Flipped Clasrroom

Department of Information Systems

Universidad de Guadalajara, CUCEA

Guadalajara, México

cinthiareyes@cucea.udg.mx

McS. Cinthia Astrid Reyes Lozano

Content

• Problem Statement

• Hypothesis

• Objetive

• Flipped classroom

• Strategy

• Activities fallout

• Instrumens validation

• Bibliography

• Addendum

PROBLEM STATEMENT• Math Competence

• Local data

Math Competence

• The National Evaluation of Academic Achievement

of Educational Centers test (ENLACE, by its Spanish

acronym) has been applied in order to know the

capacity of youngsters to apply during their real life,

the basic disciplinary competences on

Communication and Mathematics, they have

achieved during their academic trajectory.

Math Competence

• The latest results of this year on Math (applied on

April 16-18th, 2013) at High School level (1’012,952

students of 13,835 private and public schools) show

Jalisco is below the National average score with 36.0

points, which locates our students within the

elemental capacity.

Local data

Unidad de aprendizaje

Índice de reprobación calendario 13-A

Matemática y vida cotidiana I 50,33

Códigos y soporte de lectura 47,37

Educación para la salud 37,28

Elaboración de proyectos y estrategias educativas 33,33

Física I 30,04

Promoción de la lectura 30

Tecnologías de la información I 29,42

Matemática y ciencia II 28,59

Matemática y vida cotidiana II 28

Desarrollo de la empresa 26,67

Matemática y ciencia I 26,55

Precálculo 26,49

Gestión y ejecución de proyectos de educación ambiental 25

Química II 24,9

HYPOTHESIS

• Implementing a flipped classroom methodology

along with competencies curriculum has measurable

advantages over traditional math teaching.

OBJETIVE• General objective:

• Specific objectives

General objective:

• To evaluate a «flipped classroom» strategy that

combines elements of this pedagogic proposal with

competences model currently applied on High

School, on «Math and daily life I» course.

Specific objectives

• To pilot test the strategy and educative resources

designed for the course.

• To apply the strategy and educative resources for the

course during 2014A.

FLIPPED CLASSROOM• What is a flipped Classroom?

• Advantages of flipping a Classroom

• Previous tests of flipped Classrooms

• Key element of Flipped Classroom

What is a flipped Classroom?

Traditional Classroom Flipped Classroom

• Concepts are taught during class

• Homework is compound mostly of exercises students must solve at home to prove they actually understoodconcepts during class

• Homework is typically done individually

• Basic concepts are learnt at home, viaan online video prepared previously byteacher.

• Exercises are done during class, individually or collaboratively, with theteacher present as adviser.

Advantages of flipping a Classroom

• Students can review «flipped» course materials

outside of the classroom, at their own convenience.

• The wide availability and engaging format of this

type of learning content can be a powerful enabler of

learning

• Students who miss a class are bit «penalized» by

missing course content.

Advantages of flipping a Classroom

Sunday, December 1, 2013

15

• Time in class for hands-on and face-to-face learning

takes a different dimension, enabling teachers to give

advice students with issues.

• Students feel less stressed by the fact they don’t have

to solve the problems all on their own.

Previous tests of flipped Classrooms

• PhD Louis Deslauriers, from British Columbia University. Published a paper on Sciencedescribing the results with 850 undergraduate students:

• The traditionally taught group's average score was 41%, compared with 74% for the experimental group.

Previous tests of flipped Classrooms

Sunday, December 1, 2013

17

• James Szoka, perfomed research to compare the

effectiveness of two delivery models of algebra II /

Trigonometry, lecture delivery mode vs flipped on a

rural secondary American school district (51 students)

• Flipped classroom average GPA was 3.2/4 (B)

• Traditional class GPA was 2.52/4 (C+)

Previous tests of flipped Classrooms

Sunday, December 1, 2013

18

• San Jose State University has turned to a “flipped classroom” format, requiring students to watch lecture videos produced by the Massachusetts Institute of Technology and using class time for discussion: November 2012

• 85 students were «flipped» achieved 10-11 median points higher

• 2 other sections were on traditional course

Key element of Flipped Classroom

Sunday, December 1, 2013

19

• Flipped Clasroom ≠ Online videos

• Flipped Clasroom ≠ Online course

• Online videos free up time on face-to-face class time,

it is this time which makes the flipped classroom

effective.

STRATEGY• 1. As homework the student…

• 2. During class

Not done in regular

flipped classroom

Quotidian situationsketch

Splitted concept videos

Classroomactivities

1. As homework the student…

• Logs into Coracle.com: http://udg.mycoracle.com

• Watches the sketch and concept videos

• All the student actions performed with the video, are

recorded using a Tin Can API implementation.

• Registers: new vocabulary, how it relates with his

life, doubts, ideas…

• Solves very simple, related exercises [see example]

2. During class

• Shares ideas, doubts, comments on the homework

activities.

• Solves increasingly difficult exercises with a team of

classmates.

