Jennifer Santi Multimedia & Web Design in ED Dr. Bacon July 18, 2013 Emerging Technology.

Knowmiaand the FLIPPED ClassroomJennifer SantiMultimedia & Web Design in ED

Dr. BaconJuly 18, 2013Emerging Technology

Knowmia• Knowmia is a website that houses a collection of thousands

of Flipped Videos for teachers. Teachers can search by subject or title and download for use of the content specific videos created by other teachers. However, as FLIPPED classrooms are effectively resulting in student achievement, Knowmia would be a cost-effective resource for teachers.

• Knowmia also provides software to help teachers create their own lessons online.

• Knowmia will allow teachers to create their own collection of saved videos, either downloaded from other sites or Knowmia!

To Flip or not to Flip…• Knowmia’s videos

are not just for flipping a classroom. These can be used for instruction during class time as well.

KNOWMIA• Use video

presentations and interactive assignments to impact students both in and out of the classroom.

• Lesson Creation Apps

• Video Hosting• Assignment

Tracking• Video Sharing• Works with Edmodo

and Schoology!KNOWMIA (Release 2012). (2013). Retrieved from http://www.knowmia.com/

Marietta City Schools• The mission of Marietta City Schools is to prepare each of our students through

academic achievement for life success. The vision of Marietta City Schools is to be the school system of choice for families. We recognize that information technology plays a vital role in our society and that the ability to use and adapt to changing technology and to navigate an information-rich world is critical to success in the 21st Century. It is the intent of Marietta City Schools to provide all stakeholders with the technology tools needed to ensure students are college and career ready.

As Marietta City Schools excels in providing relevant education opportunities for district students,

the impact of technology will continue to evolve as we educate and prepare students to achieve

academically. Devices such as desktops, laptops, slates, tablets, i-Pods, i-Pads and interactive white

boards are just a few of the technologies that are currently being used in our classrooms to help

teachers facilitate learning and engage students. Marietta City Schools has been a leader in utilizing

new technology, funded in part from federal grant and SPLOST monies; and, we are determined to

forge new paths in technology integration in the years ahead. .

Marietta City Schools. (2012, December). Three-Year Technology Plan [Press release].

• Students will have a secure portal in which to collaborate with their teachers and peers and

• to store and submit artifacts such as completed class assignments.

• • A district-wide IT governance structure will be created to collect input at the building level and to provide a means to transparently raise technology needs to the district-level.

• • District-wide standards will be developed, maintained and enforced for instructional and administrative technology, including hardware, software, maintenance, and related

• professional services to maximize usability, supportability, security and effectiveness while reducing cost.

• • The district will continue to evaluate, maintain, and upgrade core network systems to ensure reliability, safety, and security.

• • A district-wide “information systems architecture” will be developed as a foundation on which to realize the district's educational vision by maximizing accessibility, availability and security of resources and by reducing the time required for unplanned maintenance and support.

Our VisionAt MCS


At Marietta High, we strive to• supports our district’s use of technology and

provides students access to technology and an engaged learning experience at any time or any place.

• Support teachers with their initiatives to create FLIPPED classrooms and provide resources for teachers to design and implement lessons, activities, and units for students for enhanced learning and engagement.


Click icon to add picture

Why FLIP?Why not??

Lieser, D. (2013, March 5). The Flipped Class: Myth vs. Reality. Retrieved July 5, 2013, from Gustavus Adolphus College website: http://instructionalservices.blog.gustavus.edu/2013/03/05/the-flipped-class-myth-vs-reality/

A Flipped School• Others are doing it and seeing great results!

OBJECTIVESContent and

Learning Goals• Standards-based:

Addresses district, state, and/or national content and technology literacy standards as required in the local setting

• Challenging: Requires that students move beyond knowledge and comprehension to engage in application, analysis, synthesis and/or evaluation

Authentic/Meaningful• Requires students to: (1) participate in

a real-life or simulated scenarios; (2)assume an adult and/or professional roles; (3) enact a complex set ofthinking/problem-solving strategies typically used by adults/professionals;(4) use technologies and processes that adults/professionals use in theirdaily life/work; (5) grapple with open-ended questions; (6) solve structuredproblems, often with unpredictable results and multiple solutions;and (7) produce products for audiences that would use/care about theresults, especially to produce some positive effect, opportunity, or change.

