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MOOC and the Flipped Classroom: Vance Stevens (redirected from Vance - MOOC Flipping the Classroom)

Page history last edited by Vance Stevens 9 years, 2 months ago

Vance Stevens: MOOCs and the Flipped Classroom

 

 

 

 

Workshop Goals

 


 

 

Blog archive of this session: http://learning2gether.net/2014/03/25/mooc-and-the-flipped-classroom/ 

 

Links to Hangouts that were here during the PCI see

http://integratingcallwithweb20andsocialmedia.pbworks.com/w/page/71874992/MOOC%20and%20the%20Flipped%20Classroom%3A%20Vance%20Stevens#SpontaneousHangoutRecordings 

 

Develop expertise

Develop expertise in a variety of CALL tools and techniques (e.g. flipped classroom and MOOCS)

 

Survey: What expertise do you have already

Please visit this link: 

https://docs.google.com/forms/d/1BfDLtdHN1EAnWr5Hzzw8OTFGpg1U5RloszSIQBcnfhk/viewform 

Or access via this QR code, to do a brief pre-assessment

Dee asked to see the results of the survey so I made them public

(I'll leave the survey open during the conference in case you want to take it)

https://docs.google.com/spreadsheet/ccc?key=0Aj1610-nt0u4dDlOS2FOd1huS3E4N1VBZEIzeFZCWFE&usp=sharing 

 

Here are the survey results from 5 respondents who took it during the PCI on March 25, 2014

PresurveyTESOLpci8Responses.pdf

If there are more respondents during the conference I'll post a second chart below

 

Example of survey technique used with students

Here's an example of using this technique with students who worked from a grammar exercise in their textbook

https://docs.google.com/forms/d/1_qEC4Zb-qAgU7VXL2z_oYj4ja73bAErB4Yhf67mnTCk/viewform#start=openform

and their responses

 

SMALL, Social Media Assisted Language Learning or Social Media Assisted Lifelong Learning

Stevens, Vance. Connectivist learning: Reaching students through teacher professional development. Permission to cite from this work in progress denied pending action on submission to APACALL publication. Available for viewing: http://tinyurl.com/small2014

Learn more:

Vance Stevens is presenting on "Learning2gether with EVO MultiMOOC and SMALL" at the EV Classic Fair

Saturday March 29, 2014: 10:00 to 10:50 PST in the Electronic Village

That session is being webcast on Blackboard Collaborate (Elluminate) from 1800 -1850 GMT

http://learningtimesevents.org/webheads/

and the recording will be archived at http://learning2gether.net 

 

The first MOOC was conceived in 2008 as a model of connectivist learning theory. Its proponents George Siemens, Stephen Downes, and Dave Cormier almost inadvertently seeded a revolution in re-thinking how we conceive learning in a highly networked digital age. Since then, MOOCs have tended to fall between two extremes which have come to be known as cMOOCs and xMOOCs. These are differentiated in part in the way they approach their subject matter; i.e. the degree to which they expose participants to the chaos they are likely to encounter in the real world, and the degree to which they engage learners in resolving that chaos. This part of the workshop examines what MOOCs can teach us about the role of chaos in our own learning, and suggests how we can apply MOOC models to our contexts of facilitating our students’ learning, and in learning from one another in our ongoing professional development.

 

 

http://goodbyegutenberg.pbworks.com/

 

Develop plans

Develop plans to integrate CALL/digital tools in their educational settings based on information presented in the workshop with guidance and modeling from presenters

 

From teacher networked learning to transformation in your classroom from Vance Stevens

 

Flipping your classroom

 

According to Wikipedia, http://en.wikipedia.org/wiki/Flip_teaching 
the HISTORY of flipped classroom begins here

  • The classroom flip by j. Wesley baker is in a collection of papers published on ERIC 
    http://eric.ed.gov/?id=ED440975

    "Baker presented "The classroom flip: using web course management tools to become the guide by the side" at the 11th International Conference on College Teaching and Learning. Baker's article presents the model of classroom flipping."
  • It looks like the Kahn Academy might have been the first to have institutionalized flipped classroom: "In 2004, Salman Khan began to record videos at the request of a younger cousin who felt that recorded lessons would let her skip parts she had mastered and replay parts that were troubling her. Khan’s model essentially provides one-to-one tutoring. Khan Academy videos are used as part of some educators' flipped teaching strategy."


You can find more details at the Wikipedia article. The idea for the flipped classroom was well entrenched when on Sunday, June 10, 2012 - Laine Marshall came on Learning2gether to present 'Three reasons to flip your classroom'
http://learning2gether.net/2012/06/11/learning2gether-with-laine-marshall-three-rea/ 

Ways to flip your classroom, modeled here

 

Spontaneous Hangout Recordings

 

We set up two Hangouts on Air (HoA) during our PCI events

 

These two hangouts were recorded spontaneously in one of the renditions of my part of the PCI session.  I'm not sure in the video why you can't see the other hangout windows. At some point we show the iPad which was also in the Hangout, and you can see the other Hangout on Air windows fleetingly on its screen, and at the beginning of the snippet I point on the PC to a window (the iPad) that was there on the screen though you can't see it in this recording.

