Title
Session Type
Session Proposal (Two to Three Papers) (up to 75 minutes)
Other Topic
Examples of Flipped Classroom
Session Abstract
STEM courses, in particular, challenge educators and learners to learn complex processes, much of which is not intuitive or outside their realm of experience. Blended learning and flipped classrooms allow educators to tackle the rigors of STEM education head-on (Bishop & Verleger, 2013).
Defining blended and flipped: “Course that integrates online elements into face-to-face delivery. Content and materials are available online and typically keeps all or most face-to-face meetings. The inverted, active learning classroom “flips” the in-class and homework activities, often by moving content lectures before class, in that students watch online lectures at home, while class time is spent on working more intensively with individuals and groups on homework and hands-on activities. The learner is freed from struggling with the problems alone at home.
Presentation Goals: 1. Compare flipped STEM classes to online STEM courses 2. Explore the opportunities presented by software and educational technologies in STEM courses. 3. Explore the challenges of the flipped STEM class
4. Share experience and resources for designing blended and flipped STEM courses
This presentation is for every college-level STEM educator who wants to discuss how to design outcomes and mastery learning activities for each week, integrate software and tutorials into blended courses, and select or prepare video content for their courses. I also want to discuss how to avoid common mistakes in both flipped and blended courses, especially how to get students to view the content before coming to class.
Keywords
Blended, Flipped classroom, STEM
Location
DiGiorgio Campus Center 221
Start Date
6-2-2016 1:30 PM
Blended and Flipped
DiGiorgio Campus Center 221
STEM courses, in particular, challenge educators and learners to learn complex processes, much of which is not intuitive or outside their realm of experience. Blended learning and flipped classrooms allow educators to tackle the rigors of STEM education head-on (Bishop & Verleger, 2013).
Defining blended and flipped: “Course that integrates online elements into face-to-face delivery. Content and materials are available online and typically keeps all or most face-to-face meetings. The inverted, active learning classroom “flips” the in-class and homework activities, often by moving content lectures before class, in that students watch online lectures at home, while class time is spent on working more intensively with individuals and groups on homework and hands-on activities. The learner is freed from struggling with the problems alone at home.
Presentation Goals: 1. Compare flipped STEM classes to online STEM courses 2. Explore the opportunities presented by software and educational technologies in STEM courses. 3. Explore the challenges of the flipped STEM class
4. Share experience and resources for designing blended and flipped STEM courses
This presentation is for every college-level STEM educator who wants to discuss how to design outcomes and mastery learning activities for each week, integrate software and tutorials into blended courses, and select or prepare video content for their courses. I also want to discuss how to avoid common mistakes in both flipped and blended courses, especially how to get students to view the content before coming to class.