OBJECTIVESStudent Roles

• Explorer: Pursues new ideas/tools; pushes the envelope in ideas and research

• Teacher: Helps others learn in formal and informal contexts

• Producer: Develops products of real use to themselves and others

Teacher Roles• Facilitator: Engages in

negotiation, stimulates discussion, and monitors the process of learning, but does not control or over-simplify student tasks

• Guide: Helps students to construct their own meaning by modeling, mediating, explaining when needed, clarifying, redirecting focus, and providing options

• Co-learner/Co-investigator

OBJECTIVESSocial Interactions

• Collaborative: Establishes a context where students must co-construct knowledge with

others; understand multiple perspectives; and learn to respect diversity

Assessments• Performance-based Involves producing and assessing a product or performance, usually for areal audience and purpose. Assessment is based on what is considered exemplary performance. Rubrics describing exemplary performance are often used.Seamless, OngoingProvides students with feedback on performance throughout the entirelearning process, not only at the end of learning activities.

• Students are able to approach material and take it in at their own speed. By covering lecture material at home and from a video-based platform, students can privately view the material. This allows them to approach things at their own pace without worry of peers noticing them moving slower or faster. Students can stop, pause, rewind, and fast forward material so that they can examine things in their own way. Knowmia houses/creates those videos!

Key BenefitsKnowmia and Flipping

Jenkins, C. (2012, August 29). The Advantages and Disadvantages of the Flipped Classroom [Blog post]. Retrieved from The Lecture Tools Blog: http://info.lecturetools.com/blog/bid/59158/The-Advantages-and-Disadvantages-of-the-Flipped-Classroom

• By taking the lecture portion of the classroom home with them, students are able to utilize their teachers' one-on-one attention more successfully in the classroom. Students sit through lecture, gather questions, and prepare themselves for the day with the teacher to tackle "homework". Because the actual exercises are done in the classroom rather than at home with this model, students have their teacher available for questions with problems when they occur. Knowmia provides the content the night before.



• The flipped classroom also allows teaching to adapt more easily to the different teaching styles that individual students may be most successful with. By putting lectures in a video format, students can listen to the lesson and watch the video illustrate the lesson. Of course, this largely depends on how successful the actual video lecture is. You want a lecture (like the Khan videos) that explains concepts verbally, but also draws them out in images and pictures. This provides adequate learning opportunities for verbal learners and for visual learners. With in-classroom lecturing, the visual aspect of lecturing can be significantly more difficult to accomplish.



Target Population• Marietta City Schools

(MCS) serve some 8,000 students at eight elementary choice schools—one of which is a Science, Technology, Engineering and Math (STEM) Magnet—one middle school, one sixth-grade school, and one high school.

• Knowmia’s current video collection is focused on the High School Student! As such, the target audience would be the Administration of the High School.

• It’s Free!• Teacher’s can use from

a PC, Tablet, iPad.

So, what’s the cost?Knowmia is FREE!

Flipping and Knowmia• In a FLIPPED classroom, students watch the videos

as homework. The average High School student has a computer at home or a Smartphone of some kind.

• Marietta offers computer lab time before and after school, during lunch , and during Advisement (homeroom). This ensures that even if the student could not access the homework from home, they could still have the opportunity to complete the work.

• Access to the internet for using Knowmia and the already created videos.• Access to a computer

with Camera capabilities (iPad, tablet, video camera) in order to create their own FLIPPED lessons.• Possible: Camera,

microphone

Equipment and SoftwareWhat do teachers need?

KNOWMIA (Release 2012). (2013). Retrieved from http://www.knowmia.com/

Marietta Technical Support• The technology improvement process is driven by three

important areas: infrastructure, access, and support. Infrastructure includes the hardware and software needed to meet the technology

• goals of the district. Access includes expanding opportunities for students, parents, and school personnel to interact with technology. Support includes the support systems required to maintain an up-to-date infrastructure and facilitate high levels of access. While infrastructure, access, and support are separated in this plan for organizational and monitoring purposes, our intent is to develop processes that are complementary. Marietta City Schools. (2012, December). Three-Year Technology Plan [Press release].

Knowmia Technical Support• Knowmia has a series of video tutorials to help

with every aspect of it’s use! They also provide Professional Development for school wide use!


• We have yet to bridge the digital divide... Many of our students don't have access to technology at home. The flipped classroom method does not have strong provisions in place for these children.

