Week 2 - The Flipped Classroom
- beesleyferguson
- Jun 6, 2020
- 2 min read
Updated: Jun 7, 2020
I would say that the majority of the first module of this course would be classified as flipped classroom – we consume the learning material during the week and then discuss and question it during the Friday webinar. On the graphic design MA I am now a tutor of structures it’s learning in a similar fashion, with content during the week and then a webinar. The learning material comes in various forms – video, online and book references, plus questions and a weekly workshop challenge, the output of which is normally some form of design. In the past, I have produced video lectures for the course, which are now used every time the course is repeated. The canvas platform guides the students through the given material, then gives them their weekly challenge, which they need to research and develop independently. They can share ideas and interact with their peers and myself during the week to help them refine their design concept, then we use a portion of the webinar to discuss their work.
This approach helps the students discover areas of design they won’t have scrutinised before, and with the input of their peers and myself they can be inspired even further. This is a design course, so it is practical, but as it is an MA is must be supported by the academic. The majority of the students have jobs, families and other commitments so that is taken into account when writing the content and briefs. But by having the course online it allows for flexibility of how and when the students complete the tasks.
I hope to copy Dario’s workshop webinar from the end of the last module, as I thought it was a very positive way of helping the students solidify the learning from the week, keeping their learning active rather than passive.
----------------
Notes on Katie Gimbar’s videos
Allows for webinar time for effective differentiation. Get the content they need for the session beforehand. Can work at their own speed. Learn the concepts out of the classroom, allowing students to use the content and push it more with the tutor’s aid.
Get the students to answer questions before the webinar, to share and discuss their answers in the session.
A lecture style approach doesn’t necessarily help all student levels. No ability to pause, rewatch etc. learn at their own pace.
Notes on Aaron Sams’ video
Project based learning. Learn content while completing the project.
“Guide on the side, not the sage on the stage” 6min in
Give the students the control and ownership of their learning.
Notes on Andy Peisley’s video
Integrate with the online activities and the other aspects of the module. The LOs, the module and the assessment.
Don’t get hung up on quality of the online production value. Keep it simple! Use your time well.
Focus on the content, structure and aims
Consider the different needs of the students.
Make the content usable and engaging for the students.
Keep the rest of the staff engaged.
Consider the timing of the project and activities. Use existing facilities to make your life easier.
Comments