infoliterati

for librarians, researchers and educators interested in information management

“Flipped classroom”

Screen Shot 2016-06-08 at 3.12.05 pm

In the first semester this year I tried out the flipped classroom model in the library studies unit I was teaching.

Instead of boring the students each week while I rambled on at them, with little or no interaction and eyes glazing over, we spent our precious time together doing fun activities, group work, talking with invited guests, having lots of discussion …

Each week I created a video recording covering the main points of the week’s topic and providing short demonstrations of some useful learning technologies, which essentially supplemented the written lecture notes.  The videos, which were very informal, proved a good way to engage with online students as well, and I tried to come up with equivalent online activities that students could try from home.

For someone like me who doesn’t enjoy lecturing or presenting, the flipped classroom model was perfect.  We had meaningful, quality interactions together and it was just great.

The flipped classroom:  “a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.”

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3 comments on ““Flipped classroom”

  1. Ruth Baxter
    June 8, 2016

    Great point Karen about how this model benefits those lecturers who don’t enjoy lecturing, as well as the students.

    • Karen
      June 9, 2016

      hi Ruth, thanks for your comment. Yes, that particular benefit only occurred to me as I was writing the post. For some reason I don’t seem to mind speaking to an invisible audience via my laptop, which is like a good friend.

      • Ruth Baxter
        June 9, 2016

        Whereas I trail off frequently when speaking into a laptop, unable to keep track of how my audience is responding

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This entry was posted on June 8, 2016 by in cartoons.
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