A popular concept in education, which is reviewed on Inside Higher ED’s website, is the idea of a “flipped classroom.” The basic definition of a “flipped classroom,” which varies depending on your source, is that the typical lecture and homework elements of a classroom are reversed. This means students would listen to a pre-recorded lecture at home and do homework in the classroom. Several different business models and organizations already promote this idea, like the well-known Khan Academy non-profit model, but is this model optimal?
Don’t get me wrong; the “flipped” model has its benefits. (1) Students can go through the material at their own pace in a comfortable environment. This approach allows students who blaze through the material to be more efficient with their time and less confident students to spend as much time as they need to understand the content. (2) Students who are struggling with a problem or concept in class can ask an instructor for assistance who will guide them to the answer. Speaking from a student perspective, it is much easier (and memorable) to have an instructor work with you to solve a problem than it is consulting a textbook or searching for the answer online. (3) Plenty of opportunity to discuss and compare approaches with other students while in class. Students often solve problems and run into the same issues while working through problems. It can be very helpful and time efficient to collaborate with other students to achieve I higher degree of understanding. These benefits all contributes to a greater understanding of the content and a stronger awareness of troublesome areas that require greater attention.
So why hasn’t everyone adopted this model? Simply put, it’s in our human nature to resist change. The traditional method of suggesting material to read over before class, lecturing during class, and assigning homework after class has been in place for centuries. This traditional “teacher experience,” arguably, can never be replaced. As a student, one fatal flaw I’ve experienced in the current system occurs at home. I often find it difficult to concentrate and motivate myself to read from a textbook or learn a new topic that doesn’t particularly interest me, especially if the content isn’t specifically brought up in class. I relate this experience to a chore I never liked doing, but is required for a greater cause, like my parent’s satisfaction (or graduation). Of course, it isn’t a perfect system, but we implement support initiatives to redeem its shortcomings. Many of these initiatives mirror the benefits of the “flipped classroom,” for example Academic-Zone’s personalized online approach. Lecturing for more than 50 minutes may not maintain student attention and be effected by diminishing marginal returns. However, the lecture still plays an important role in highlighting the key information in a mountain of text. Instructors also make themselves available after class to clarify information.
Similar to the article written by Pamela E. Barnett, a potential solution would be an integration of both systems. Taking the best of both models with the help of modern technology can improve the effectiveness of teaching. For example, having a short lecture, in-class exercises, and relevant online material/assessment could be a possible layout for the lectures of tomorrow. With this model, we have the opportunity to try a new approach and personalize learning for students of the 21st century.
What are you thoughts?
– Do you think this “flipped classroom” model could work?
– Would it be easier for students to learn information using this model?
– How about instructors to teach?
I look forward to your opinion!
Posted in Innovation in Education
Tagged Academic-Zone, academics, Classroom, College, Education, Innovation in Education, instructors, Learning, online learning, Professor, Students, Technology, University
Math. It’s a word that strikes fear into many students. Whether or not you’re a math major, at some point you may have to use math in post-secondary. For example, Sociology students are required to take a course on statistics, but it may have been years since they’ve taken a Math course.
At Academic-Zone, we approach this challenge with our online Numeracy-Zone module. The module is broken down into four topics: Calculations, Statistics, Algebra, and Equations & Lines. Mathematical concepts are explained using real-life examples and the module’s easy-to-navigate design allows students to explore based on their own needs and interests. Math is learned through doing, and our modules provide students with many opportunities for practice through interactive exercises and quizzes.
There are many different ways to effectively teach math. One approach is through the use of games. In an article on Forbes, Stanford Mathematician, Dr. Keith Devlin, explains why video games are the perfect way to teach math. He explains that math is not something you know, but rather an activity that you do. He argues that games encourage students to do, by providing challenges and rewards.
What are your thoughts on the use of games as a tool for teaching math? What other strategies do you use to teach or learn math concepts?
Check out the full article on Dr. Keith Devlin here.
Posted in Best Practices, Innovation in Education, Products
Tagged academic support, Academic-Zone, E-Learning, Education, Games, Innovation, Innovation in Education, Interactive, Learning Resources, learning support, Math, Numeracy-Zone, Resources, Students, Technology
Is it possible for technology to replace teachers? Some people view it as a strong possibility, while others believe teachers won’t be replaced any time soon. As technology continues to evolve, it may seem as though the possibility of teachers being replaced by technology and online learning is becoming more and more likely.
