The Impact of Using Flipped Classroom Instruction on the ...
Flipped library instruction
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Transcript of Flipped library instruction
• Nicole Branch, Librarian for Research and Digitization, Holy Names University
• Sarah Dahlen, Reference and Instruction Librarian, California State University, Monterey Bay
• Daniel Ransom, Librarian for Research and Electronic Resources, Holy Names University
FLIPPED LIBRARY INSTRUCTION
Art courtesy of flickr user Ian Sane
WHAT IS FLIPPED INSTRUCTION?
“Students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.”
- Cynthia J. Brame, Assistant Director, Center for Teaching, Vanderbilt University
THE FLIPPED CLASSROOM
• What is traditionally done in class (first exposure in class, assimilation through homework) is done outside of class
• Moves content out of class time to allow for active learning/interactive experiences
• Allows for repetition, review, supplemental material, and introductory preparation
HOW DO STUDENTS LEARN?
AcquisitionFacts, basic procedures
AssimilationProblem-solving, critical thinking, evaluation, synthesis
ct.gov scaleup.ncsu.edu
digitalbloomstaxonomy.blogspot.com
EFFECTIVENESS OF FLIPPED APPROACH
• Information literacy instruction: positive feedback from faculty & students (Datig & Ruswick, 2013; Lemmer, 2013)
• Affects classroom environment: students more open to cooperation & group learning (Strayer, 2012)
• Higher test scores on content delivered in flipped model (Moravec, Williams, Aguilar-Roca, & O’Dowd, 2010)
TYPES OF FLIPPED INSTRUCTION• Reading• Tutorials• Quizzes• Videos• Podcasts• Pre-reflection
Image courtesy of flickr user Sérgio Bernardino
HOLY NAMES UNIVERSITY
• Small (approximately 1300 students) liberal arts university
• Undergraduate and master’s students
• Paul J. Cushing Library information literacy program
FLIPPED INFO LIT
Sparks! Ignition Grants for LibrariesThis project is made possible by a grant from the U.S. Institute of Museum and Library Services.
The Institute of Museum and Library Services is the primary source of federal support for the nation’s 123,000 libraries and 17,500 museums. Our mission is to inspire libraries
and museums to advance innovation, lifelong learning, and cultural and civic engagement. Our grant making, policy development, and research help libraries and
museums deliver valuable services that make it possible for communities and individuals to thrive. To learn more, visit www.imls.gov and follow IMLS on Facebook
and Twitter.
SPARKS! IGNITION GRANTS FOR LIBRARIES
• Project Title: Flipped Info Lit: Extending Experiential
Information Literacy Instruction with Digital Learning Objects
• Grant Award Number: LG-46-13-0242-13• Grant Period: August 1, 2013-July 31,
2014
HNU FLIPPED INFO LIT PROJECT TEAM
• Principal Investigator: Karen Schneider, University Librarian
• Co-PI: Nicole Branch, Research Librarian• Videographic Support: Daniel Ransom, Research
Librarian• Technical Testing and Client Configuration: Nicole
Greenland, Library IT• Assistant Videographer: Josh Rose, Adjunct
Librarian
NEED• Limitations of
one-shot instruction
• Instruction capacity
• Emphasis on active learning
Image courtesy of Flickr user Ed Yourdon.
TARGET AUDIENCE
• First-year students in required composition courses
• Nursing students
• Student athletes
Image courtesy of Flickr user Hans Splinter
APPROACH
• Lecture-capture software, Panopto
• Pre-instruction videos• Post-instruction
reinforcement• Post-instruction supplemental
PRODUCTS AND DISTRIBUTION
• 23 videos (21 tutorials & 2 lecture capture videos)○ 6 concept videos○ 9 library resource videos○ 8 APA videos○ Distributed through CMS; LibGuides; & e-
reference transactions
NURSING PROGRAMVideos make room for more creative instruction
Bingo image courtesy flickr user Vickie Porter
Illustration from The Human Body Book, S. Parker
OCCUPY APA: A CITATION SIT-IN
OBSERVATIONS OF PILOT PHASE
• Instructor-assigned videos• Pre-instruction videos• Dissemination through e-reference
interactions• Promotion of new pedagogical
techniques and technologies on campus
CSU MONTEREY BAY
• Public, HSI
• 5600 FTES
• 96% undergrad
• 57% first gen
WHAT ACTIVITIES DO YOU WISH YOU HAD MORE TIME FOR IN CLASS?
FLIPPING THE ONE-SHOT
VIDEOS
• Panoptoo Example
• Camtasia Studioo Example
• Quiz
IN CLASS ACTIVITY
STUDENT FEEDBACK
FLIPPING CAPSTONE CONSULTATIONSSocial and Behavioral Science majors
blog.textbooks.com
STUDENT FEEDBACK
FACULTY FEEDBACK
• Supportive of flipped model
• Videos too basic
• Desire for more face to face time
ADDITIONAL RESOURCESDatig, I. , & Ruswick, C. (2013). Four quick flips: Activities for the information literacy
classroom. College & Research Libraries News,74(5), 249.
Lemmer, C. (2013). A view from the flip side: Using the "inverted classroom" to enhance the legal information literacy of the international ll.m. student. Law Library Journal,105(4), 461-921.
Moravec, M. , Williams, A. , Aguilar-Roca, N. , & O'Dowd, D. (2010). Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class. CBE-Life Sciences Education, 9(4), 473-481.
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research,15(2), 171-193.