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Posts Tagged ‘faq

This is the final part of the FAQ on flipping that originated from two seminars I conducted this month. I shared part 1 and part 2 previously.

There are more questions and answers, but it is not meaningful to share all of them here because they are specific to content and context.

These questions were submitted to me via a Google Form before a seminar. Once again, I am simply pasting the answers I provided in our SG Flippers Google+ space. My replies are short partly because I might have addressed the questions during the seminar. Short answers also tend to be incomplete, so that might spark thought and discussion.
 

time by spapax, on Flickr
Creative Commons Creative Commons Attribution-Noncommercial 2.0 Generic License   by  spapax 

 
Question: On the average (from your experience), how much time does a student spend on going through the materials before coming to class?

My answer: As little as possible. Even less if they are already hard-pressed for time and if the out-of-class materials are busy work, not what they are passionate about, or otherwise not meaningful to them.

Design so that they have a clear stake in the the process and product.
 

38/365: Homework by cplong11, on Flickr
Creative Commons Creative Commons Attribution-Noncommercial-Share Alike 2.0 Generic License   by  cplong11 

 
Questions:
1. how to ensure that students do their “homework”- ie. readings?
2. when should be good moments for flipping?”

I addressed Q1 during the seminar with two ideas. I reiterate the second: Question the assumptions you have that homework helps. Focus on the different ways they learn.

Q2 is very subjective, i.e., it depends on your experience with the content. But here is what I have found to work across many academic subjects. To flip learning (not the classroom), the greyer the content, the better for flipping. Answers are not so black and white; opinions and suggestions matter.
 

 
Addendum: Two instructors caught up with me while I was decompressing at a coffee place after my second seminar. One thing we chatted about was backchannelling as a small way to flip lectures. Here are some things I have written about this topic:

I continue what I started yesterday by sharing some of my answers to questions raised before, during, and after my August seminars on flipping.

Today I focus on quick Q&A in a TodaysMeet backchannel. The questions and answers are SMS-length because that an affordance of the platform.
 

 

Is there a need to prepare students for this kind of pedagogy for this approach to work? If so how?
1:35pm, Fri, Aug 14, 2015 by ***
To ***: To summarize the answer I gave ‐ Yes, prepare them technologically and pedagogically for the approach. Anticipate their issues.
2:37pm, Fri, Aug 14, 2015 by Ashley

Can the process of learning be objectively assessed?
1:34pm, Fri, Aug 14, 2015 by **
To **: Clear-cut content might be objectively assessed, but visible thinking is subjective. Well-designed rubrics might help keep focus.
2:39pm, Fri, Aug 14, 2015 by Ashley

How to manage workload of students when they create content?
1:27pm, Fri, Aug 14, 2015 by *******
To ******* on workload. 1) Give them ownership (help them make it theirs). If they’re passionate about it, they’ll invest the energy.
2:58pm, Fri, Aug 14, 2015 by Ashley
To ******* on workload. 2) Help them manage the load with metacognition: How to plan, change plans, manage tasks, etc.
2:59pm, Fri, Aug 14, 2015 by Ashley

Students may not “believe” what the fellow students teach them. How to settle this?
1:28pm, Fri, Aug 14, 2015 by *******
To *******: Consolidate learning with strategies like whole class discussions or forum‐based critiques. Make good ideas rise to the top.
2:40pm, Fri, Aug 14, 2015 by Ashley

How to get paid if learners may learn better without teachers
1:11pm, Fri, Aug 14, 2015 by *******
To *******: By reinventing yourselves. Be mentors, models, facilitators, meddlers in the middle.
11:05am, Sat, Aug 15, 2015 by Ashley

different students have different pace of learning, can this be done efficiently on effectively for the relatively “slower” learner?
1:36pm, Fri, Aug 14, 2015 by *******
To *******: By providing variety & choice in & outside class.
11:05am, Sat, Aug 15, 2015 by Ashley

Stay tuned to Part 3 tomorrow.

I fielded questions on the flipped classroom and flipped learning during my last two seminars. I collected the questions with Google Forms, Padlet, and TodaysMeet.

I answered all the questions in the SG Flippers Community space in Google+. But I thought I should share some of the questions here on a more open platform.

One question was about the age or developmental appropriateness of flipping.
 

iPads arrive in 4th grade... by timlauer, on Flickr
Creative Commons Creative Commons Attribution-Noncommercial 2.0 Generic License   by  timlauer 

 
Question: Are Primary school students ready for flipped learning? Doesn’t it require a certain level of maturity and self-motivation?

My brief answer: The video I featured was done by Primary school students. They created and taught, which are more complex skills than passive consumption.

Maturity and self-motivation are not prerequisites to flipping; they are end results or desired outcomes. See an elaboration to a similar question I answered earlier.

More thoughts: I have encountered higher education instructors thinking that flipping is better suited for younger learners and teachers of young students assuming that flipping is better for older learners. If the question is not asked out of honest curiosity, I might be tempted to say that the question is a manifestation of an instructor’s or a teacher’s deflective mindset. My question is: What are you running away from?
 

 
Question: How do we get our “please-serve-me-on-a-platter” students ready for flipped learning?

My brief answer: With several concurrent and supporting strategies. Here are five broad ideas.

