Flipped Learning: Self-Regulation and College

• This topic covers flipped learning in college, focusing on individual differences and self-regulated learning.

Introduction to Flipped Learning

• Flipped learning aims to make students active participants in their education, granting them autonomy in knowledge acquisition.
• It aligns with 21st-century pedagogy, emphasizing collaboration, social learning, and connectivity in virtual environments.
• This model transforms the learning process by applying these principles to the classroom, using appropriate teaching methods.
• Flipped learning, originating around 2007, is one of the disruptive and recent active methodologies.

Core Concepts

• Flipped learning reverses the traditional teaching model by having students review content outside of class and engage in practical sessions or discussions within the class.
• It encompasses all stages of Bloom’s Taxonomy: remembering, understanding, applying, analyzing, evaluating, and creating.
• Implementing flipped learning requires deliberate planning by the instructor to design each part of the session.
• The reward involves students learning under supervision, sharing knowledge, debating, and developing advanced understanding.

Historical Context

• Flipped learning's roots lie in the "learning by doing" philosophy, gaining initial traction in 2007 when Bergmann and Sams recorded lessons for students unable to attend class at Woodland Park Institute, Colorado.
• This approach allowed students to learn before class and use class time for practical application.
• Flipped learning centers the student, promotes active learning, and positions teachers as facilitators.

Student Autonomy

• Student autonomy and self-regulation are key, with students individually initiating the learning process using cognitive strategies, which is reinforced through collaborative work in class.

Types of Flipped Classrooms

• Standard Inverted Class: Students review materials at home and do traditional exercises in class.
• Debate-Oriented Inverted Class: Assigned materials lead to debates and group discussions.
• Experimentation-Oriented Inverted Class: Materials provide a reference for repeating learning processes.
• Inverted Class as Approximation: Students review materials in class, followed by the teacher addressing questions.
• Group-Based Inverted Class: Students work in groups on assigned tasks during class.
• Virtual Inverted Class: Traditional classrooms are eliminated, and learning, assignments, and evaluation shift to a virtual environment.
• Invert the Teacher: Students create materials to demonstrate knowledge.

Key Terminology

• There is a distinction between "flipped learning" and "flipped classroom".
• "Flipped learning" refers to the inverted learning approach.
• "Flipped classroom" refers to the inverted classroom environment.
• Flipped learning relies on an interactive environment where the student builds their learning with the teacher as a guide. It's not enough to just record classes.
• This model aims to increase student engagement by providing access to information anywhere, eliminating the need for physical presence.

Four Core Pillars

• Flipped learning is supported by four fundamental pillars:
• Flexible Environment: Students choose when, where, and how they learn.
• Learning Culture: Students take the lead, using classroom time for deeper learning and interaction.
• Intentional Content: Materials for inside and outside the classroom should be well-defined.
• Professional Educator (Facilitator): The teacher adapts their teaching style and optimizes direct interaction with students.

Indicators for Self-Evaluation

• Eleven indicators across these pillars help teachers evaluate their teaching when using flipped learning.
• Three indicators relate to flexible environments:
• time and spaces are designed to encourage interaction and reflection
• continuous monitoring of students to make adjustments
• alternative options for learning and demonstrating knowledge

Implication of Learning Culture

• The indicators associated with learning culture highlights the importance of student involvement in activities.
• These activities are accessible to all and provide appropriate feedback.

Indicators of Intentional Content

• For intentional content, the indicators focus on:
• prioritizing key concepts
• creating relevant content
• differentiating material

Indicators of Educators Facilitation

• The teacher is available to give feedback in real-time.
• Continuous formative assessment

Skills developed through this methodology

• Flipped learning fosters several skills:
• Language skills
• Math and basic science/technology skills
• Digital skills
• Meta-learning, or learning to learn
• The TUNING project identifies additional skills:
• Analytical and synthesis skills
• Organizational and planning skills
• Digital skills.
• Other skills that are developed are:
• Information management
• Problem-solving
• Decision-making
• Teamwork
• Autonomous learning
• Adaptability
• Creativity
• Applying theory to practice
• Using the Internet as a communication and information resource
• Previous experience in the field
• Communicating with non-experts
• Understanding specialists' language and proposals
• Self-evaluation

Implementation

• Implementation begins with reflection on the desired outcomes and requires planning considering the four pillars of flipped learning: timing, materials, activities, and content.
• This plan should remain flexible to allow for innovation and changes.
• Making it attractive by giving the students challenges will increase their engagement.
• The teacher is not the sole source of knowledge, so materials should be relevant and tech should be included.
• The learning activities should be dependent on whether they are taking place inside or outside of the classroom.

Phases for implementation

• For outside-of-class activities:
• Determine content
• Select media (audio, video, animation)
• Design tasks for understanding
• Assess the session
• Describe learning

Material Distribution and critical moment of development

• After the actions have been performed the material needs to be distributed.
• There are three crucial moments of development: before, during, and after the in-person sessions.
• Before the in-person the outcomes need to be clearly identified.
• Resolving questions or identifying struggles will take place during the in-person session which allows for revising the concepts.
• This is a great time to do consolidation activities, and guarantee active learning.
• Offering support and reviewing work happens after the in-person session.

Implementing Actions during In-Person Session

• The following actions must take place:
• Initial diagnostic to determine learning
• Review learning gaps
• Build on learnings and create group activities
• Supervise and guide

Changing Roles

• Traditional roles of teachers and students have evolved so the teacher is now a guide. The teacher guides towards personalised learning. They also make the content for learning.
• The students build their learning with the teacher and class mates via activities, growing their participation, and increasing quality.
• The teacher stimulates learning and supports the class activities.
• The role of students and learning with an active learning method are:
• Students are the centre
• Active protagonists applying information and lessons. They build knowledge with other students
• Interacting with team mates and resolving challenges.
• Develop collaboration tasks.

Strategies for Knowledge Acquisition

• Strategies for knowledge acquisition includes:
• Tech and application of new resources
• Information search
• Manage presencial and online
• Be open to the learning environment
• Selection and organisation of information
• Create high quality learning material

Advantages

• The methodology provides a collection of desirable advantages for everyone.
• Benefits teachers and students.
• This gives teachers more time to personalise students education and focus on classroom diversity .
• The communication is fluent with everyone involved.
• The materials can be accessed any amount of times.
• Allows for group activities

Additional benifits

• This learning will reduce frustration, enable team work and quick resolution.
• Encourages the use of reading as study which develops critical thinking.
• Allows for more activity.
• Allows time to resolve struggles when applicable.
• Allows and Individualised learning
• Videos can be replayed to adapt student need
• Length of the video should be considered
• Hybrid models

Limitations

• Students may be stubborn to adapt.
• It may take time and effort outside of the classroom
• A lot of time can be spent
• It's important to balance requirements and time.
• It takes additional work and planning.
• Need to use the necessary TIC like hardware and software.
• Requires teacher training.
• It could affect quality of the learning

What Now

• This means there are new skills to develope and competencies to learn.
• Overall the inverted and flipped classroom are excellent.
• In order to implement, use the material provided by the Universidad Politécnica de Madrid.