• Flipped homework is still homework... There is a growing number of parents and educators who don't believe we should rob children of the time after school with mandatory homework. We believe time at home should be for pursuing passions, connecting with friends and family, playing and engaging in physical activity. In some families it might be the time needed to take care of a sibling, work a job, or take care of their own child. Let us leave children to the activities they and their family choose.

• More time for bad pedagogy... Flipping instruction might end up just meaning we can provide time to do more of the same type of memorization and regurgitation teaching that just doesn't work. When I shared the idea of the Flipped Classroom with an administrator, she said to me with excitement, "This is great! We'll have more class time to prepare kids for the tests!"

• Grouping by date of manufacture... If we really want transformation in education, one thing we must do is stop grouping students by date of manufacture, which the flipped classroom is ideally suited for, but have schools put the structures in place? Are they ready to let students move at a pace that meets their developmental readiness and come to the realization that not everyone at the same age needs to be at the same place at the same time? True flipping should include a careful redesign of learning environment, but this is often overlooked.

• Lecturing doesn't = Learning... The flipped classroom is built on a traditional model of teaching and learning. I lecture - you intake. While this method of teaching works for some learners, many others thrive with a model that takes a more constructivist approach.

LimitationsTo Flipping

Nielsen, L. (2011, October 8). Five Reasons I'm Not Flipping Over The Flipped Classroom [Blog post]. Retrieved from Lisa Nielsen: The Innovative Educator website: http://theinnovativeeducator.blogspot.com/2011/10/five-reasons-im-not-flipping-over.html

http://www.joebower.org/p/abolishing-homework.html

http://www.joebower.org/p/abolishing-homework.html

Knowmia and Flipping

How do Teachers Use this Technology?

Derek Lieser says that • “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 (vodcasting) that students view outside of class time. It is called the flipped class because “lecture” is done at home and what used to be homework is now done in class. Students watch these lectures, videos, and vodcasts at home on their own pace, communicating with peers and teachers via online discussions and e-mail. Then, the students apply knowledge gained at home and concepts are brought to life in the classroom with the help of the instructor.”

• Lieser, D. (2013, March 5). The Flipped Class: Myth vs. Reality. Retrieved July 5, 2013, from Gustavus Adolphus College website: http://instructionalservices.blog.gustavus.edu/2013/03/05/the-flipped-class-myth-vs-reality/

Knowmia• Using Knowmia, teachers can teach

content standards by creating short (3-5 minutes) online lessons with videos for any subject.

• Teachers can use Knowmia’s library of videos , made by other TEACHERS!

• Search by subject/content/concepts to watch videos and/or add them to their own collection or download to the class website.

• Teachers can use this technology on its own to create lessons, or within a project/activity, such as a WebQuest or as part of a daily digest of homework.

• Videos and collections can be shared with other educators!!

• Important factor: Students can stop and rewind the material as many times as they need in order to feel comfortable with the material, and the material will be there as long as the students needs it for a refresher.


How do Knowmia and FLIPPING promote specific learning goals?• Teachers can create a collection where videos are

posted, by unit or lesson, for students to access as many times as needed and are designed to meet student’s specific needs.

• The videos can be used to introduce a concept or to promote thought or discussion about the topic.. When complete, students will use what they have learned in a project-based, authentic learning experience that promotes higher-order thinking. As this occurs in the classroom, they also have the opportunity to have one-on-one time with the teacher who can then act as a facilitator and formatively assess where students have the most need.

•At times, students may choose which videos they would like to watch, differentiating by choice.•Teachers may also group students according to ability or level and then assign each group a video based on achievement or readiness. •As students have the ability to control the speed and number of the video as it is watched, they may work at their own pace to ensure learning.

DifferentiationFlipping

• ASCD.org• Improved Student–Teacher Interaction• Advocates of the flipped classroom claim that

this practice promotes better student–teacher interaction. For example, Bergmann and Sams (2012) point out that when teachers aren't standing in front of the classroom talking at students, they can circulate and talk with students. If teachers use inverted classrooms this way, they are likely to better understand and respond to students' emotional and learning needs.

• Research makes a strong case for the benefits of such interaction. Studies have shown that having teachers who recognize and respond to students' social and emotional needs is at least as important to academic development as specific instructional practices are, and this is especially true for at-risk students (Hamre & Pianta, 2005).

