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Flipped Learning

Flipped Classroom “Managing classroom for learning”

“Facilitating learning”

These terms are not interchangeable.

Flipping a class can, but does not necessarily, lead to Flipped Learning.

Flipped learning may occur along a continuum

Dr Supyan Hussin UKM

The Flipped Classroom Model

The Flipped Learning Model

So What? What?

Now What? SchemaExploreTrigger WBL

Experiential engagement

Concept Exploration

Meaning Making

Output &Outcomes

ConceptScopeKey ideas

UnderstandingSynthesisAnalysisConstruction

Demonstration Application

Introduce & Guide

Practice

AssessEvaluate

(Supyan 2016)

The keyword is “learning”

• What is learning?

• Learning is a process of acquiring and mastering the inputs (knowledge and skills) from one stage to another, with an increase in understanding and ability, and that learning is measured based on the intended learning outcomes

Inputs (knowledge & skills)

active, dynamic

passive, static

Behaviourist Theory, Cognitive theory

(Supyan 2016)

Enhancing and enriching the learning process by enlarging the ZPD

• Learning is enhanced and enriched • when learners socially

interact among them and between learners and the teacher

• when learners are supported by the scaffolding, which provides initial guide, and gradually allows learners to move at their pace (autonomous).

Scaffolding

Infrastructure, resources, pedagogical techniquesConstructive theory

Zone of proximal development- Actual Development Zone- Potential Development Zone

(Supyan 2008)

Enlarging ZPD

Flipped Learning - features

• Active learning

• Group learning, collaborative learning

• Self-learning

• Learner-centred

• Learning-centred

• Life-long learning

• Various learning activities

• Various learning resources

• Various communication channels for learning engagement

Active learning

Learning Continuum and Pedagogy

Teacher Centred

Learner Centred

LearningCentred

Community-basedSocial NetworkLife-long learningSDL AutonomousPaced-LearningCollaborativeOwner of knowledgeOwner meaningSharing knowledgeFlipped learning

SDL AutonomousPaced-LearningCollaborativeOwner of knowledgeOwner meaningBlended learning

Spoon-feedingStructuredOwner of knowledge

Learning time, learning engagement: evidence-based learning

Classroom

Physical and Time Bound

Productivity

Meaning making

Acquisition

Comprehension

Outside classroom

WATeleg

Teachers Materials

Students’ materials

New learning space, more opportunities to acquire and learn; recorded learning time and engagement;

Learning process is not limited by time and space as it supported by the scaffolding

scaffolding

What is the difference?

CONVENTIONALCLASSROOM

FLIPPEDCLASSROOM

FLIPPED FLIPPEDFLIPPEDFLIPPEDLEARNING

So What? What?

Now What? SchemaExploreTrigger WBL

Concept Exploration

Meaning Making

Output &Outcomes

Demonstration Application

Introduce & Guide

Practice

AssessEvaluate

(Supyan 2016)

Example of a lesson on Strategic Planning-Team Work

Demo: Strategic Planning-Team Work Lesson

Flipped ClassroomWatch this video

Flipped Learning (schema)What is the setting?Who are they?What happens first?Who has the vision?What is the plan?Who are reluctant?How do they manage the project?

https://padlet.com/supyanhussin1/fliukl

Instruction: offline, online, mobileSchema

Individual learning:

Collaborative learning: PBLGroup discussion in classWhat is SWOT analysis?Identify the strengths, weaknesses, opportunities, and threats in the team as seen in the video (before, during, after the game)Prepare a table or mind map or flowchart or any visual diagram of the SWOT analysis (use A4 paper or Power Point or Mahjong paper).

https://todaysmeet.com/FLIUKL21916

Instruction: offline, online, mobile

Snap it and share in Telegram before the presentationDemonstration/ Presentation

A4 (image sent Telegram/WA), Mahjong paper, Power Point)Present to classQ & A session

So what?

Now what?

Instruction: offline, online, mobile

Individual task: reflection. Write a report based on the following format and upload your answers in LMS/send to my Telegram

Are you happy with the discussion? Yes, No, Why?

If you were to repeat the discussion, what would you change or modify in the discussion process?

What are the lessons you think you have learned from the video?

Answer these questions:What is the vision of the people in the video?What is their mission? (long term)What is their objective? (short term)What are their strategies to achieve their objective?

Now what?

So What?

Meaning Making

Practice

Now What?

Output &Outcomes

Demonstration ApplicationEvaluate

Concept Exploration

Introduce & Guide

SchemaExploreTrigger WBL

Assess

(Supyan 2016)

After thought…why FL?

• Generation Z

• Born: 1995-2012

• Age in 2004: • 0-9

• Coming of Age:• 2013-2020

• Current Population: • 23 million and

growing rapidly

• Characteristics of Gen Z• Digital native

• Information at finger tips

• Analytical

• Critical

• Creative

• Multitasking

• Challenging

• Risk-takers

• Independent, self-starter

• Global

• Green Technology

Trends in integration of technology in T & L

1960 1970 1980 1990 2000 2010

Correspondence:

Paper-based

Broadcasting

Off-campus

Paper-based

e-Learning II

Network-based

wireless

broadband

Telephone

conferencing

Online materials,

Discussion; CMC

e-Learning I

Electronic based

Satellite

mobile

e-Learning III

Mobile based

ubiquitous

Blended

Flipped

Communication Apps

In class meetings

Pronunciation practice: Speaking practice

recorded video

Writing practices

Reading aloud: recorded voice

Shared photo of group’s output

Graphic to stimulate interest, followed by discussion, short essay writing about the graph; share the outputs

A follow up of the graph discussion; language drill

Model the answer; language drill

Photo stimulation; description of the graphic – writing drill; language structure

Description of the photos

PowerPoint slides in the Telegram page for individual presentation

Grammar drill

Writing drill

Last semester classSes II 2014/2015

Mobile Apps

Architecture

Engineering

Civil Engineering

Electrical Engineering

Aerospace Engineering

Chemical Engineering

Medical Calculation and Equations

Computer Engineering

Landscape

Calculus

English Leap

Sub-menu

MCQ Feedback in color

It has• Key concepts• Lessons • Exercises• Assessment

Flipped Learning - features

• Active learning

• Group learning, collaborative learning

• Self-learning

• Learner-centred

• Learning-centred

• Life-long learning

• Various learning activities

• Various learning resources

• Various communication channels for learning engagement

CONCLUSION

• Why Mobile in Flipped learning?: easy, fast, gen Z toy, learning engagement, learning time (recorded), active learning

• Can Flipped learning be run in Blended Learning? Yes, with technologies

• Can Flipped classroom use Flipped learning? Yes

• Is Flipped learning an e-learning? Yes, with technologies

• Can Flipped learning occur synchronously and asynchronously? Yes

Thank you

Email: supyan@ukm.edu.myBlog: supyanhussin.wordpress.com

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