 

 

More F.U.N. with another group of participants but this time the iPad Hangout app was not offering me the new Hangout I had just started, so it was just the 4 of us, and last round of my part of the PCI in a long day :-)

 

 

 

More examples and sample form triggered by QR Code to appear here shortly

 

 

Focus on digital tools

Focus on what digital tools to implement, how to implement them in their individual educational communities, and how to assess the effectiveness of implementation of CALL in their educational settings

 

Tag Games

 

http://braz2010vance.pbworks.com/w/page/27944056/TagGames

 

http://www.hashtags.org/platforms/twitter/why-use-hashtags-guide-to-the-micro-blogging-universe/ 

 

Writingmatrix

 

http://writingmatrix.wikispaces.com/ 

 

Stevens, Vance, Nelba Quintana, Rita Zeinstejer, Saša Sirk, Doris Molero & Carla Arena. (2008). Writingmatrix: Connecting Students with Blogs, Tags, and Social Networking. In Stevens, Vance & Elizabeth Hanson-Smith, Co-editors. (2008). Special Feature: Proceedings of the Webheads in Action Online Convergence, 2007. TESL-EJ, Volume 11, Number 4: http://tesl-ej.org/ej44/a7.html

 

 

Become part of a community of practice

Become part of a continued CoP by contributing to a wiki containing information and links on CALL and the digital tools discussed in the workshop

 

How MOOC learning reaches students through TPD from Vance Stevens

 

Learning2gether

 

http://learning2gether.net/about/ 

 

You are welcome to join Webheads in Action

WiA was formed in 2014 as an EVO (Electronic Village Online) session http://webheads.info/

 

Nelba is a long-time Webhead and http://writingmatrix.wikispaces.com collaborator. She posted this on FaceBook as I was updating this in Portland March 26, 2014 (reproduced here with her permission). This is one of many such testimonials on Webheads.

http://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are 

 

Here are some publications over the years relating to the Webheads community of practice

 

  • Proposed book chapter - Stevens, Vance. Connectivist learning: Reaching students through teacher professional development. Available for viewing: http://tinyurl.com/small2014
  • Yilmaz, B, and Stevens, V. (2012). Webheads in Action: A community of practice scaffolding multiliteracies skills in teacher professional development. Writing & Pedagogy 4,1:135–146. Full text available.
  • Stevens, Vance. (2010). Webheads and Distributed Communities of Practice. Global Neighbors: Newsletter of TESOL's English as a Foreign Language Interest Section, EFLIS News March 2010 Volume 9 Number 1: http://www.tesol.org//s_tesol/sec_issue.asp?nid=2994&iid=13069&sid=1,
    • The full article is called EFLIS Academic Session 2009. Global and Local Perspectives: Evolving Communities of Practice in EFL, by Suresh Canagarajah, Vance Stevens, Takako Nishino, and Jane Hoelker.
    • The article comes from a paper delivered at the March 2009 TESOL Conference in Denver. It was submitted in October 2009 to the TESOL EFL IS Newsletter, as part of a summary of the EFL Academic Session there, and my draft of that submission is here: http://tinyurl.com/vance2009denver.
  • Stevens, Vance. (2007). Webheads as agents of change in overlapping clouds of distributed learning networks. APACALL Newsletter 11, pp. 3-8. Retrieved December 18, 2007 from: http://www.apacall.org/news/Newsletter11.pdf.
  • Stevens, V. (2004). Webheads communities: Writing tasks interleaved with synchronous online communication and web page development. In Leaver, B. and Willis, J. (Eds.). Task-based instruction in foreign language education: Practices and programes. Georgetown University Press. pp. 204-217.
    • There is a full text of a late draft of my article here, though references are not included: http://vancestevens.com/papers/webheads/taskbase_ch10june192003.htm 
    • An earlier version has the references, and also images that were intended to illustrate the article: http://vancestevens.com/papers/webheads/taskbase_full.htm 
    • Here is a Commentary: from the Linguis list, May 2005. AUTHORS: Leaver, Betty Lou; Willis, Jane R. TITLE: Task-Based Instruction in Foreign Language Education SUBTITLE: Practices and Programs PUBLISHER: Georgetown University Press YEAR: 2004 "CHAPTER TEN: Webhead communities: Writing tasks interleaved with synchronous online communication and web page development (Vance Stevens) Another instance of virtual classroom implementing writing tasks is described in this chapter. The author reports activities of groups of learners and teachers involved in online writing practices. The writing tasks were aimed at purposeful interaction and technology was a vehicle of implementing pedagogical principles not the driving force. The author's initiative for conducting an online writing and grammar course is reported to have been the starting point of this community of online writers called Webheads. The group interactions involved various topics including projects on which teachers interacted and themes and tasks of interest to learners. Cost, ease of use, multicasting capability, and cross platform adaptability were the criteria in selecting the tools for computer mediated communication. Email groups, web pages, and synchronous chat were the major modalities of interaction and implementation of tasks. After a brief discussion on evaluation and in the conclusion section the author mentions lowering affective obstacles and promoting a sense of community as the main message from the project and recommends that the model be applied in other situations. In an appendix some technology related issues are dealt with.
  • Stevens, V. and Altun, A. (2002). The Webheads community of language learners online. In Syed, Z. (Ed.). The process of language learning: An EFL perspective. Abu Dhabi: The Military Language Institute. pp. 285-318. 2001mli_stevens-altun2mb.pdf. There is a pre-publication version of this paper at http://sites.hsprofessional.com/vstevens/files/efi/papers/t2t2001/proceeds.htm
  • Stevens, Vance. 1999. Writing for Webheads: An online writing course utilizing synchronous chat and student web pages. A paper submitted for the 4th Annual Teaching in the Community Colleges Online Conference: Best Practices In Delivering, Supporting & Managing Online Learning, April 7-9, 1999 - http://sites.hsprofessional.com/vstevens/files/efi/hawaii99.html

 

A list of current and future connectivist MOOCs

http://www.connectivistmoocs.org/ 

 

and Open Culture have updated this link with dozens of MOOCs on offer for January and February, 2014

http://www.openculture.com/free_certificate_courses

 

More about MOOCs

http://goodbyegutenberg.pbworks.com/w/page/71257706/2014_MoreMOOCs 

 

 

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