Research evaluationFlipping

Goodwin, B., & Miller, K. (2013, March). Research Says / Evidence on Flipped Classrooms Is Still Coming In [Newsgroup post]. Retrieved from ASCD website: http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx

Research evaluation• Opportunities for Real-Time Feedback• Proponents of flipped classrooms also assert that increased student–teacher interactions give

teachers more opportunities to provide feedback to students. For example, a small pilot study funded by the Gates Foundation observed that during a five-week summer school program in which students received instruction through the Khan Academy website along with support from a teacher, the teacher spent significantly more one-on-one time with students than she had in her traditional classroom; thus, she was able to provide more feedback and immediately correct student misperceptions (Greenberg, Medlock, & Stephens, 2011).

• Such increased opportunities for feedback could improve student learning because feedback has one of the strongest effect sizes of any instructional practice—in the 0.73–0.76 range, according to two meta-analyses (Beesley & Apthorp, 2010; Hattie, 2008).

• Student Engagement• Another purported benefit of flipped classrooms is that "they speak the language of today's

students" (Bergmann & Sams, 2012, p. 20), who are accustomed to turning to the web and social media for information and interaction. There may also be another, deeper, reason students find video lectures more engaging: Brain research tells us that the novelty of any stimulus tends to wear off after about 10 minutes, and as a result, learners tend to check out after 10 minutes of exposure to new content. After that, they either need a change of stimulus, emotional variety, or an opportunity to step back and process what they're learning (Medina, 2008). One benefit, then, of placing lectures online may be that they can break down direct instruction into more engaging, 10-minute bites of learning.Jenkins, C. (2012, August 29). The Advantages and Disadvantages of the Flipped Classroom [Blog post]. Retrieved from The Lecture Tools Blog: http://info.lecturetools.com/blog/bid/59158/The-Advantages-and-Disadvantages-of-the-Flipped-Classroom

Knowmia and FlippingProfessional Development

Professional DevlopmentKnowmia

• Knowmia has a series of video tutorials to help with every aspect of it’s use! They also provide Professional Development for school wide use!

• Easy to watch Videos and user-friendly software!

Flipping• Jonathan Bergmann

and Aaron Sams, the original Flippers, offer Webinars for helping others through

• WWW.ASCD.ORG!!

• The more that I read, the more I want to FLIP! I want to reduce the amount of homework my students have and free up time during class to participate in authentic learning activities. I want to have more time for INDIVIDUALS in my class and time to address the needs of all. I am sure that there are negatives with this, there always are drawbacks and no one program is perfect. However, there must be ways to use technology to truly benefit our students and I think FLIPPING could very well be one of those ways. They only way is to try and I believe that parents and students would be receptive to using the technology to our advantage. Although, it may be harder to FLIP an English classroom than another content area, there are certainly topics that could be handled in this fashion and allow us much need time in class for application and practice.

ReflectionWOW!

References

• ASCD Webinars [Newsgroup post]. (2013). Retrieved from ASCD website: http://www.ascd.org/professional-development/webinars/flipped-classroom-webinars.aspx

• Goodwin, B., & Miller, K. (2013, March). Research Says / Evidence on Flipped Classrooms Is Still Coming In [Newsgroup post]. Retrieved from ASCD website: http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx

• Jenkins, C. (2012, August 29). The Advantages and Disadvantages of the Flipped Classroom [Blog post]. Retrieved from The Lecture Tools Blog: http://info.lecturetools.com/blog/bid/59158/The-Advantages-and-Disadvantages-of-the-Flipped-Classroom

• KNOWMIA (Release 2012). (2013). Retrieved from http://www.knowmia.com/• Lieser, D. (2013, March 5). The Flipped Class: Myth vs. Reality. Retrieved July

5, 2013, from Gustavus Adolphus College website: http://instructionalservices.blog.gustavus.edu/2013/03/05/the-flipped-class-myth-vs-reality/

References

• Marietta City Schools. (2012, December). Three-Year Technology Plan [Press release].

• Nielsen, L. (2011, October 8). Five Reasons I'm Not Flipping Over The Flipped Classroom [Blog post]. Retrieved from Lisa Nielsen: The Innovative Educator website: http://theinnovativeeducator.blogspot.com/2011/10/five-reasons-im-not-flipping-over.html

• Williamson, J., Dr. (2013). Indicators of Instruction for Engagement, Empowerment, and Deep Understanding, Retention, and Transfer of Knowledge [PDF].

Jennifer Santi Multimedia & Web Design in ED Dr. Bacon July 18, 2013 Emerging Technology.

Documents

Transcript of Jennifer Santi Multimedia & Web Design in ED Dr. Bacon July 18, 2013 Emerging Technology.