However, an article on the Huffington Post explains why this won’t be happening. “Technology Will Not Replace Teachers” provides some insight on why teachers are irreplaceable. It talks about how technology is only a supplementary tool to enhance or improve on current teaching methods, and is not a lesson on its own. The author brings up a very interesting point, mentioning that with this increase in technology in the classroom, there is a greater need for teachers. He explains that teachers are needed to figure out how technology works for each student based on their individual needs, and where its use is most appropriate.
The article ends off with an intriguing statement:
“A computer can give information, but a teacher can lend a hand, or an ear, and discern what’s necessary for a student to succeed, and to want to succeed.”
Do you think teachers can be replaced by technology? Why or why not?
For more reading on this topic, check out the original article here.
Posted in Innovation in Education, Uncategorized
Tagged academics, Classroom, E-Learning, Education, Innovation, Innovation in Education, learning support, Online, Students, Teaching, Technology
Has the time come to abandon binders and the whole concept of handwritten notes? In a recent post by the Canadian Education Association, one instructor gives his thoughts on this matter. “Let’s Ban the Binder” discusses why we need to move on from the traditional methods of having students copy out notes or keep copies of handouts towards the use of more collaborative learning practices. It touches on how exploring of modern tools and technology should be emphasized, rather than having students simply review notes in preparation for tests.
Do you think it’s time to abandon the traditional methods of teaching and learning? What role might technology play? In your opinion, are there factors that stand in the way of change? Share your thoughts!
An intriguing quote:
“If we believe that creativity is more important than regurgitation, that inventiveness is of greater value than memorization, that learning is more experiential than observational, then we must engage students in thinking beyond pen, ruler and paper.”
Click here for the full article.
Visit the Canadian Education Association website for more.
Posted in Best Practices, Innovation in Education
Tagged academics, adaptive learning, E-Learning, Education, Innovation, Innovation in Education, interactive learning, Learning, Student Development, Teaching, teaching practices, Technology
“Students are ready to use their mobile devices more for academics, and they look to institutions and instructors for opportunities and encouragement to do so.”
This key finding from a recent study conducted by the EDUCAUSE Center for Applied Research (ECAR) provides insight on students’ experiences and expectations when it comes to the use of technology in their courses. The article, “ECAR Study of Undergraduate Students and Information Technology, 2013”, raises many interesting questions. How exactly will mobile devices be used in courses? Will students actually use their devices for academics, or will they simply be a distraction? How can instructors monitor who’s using their mobile device for academics and who’s not? Let us know what you think!
Check out the full article here.
Posted in Innovation in Education
Tagged academics, E-Learning, Education, Innovation, Innovation in Education, Interactive, Learning, Students, Teaching, Technology, Technology in Education
I came across an article earlier today on how technology will change education. The article provided insight on how technology has changed almost all aspects of our lives. It goes on to state that education has always revolved around a teacher formally instructing students in a classroom setting, but with the emergence of interactive, adaptive learning software, technology could dramatically change the entire learning process. This relates to my recent post about how online learning allows students to be more self-directed and learn at their own pace, as opposed to an instructor’s pace. Although there are barriers to the use of technology in education, I agree with the author, in that it is very likely the implementation of educational technology will increase and expand sooner rather than later.
What are your thoughts on the use of technology in education? How do you think education will be impacted over the next few years? I will leave you with one quote from the article that really stood out to me and leave the rest of the reading to you,
“We very well may be at the cusp of a revolution in education based on technological change.”
Click here for the full article.
Posted in Best Practices, Innovation in Education, Perspectives
Tagged academics, Education, Educational Resources, Innovation, Innovation in Education, Learning, learning support, Online, Post-Secondary, Resources, Students, Teaching, Technology
This is a very interesting article! The post showcases an instructor’s strategy of creating YouTube videos as online resources for her students. She discusses the benefits and setbacks of providing an online lesson to students. The post compares the pace of teaching face to face to the pace of teaching online or online resources. When teaching face to face, the instructor typically sets the pace of the lesson based on personal preference, timeframe, and students’ note-taking speed. An online resource or lesson, however, allows the student to control the pace through pausing and resuming. I believe students often have a hard time keeping up with professors.
Academic-Zone sees the benefit of self-directed learning and provides students with online resources that allow them to work at their own pace and improve their academic writing skills inside and outside the classroom. What are your thoughts? For more reading on this topic, check out the original article.
