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My name is Aaron Dewald. I'm the associate director for the center for
innovation in legal education at the S.J. Quinney College of Law
We're going to talk about flipping the classroom
specifically how we can leverage technology to improve teaching and
learning in the classroom
we're going to talk about three primary topics
first all define a flipped classroom
it's known by a lot of names so will clear up some of the confusion
next we'll talk about the educational benefits to flipping the classroom
it's not just because we can
and finally
will wrap up by talking about how to correctly design flipped classrooms
let's start off with the basics... what is flipped learning anyway?
well, flipped learning can go by many names
it's known by a bunch of other names that are pretty much allude to the same
thing
the exact definition of blended learning is combining face-to-face interaction
with some form of computer mediated activities such as videos are online
assessments
so why is this important
this is a quote from clayton christianson a harvard business
professor
the future law student is coming from an environment that's integrating
technology into their everyday life
these rolling hills are learning in different ways than you or i learnt
they're using iPads iPhones online cognitive tutors
and many other creative solutions implemented by their teachers
these K12 students are tomorrow's law students
we need to be ready to teach them in ways that they've grown up learning
even in the face of these projections there are more reasons to flip the
classroom
let's start off with an assumption about the objective of any educational process
ultimately
we want students to have a well-developed structure of knowledge
it needs to be robust and it needs to be useful to students beyond memorizing or
paraphrasing
accordingly tension
this is called
deep comprehension
or well-developed structure of knowledge is a hallmark of deep comprehension
deep comprehension result in a flexible
reusable mental model
that can be used outside the context in which it was learned
this allows learners to approach unique and novel problems
and apply their knowledge in a meaningful way
this is exactly what thinking like a lawyer is all about
deep comprehension allows students to integrate
to infer
and transfer this knowledge to other problems they encounter in law school
many of the opportunities in classes today result in a shallow comprehension
shallow comprehension is often facilitated through a very common
teaching method lecturing
shallow comprehension as a result from cramming in memorization
this is problematic because memorization and cramming
or well-recognized shall learning strategies
these shells strategies result in inert unconnected knowledge
andar unusable and novel situations encountered by learner
shallow comprehension does not utilize or integrate with prior knowledge and
therefore has a limited life span in a learners mind
now that's not to say lecture in shallow comprehension is all bad
it's a necessary part of the learning process
and one of the key ways to communicate information and knowledge to the learner
so we want to transition our students from a shallow comprehension and the
strategies that are associated with it
too deep comprehension
let's take a look at least taxonomy for some advice
bloom's taxonomy is a good heuristic for us to use when deciding what strategies
to use in the classroom
at the bottom we have activities that are generally considered shallow
remember and understand or often activities that result in a shallow
comprehension
as we go to the top of the pyramid
we notice words like creates and evaluate
these activities result in a deeper comprehension and almoner
so we've got a bit of a problem
nini lecture to convey information to a student
unfortunately
it can be inefficient
and consume the majority of the in-class time
we feel compelled to get through it ton of information since we only have ur
students for an hour or so
much of our precious time in-class is basically a one-way conversation with
students
we need to get higher up limbs taxonomy to facilitate deeper comprehension
and a better more usable structure of knowledge
we do this at the top of blues taxonomy
through creation
through evaluation
through application
if we can engage students and make them active in their learning
we can facilitate this deeper comprehension
and this has been shown in research
she did this
through eliciting self explanations for students
she asks some students to read a paragraph
and then explain it to a facilitator
this simple activity resulted in significantly improved outcomes for
students when compared to the ones that just read silently
this is just one study
there are a host of
other studies that studied pair discussions simulations an experiential
learning and more
and this activity is exactly what the mccree report
the carnegie report
and even the a_b_a_ are looking for in tomorrow's law schools
what we need to do is make more time for the in-class activities
but to do so we need to free up time in the classroom
we should be moving the shelhah type activities online like lectures
this should make more time for activity and interactivity in the classroom
we've seen the benefits for blending in class
a well blended class will result in more time in the classroom for active
learning opportunities
but how do we designed the materials will use in a blended class
for the online portion
we can use multimedia to optimize information knowledge transfer
the great thing about multimedia
videos in animations
is that we can put some extra time in in making sure were saying and portraying
everything that we need to
we can also make sure that everything the learner sees and hears is deliberate
and optimized to insurance being delivered in a way
the result in better retention for the students
multimedia theory confirms this
it essentially says that appropriate words and pictures are better than words
alone
many lectures are simply words that is the instructor talking through text on a
powerpoint slide
this also says that effective blended learning is more than setting up a
camera in the back of the classroom and recording for fifteen minutes
or a talking head lecturing the students
but understanding the multimedia theory
we can make a better more efficient learning environment for students
the multimedia theory relies heavily on a concept called dual uncovering
dueling coating was hypothesized in nineteen seventy one
by alan tidy o
it says that visual and verbal information are processed along separate
channels in the mind
when done correctly
it allows for a better and coating of the information through complimentary
overlap
the visual and verbal information work together to create a more robust in
coding
and offer multiple retrieval cues
this will help students remember the information better
we can combine the visuals and narration visuals in printed words
but never visuals printed words unspoken words
this can overload the verbal channel and create dissidents
what should our learning modules look like
well many people want to jump right in the using animations are videos for
their learning
there's a common misconception that movement an animation is better for a
learner
unfortunately this is an entirely true
research has shown that animations are really only useful when movement is
inherent to the content
for example
if we're teaching someone the idea of mutual assent in contracts
movement is unnecessary
because movement is not inherent to the concept of mutual assent
let's contrast this with something like swimming
we'd want to show movement because movement is a necessary component of
slowing
the temporal information is required to see exactly what's going on with a
swimmer slams
when unnecessary things move on screen it can distract learners
but on the focus on the things that move which may or may not be relevant to the
concept being taught
everything else can be represented with static
na moving diagrams like photos are graphic representations of something
our contracts videos relied heavily on static imagery to convey information
this allowed students to focus on what was being said and have some iconic
imagery to help income of the information
one of the more popular comments about our contract videos
was that students could cv images when ask questions about a particular topic
this is exactly what we want our students to do
when we designed the in-class activities we can look at bloom's taxonomy to start
since we freed up some time with our learning animations or static pictures
we can fill the in-class time with active learning opportunities
here's a short list of things we could do to create an active learning
environment
we could do more group work
skill based simulations
or have some lab opportunities
these are the pinnacle of activity and interactivity
think parents share opportunities
this allows students to create their own solutions
share them with a partner
in analyze their solutions in light of another speed back
debates
discussions and presentations are excellent opportunities for students to
create in the valuating class
guided problem solving allows students to apply their knowledge to hike bose in
the presence of in expert
keep in mind these are just examples of active learning options
and this list is by no means exhaustive
so to wrap things up
we want to create deep learning opportunities for students
unfortunately many classes only provide shallow opportunities for the students
we want to create deeper more active learning opportunities for students
if we can move some of our lectures online
we can free up in-class time for these active learning opportunities