  1. Resist the urge and ease of serving. Ask more Qs than providing immediate As.
  2. Establish this as an expectation for both you and your learners. Stick to it.
  3. At strategic intervals, remind your learners (and other stakeholders if necessary) the rationales for getting them to think more actively and do more meaningfully.
  4. Design authentic work and assignments. These rarely have clear answers or are easily served.
  5. Work with other like-minded folk so that your efforts are not isolated.

This series continues tomorrow.

Today is my last day as a faculty member of NIE. I will no longer be able to use my business cards other than as an image for this blog entry or a building material for a house of cards.

nie_card
I get asked the same questions about my departure, so I present them along with my answers. If I am short of time or do not want to talk to someone, I can refer them to my blog or ask them to Google it.

Actually, no. The frequently asked questions and my repeated answers are more concise here. It will take you all of one minute to read (or zero time to ignore) as opposed to having an hour-long conversation with me.

Why are you leaving NIE?
You must be new to my blog. I outlined the push and pull factors in May.

What are you going to do next?
I am giving myself a well-earned break first. I have been working full tilt over the last few years without a real and proper break, so I need to remind myself what the smell of roses is like.

I meant: What work are you going to do next?
Answer 1: Not much. I take my rest seriously.

Answer 2: My rest involves binge learning, home repairs, and focusing on what is important, e.g., my family. It is quite a bit of work really.

Will you just answer the question?
I never just answer a question. Good questions drive learning, not answers.

That said, I will pique your curiosity further by saying that I plan on being an ETC (Education and Technology Consultant) till around the end of the year. I have already started working with schools, polytechnics, private institutions, and other organizations.

So you have not looked for another job as a lecturer, professor, or director of some group?
No, I really have not.

But I have been headhunted and courted by a few groups. It is flattering, but I have said no or concluded that the fit was not good.

Are you crazy?
A little bit.

Are you crazy?

I am not crazy. Why do you think that?
You seem to have an over-fascination with conventional work. There is more to life than that.

So you will still do something in education then?
Yes. I also want to do something TO education in whatever small way I can. If people want to pay me to do this, all the better.

Are you really leaving?
Yes. Pay attention!

I am at a loss for words. I do not know what to say.
How about you stop asking me these questions?

I just thought of one final question. Do you have any advice for me?
Yes. Change: Embrace it, ride it, manage it.

And I will see you around. I might be back to bug you sooner than you know it.

Here are some frequently asked questions (FAQs) for the written assignment. These have been asked either in person or via email. If you have any more questions, please ask by clicking on the comment link.

Must the assignment be written in essay format?
Yes. You may include figures and tables (e.g. lesson plan template), but they must support the essay.

Do I have to use the scaffold in Appendix A of the instructions?
This is up to you. You may include the statements there to guide you. But note that this will not ensure that your assignment is complete.

Must I restrict myself to the examples of cyberwellness issues given in the instructions document?
No, the topics in the example might not be relevant to the content for the e-learning week in the scenario. You should select a cyberwellness topic that is relevant to the context that you define.

Why do I need to describe the context of my cyberwellness lessons?
A series of lessons can be extremely well-designed, but if the lessons do not meet the needs of the learners or complement the content, then it is not meaningful.

The context is the reason or justification for why you have selected a particular cyberwellness topic and why you have opted to teach it a particular way.

How exactly do I submit my assignment?
You will need to submit a coversheet and the assignment itself. I will collect hard copies (printouts) of the signed coversheet and soft copies (electronic versions) of the assignments. More details will be provided in class.

THESE FAQS DO NOT APPLY TO THE JULY 2009 SEMESTER!

Here are some frequently asked questions (FAQs) for the case study assignment. These have been asked either in person or via email. If you have any more questions, please ask by clicking on the comment link.

Must the assignment be written in essay format?
Yes. While there are two episodes in the assignment, you must submit it as one concise and coherent essay.

Do I have to answer all the questions?
Yes, answer all questions in both episodes. You cannot choose which episode to address.

Do I have to include the questions in my submission?
This is up to you. You may include the questions to guide you. But note that when you submit your work to Safe Assignment, these questions will contribute to your “plagiarism” score.

Alternatively, you may use headers to organise or chunk your answers.

If I include the questions in my essay, are the questions included in the word count?
No.

Are the references at the end of the essay included in word limit?
No. Also note that references should be listed at the end of your assignment in APA format (refer to online document provided as a Resource at Session 1).

Is the word limit for each episode or the total for both episodes?
The word limit is the total of both episodes.

=== UPDATES BELOW WERE MADE FOR JAN ’09 SEMESTER ===

Should I submit cover sheet to Safe Assignment?

No, as the cover sheet is common to everyone, this will only raise the “plagiarism” count. Submit the cover page to me in class.

Can we resubmit the assignment to Safe Assignment?
No, you have only one final submission.

Unfortunately this is not a good model of how to use Safe Assignment as it is important to submit drafts to Safe Assignment, make revisions and resubmit. The service provider changed from last semester and the submission policies in BlackBoard have changed as well.

Is the copy I submit to SA the one that you will grade?
Yes.

Can I submit the assignment early?
Yes. I advise you to submit the assignments well before the deadline as you will avoid the load that is placed on Safe Assignment near the deadline. Murphy’s Law strikes most often at deadlines!

What does the “engaged learning framework” refer to?
Please refer to what you learned in Sessions 2 and 3.

Do I have to use the same ICT tools or topic as the teacher in the case study?
The topic and the tool are not the issues. Your approaches, strategies, and planning are. Put yourself in the teacher’s position and ask yourself what you would or should do.


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