ACTIVITIES FALLOUT• 0. Defining which topics to use

• 1. Sketches and video design and recording

• Sketch (3 videos)

• Concept video (21 videos)

• 2. Setting up of website with resources + surveysand homework exercises

• 3. Pilot study of the strategy and resources

• 4. Experimentation (control + experimentation group) → Solomon groups

• 5. Data Analysis & Conclussions of experiment

0. Defining which topics to use

• Knowledge and concepts test with 2013B students

(applied)

o Triangles properties and Pythagorean theorem

o Trigonometry

o Algebra

1. Sketches and video design and recording

Storyboard example

Sketch (3 videos)

• Back to Strategy

Concept video (21 videos)

• Back to Strategy

2. Setting up of website with resources + surveys

and homework exercises

• Udg.mycoracle.com

o Tin Can API implementation

o Translation of the plaform to Spanish (590 texts)

• Onlinesurveys.com

• Google docs

3. Pilot study of the strategy and resources

• Third semester students study trigonometry as well

prior to sine and cosine laws. Half of the group will

recieve the flipped classroom version of the topic, and

half of the group will have a regular class.

• Both groups will complete a Likert Scales survey on

motivation on math and class/resources grading from

their point of view.

4. Experimentation (control + experimentation

group) → Solomon groups

• Diagnostic test of concepts and knowledge (applied)

• Motivation type test (applied, 2 samples)

• 3 consecutive topics taught using the proposed

strategy (May, 2014)

• Qualitative test of resources and strategy (May, 2014)

• Concepts and knowledge test (May, 2014)

5. Data Analysis & Conclussions of experiment

• June, 2014

o Option 1 - Paper submission (July, 2014):• Educational Researcher (Impact factor: 2.779)

o Option 2 - 2014 ISIS – Orlando International Multidsciplinary Academic Conference: Promoting Global Progress and Excellence in Academia (July, 2014)

o Option 3 – AcademiaJournals Chiapas (http://chiapas.academiajournals.com/)

o Thesis writting (August, 2014 - )

INSTRUMENTS VALIDATION• Concept and knowledge tests + Likert scales tests

• Motivational test

• Strategy and resources evaluation

Concept and knowledge tests + Likert scales

tests

• Experts review + field test

• Cronbach alfa:

o Selection of topics: 0.78

o Diagnostic test: 0.78

(Santos, 1999)

Motivational test

• Likert scales based on MES (Motivation and

Engagement Scale – High School, by Andrew Martin

PhD, Australia)

• Likert scales based on Student Engagement

Instrument by University of Minnesota

Strategy and resources evaluation

• Likert scales based on MSP, Motivation Assesment

Program: Motivation on Math, Michigan University

BIBLIOGRAPHY

• Deslauriers, L., Schelew, E., & Wieman, C. (2011).

Improved learning in a large-enrollment physics

class. Science (New York, N.Y.), 332(6031), 862–864.

doi:10.1126/science.1201783

• Szoka, J. (n.d.). Measured Results Demonstrate

Enhanced Learning Outcomes in the Flipped

Classroom. Retrieved from

http://www.emergingedtech.com/2013/05/measured-

results-demonstrate-enhanced-learning-outcomes-in-

the-flipped-classroom/

• Perrenoud, Ph. (2000) Dez Novas Competências para

Ensinar, Porto Alegre, Artmed Editora.

• Bergmann Sams (2012), Flip Your Classroom: Reach

Every Student in Every Class Every Day

• YouTube/Tin Can Tech Tips; as seen on 30th of

March 2014;

http://tincanapi.com/2013/08/28/youtubetin-can-tech-

tips/

ADDENDUM• Tin Can API implementation

Tin Can API implementation

• We will need to make a call to swfobject.embedSWF(). Note here that we will pass in a few parameters and attributes like params = { allowScriptAccess: “always” };. This is what my function looks like. Note that I pass in the id (ytapiplayer) where I want the player located.

• swfobject.embedSWF("http://www.youtube.com/v/" + videoID + //initial video to load "?enablejsapi=1&playerapiid=ytplayer&version=3", "ytapiplayer", "800", "500", //initial width and height of player "8",null, null, params, atts);

• Next, we will want to track when this player changes state (loaded, playing, paused, finished, etc). We should at the very least have functions in our JavaScript named onYouTubePlayerReady and onPlayerStateChange. The first is called when the player is loaded. In this function, we need to add the state change event handler.

• function onYouTubePlayerReady(playerId) { ytplayer = document.getElementById("myytplayer"); ytplayer.addEventListener("onStateChange","onPlayerStateChange"); //player loaded //do some stuff here if you want! }

• The second function will be called every time the YouTube player changes state, and in turn

these states can be used to track specific interactions and events. My onPlayerStateChange

looks very simple but it’s able to capture some pretty important data.

• function onPlayerStateChange(newState) { switch (newState) { case

(YT.PlayerState.PLAYING): videoStarted(); break; case (YT.PlayerState.PAUSED): if

(lastPlayerState == YT.PlayerState.PLAYING) { videoWatched(lastPlayerTime,

ytplayer.getCurrentTime()) } else if (lastPlayerState == YT.PlayerState.PAUSED) {

videoSkipped(lastPlayerTime, ytplayer.getCurrentTime()); } videoPaused(); break; case

(YT.PlayerState.ENDED): videoEnded(); break; case (YT.PlayerState.UNSTARTED): break;

} lastPlayerTime = ytplayer.getCurrentTime(); lastPlayerState = newState; }

From here, we can call videoStarted, videoPaused, and videoEnded. These send very simple

Tin Can statements (see http://rusticisoftware.github.io/TinCanJS/). We also keep track of the

player’s previous time and state. This lets us send some meaningful statements about what

parts of the video the user watched, and which parts were skipped over.

Q&A

Department of Information Systems

Universidad de Guadalajara, CUCEA

Guadalajara, México

cinthiareyes@cucea.udg.mx

McS. Cinthia Astrid Reyes Lozano