Individual Assignment #2 - Educational Challenge Scenario
Learning Topic Introduction to a flipped classroom model in which faculty record lectures in advance, assign videos as homework, and use face-to-face class time for interactive learning activities such as team-based problem-solving, discussions, simulations and debates.
Learning Objectives By the end of this 2-hour workshop, faculty will be able to:
Identify 1-3 lessons that would be suitable for experimenting with flipping
Create in-class activities based on video content
Select campus resources for assistance with multimedia production for course content (if needed)
Develop chunked versions of lesson(s) (8-10 minute video modules) focussing on 1-3 key concepts
Use class-time for appropriate activities
Collect student input and feedback
Assess learning outcomes
Stanford faculty with no background in online learning who are interested in experimenting with how to add online components to their face-to-face classes to enhance collaboration, engagement and learning. The main challenge for these faculty members consist of time constraints.
Environmental Context/Learning Conditions
As mentioned previously, time constraints are the primary challenge for faculty. The Stanford University ecosystem provides many opportunities for support via the faculty member's department, school, Academic Computing Services, the Center for Teaching and Learning and broader seed grant-based support from the Office of the Vice Provost for Online Learning (VPOL).
Implementation Factors Multimedia production resources such as recording studios, recording equipment and tablets are available for use or check-out. Staff are available to provide faculty assistance and/or to train TA's in the use of gear and software. VPOL seed grants (with some school and department-matching of funds) are available. Some departments and schools also offer release time for faculty developing online content.
Existing or Proposed Learning Program
The School of Medicine's Interactive Learning Initiatives (SMILI) offers consultations for faculty interested in trying online learning. Individualized sessions are highly effective.
It would also be good to work with a small cohort of faculty (5-10 from various disciplines) to develop a community of practice around the move from face-to-face to online learning. In addition to providing video instruction (modeling content and format type for faculty) it would be ideal to include a discussion list, forum, wiki and social bookmarking option for faculty to share ideas, suggestions, tips and tricks as well as content during and after the course. These faculty could then present lessons learned at a campus mini-conference and contribute to best practices documentation. They could also provide screencasts, reports about effective in-class activities as well as any online artifacts (learning objects) they developed for their courses. Ideally, any online content could be tagged with paradata:
Learning resource paradata is generated through user processes of searching for content, identifying interest for subsequent use, correlating resources to specific learning goals or standards, and integrating content into educational practices. Paradata may include individual or aggregate user interactions such as viewing, downloading, sharing to other users, favoriting,and embedding reusable content into derivative works, as well as contextualizing activities such as aligning content to educational standards, adding tags, and incorporating resources into curriculum. Context about users is also of interest as paradata, including grade level or subject taught, experience level, or geographic location—as is information about the curricular relevance, audience, methodologies, and instructional settings of use as a resource is adopted by practitioners.