Submission Type
Event
Abstract
My experience with flipped learning this past year in a second-year physics course was frankly, disorienting, but in the best sense of the word. Instead of lecturing to introduce new content, I asked students to use the course text and online resources for an introduction to and an explanation of content and techniques, including readings with the help of podcast reading guides. We then used class time to work on problems and address questions. Flipping a classroom has much in common with other popular and effective pedagogical techniques, (i.e., Just-in-Time-Teaching and Peer-Learning.) They all leverage what we know from cognitive science about how people learn. In this context, the importance of being intentionally active in a multi-dimensional learning space that spans individual and group work and interactive introductions of new material and skills with feedback became amplified. The results highlight both the opportunity and limits of MOOCs in our efforts to expand blended learning opportunities for college students.
We apologize, but no recording of this presentation is available. Slides have been posted in PDF format.
Location
Thomas 110
Start Date
5-21-2013 9:00 AM
End Date
5-21-2013 10:15 AM
Experimenting with "Flipping" the Classroom
Thomas 110
My experience with flipped learning this past year in a second-year physics course was frankly, disorienting, but in the best sense of the word. Instead of lecturing to introduce new content, I asked students to use the course text and online resources for an introduction to and an explanation of content and techniques, including readings with the help of podcast reading guides. We then used class time to work on problems and address questions. Flipping a classroom has much in common with other popular and effective pedagogical techniques, (i.e., Just-in-Time-Teaching and Peer-Learning.) They all leverage what we know from cognitive science about how people learn. In this context, the importance of being intentionally active in a multi-dimensional learning space that spans individual and group work and interactive introductions of new material and skills with feedback became amplified. The results highlight both the opportunity and limits of MOOCs in our efforts to expand blended learning opportunities for college students.
We apologize, but no recording of this presentation is available. Slides have been posted in PDF format.
Comments
Elizabeth F. McCormack is a professor of physics and department chair at Bryn Mawr College. She served as Chair of the Faculty 2006-2007 and Dean of Graduate Studies in 2008-2011. She received her BA in astronomy and physics from Wellesley College in 1983 and her Ph.D. in physics from Yale University in 1989. She was a Postdoctoral Research Fellow and Physicist with the Laser Photophysics and Photochemistry program at Argonne National Laboratory before joining the faculty at Bryn Mawr College in 1995. Her research focuses on fundamental aspects of molecular excited state-structure and dynamics using a variety of laser spectroscopy techniques, and has been supported by NSF and NASA. In 2005 she was elected a Fellow of the American Physical Society and in 2007 received the college's McPherson Award for Excellence. She currently serves on the Board of Advisors to Project Kaleidoscope, which is working with the AAC&U to share and promote effective approaches to undergraduate STEM education.