Posted in Innovation in Education, Professors' Perspectives, Uncategorized
Tagged academic support, Academic-Zone, academics, E-Learning, Educational Resources, Innovation in Education, Online, Resources, Technology, University
Members of the Academic-Zone team will be attending the 2013 LSAC National Conference. This year’s event runs from May 22 to 24 at Kwantlen Polytechnic University (Richmond Campus). The conference theme is The New Face of Learning: Transforming Lives. Lives are transformed through learning in many different ways, the conference looks to capture a variety of the different techniques used to bring this theme to life. The conference schedule is packed with a variety of interesting workshops, tech-talk presentations, poster sessions, and keynote speakers; all illustrating different ways to transform lives through learning.
“Transforming lives is incremental, not climactic. It begins and is propelled by all members of the learning community striving towards common goals, while working with diverse, creative, critical and reflective students.”
Academic-Zone will be leading two presentations during the conference. Margaret Groombridge, Assistant Manager Learning Services and Sue Guenther, Senior Learning Skills Instructor, will be leading a Tech-Talk Presentation discussing Learning Skills Technology to Create Strong Learning Partnerships. Paul Hacking, Sales Specialist/ Customer Service Administrator will be complementing the tech-talk with a webinar presentation to demonstrate the Academic-Zone modules and further discuss the benefits of implementing online educational resources into the classroom.
- Preconference workshops for focused and extensive attention to specific topics of interest for learning strategies
- A conference structure designed to facilitate networking with educators from around the world through colleague clusters, special interest group sessions, roundtable discussions, and social events
- Featured session with representatives from around the globe
- Opportunities to learn about the varied cultures of worldwide higher education
- Commercial and nonprofit exhibitors whose products and services support student success
If you would like more information on the date and time of the Academic-Zone presentations, please contact us at email@example.com.
Conference information at:
Posted in Academic-Zone Team, Innovation in Education
Tagged Academic-Zone, British Columbia, Brock University, Innovation, Innovation in Education, key note, Kwantlen Polytechnic, Learning, Learning Specialists, LSAC 2013, LSAC Conference, national conference, Technology
Two members of the Academic-Zone team will be attending the Symposium on Learning Outcomes Assessment: Practically Speaking on April 22 & 23, at the Delta Chelsea Hotel in Toronto, Ontario. The symposium gathers post-secondary instructors and educational developers from across Canada to share their experiences and expertise on the assessment of learning outcomes.
The symposium is sponsored by:
- Council of Ontario Universities
- Ontario College Quality Assurance Service
- Ontario Council on Articulation and Transfer
- Ontario Universities Council on Quality Assurance
- Canadian Publishers’ Council
The event will include numerous interactive and in-depth concurrent workshops and visual poster sessions focused on examining the learning outcomes assessment process.
Click here for more on the Council of Ontario Universities and the event
Click here to find out more about the event
Click here for the program schedule
Posted in Academic-Zone Team
Tagged Academic-Zone, april, assessment, canada, Canadian Publishers' Council, College, Council of Ontario Universities, Education, event, Innovation in Education, learning outcome assessment, learning outcomes, ontario, Ontario College Quality Assurance Service, Ontario Council on Articulation and Transfer, Ontario Universities Council on Quality Assurance, Post-Secondary, symposium, Team, Toronto, universities, University, workshops
This blog post caught my eye this morning. Engaging a student in the learning experience is more relevant today than ever before. Technology allows students to learn in so many new ways, and the positive impact it has displayed is outstanding. It is great to see that people are realizing the benefits of learning through interactive activities and games.
By Pam Krengel, President of GlobalMagic Corporation
“Tell me and I forget. Teach me and I remember. Involve me and I learn.”– Benjamin Franklin
Back in the 80’s we wanted to engage our daughter in learning. We found one featuring hand puppets, cassettes, books and an interactive game we played reinforcing what she learned. Included was a “high-tech” electronic over-sized pencil buzzing every time she answered correctly. Primitive and not very “high-tech” by today’s standards, but with various in-game stimuli provided hours of learning fun for her and us.
So how does this game-based learning translate today for your student K-12? John Dewey was an American philosopher, psychologist and educational reformer whose ideas have been influential in education and social reform. He said “if we teach today as we taught yesterday, we rob our children of tomorrow”.
Today Educators and the Technology industry have taken notice. It was reported…
View original post 211 more words
Posted in Innovation in Education
Tagged activities, Education, educational apps, experience, Games, Innovation, Innovation in Education, innovative classroom, ipad, Learning, learning with technology, modern classroom, tablets, Teaching, teaching practices, Technology