Autonomy, independence – content, activities, assessment Instructor evaluation Seeking help = weakness “Team”: sequential, coordination of grades

11. The Door is Closed

12. BL Project  Change…

13. Departmental Discussion Proposal requires departmental endorsement Memo of agreement – instructor, Department Head, Faculty Office

14. Curriculum Review/Approval Department Curriculum Committee Faculty Curriculum Committee Students Instructors from other Departments

15. Team Development Instructor(s) Instructional Designer Educational Technologist Faculty Office Teaching Assistants

16. Integrating Services Library Copyright expert Registrar’s office – timetabling, space IT Services

17. Consultation Expert colleagues Student assistants Subsequent courses

18. Resources Public review - p ublisher presentations of e-resources Inclusion of open resources Student feedback  improved pedagogy

19. Building Community Regular informal gatherings to share experiences and knowledge, discuss instructional methods, guest speakers Opening course websites Sharing articles on effective practices

20. Evaluation CLASSE to measure student engagement Report  debrief  changes in design Publicize research

21. Tradition vs Blended Teaching  learning Spending  investing Short-term  sustainable Independence  interdependence Solo  teamwork Private  sharing, public

22. The Future?