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KSR TEACHING MATTERS

Flipping Lectures!

with guest

Dr. Geri Ruissen

November 7, 2023

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The University of Alberta, its buildings, labs, and research stations are primarily located on the traditional territory of Cree, Blackfoot, Métis, Nakota Sioux, Iroquois, Dene, and Ojibway/Saulteaux/Anishinaabe nations; lands that are now known as part of Treaties 6, 7, and 8 and homeland of the Métis. The University of Alberta respects the sovereignty, lands, histories, languages, knowledge systems, and cultures of First Nations, Métis and Inuit nations.

TRC Report to Community Dashboard

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"To start things off in a good way, the territorial acknowledgment should be said by the first person who speaks at the event … It should come immediately to give grounding to everyone in that space … You need to let people know where they're seated, where they're learning and where they're breathing-setting the stage to say, 'This is the space in which we sit, let's acknowledge that’ … I would like for people to be able to acknowledge the land on which we are gathered, that comes from the heart."

Shana Dion

Assistant Dean, Indigenous, Student Services - Dean of Students Administration

“How to do a territorial acknowledgment.”

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Welcome !!!

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    • Introductions

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    • Important references & resources

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    • The Flipped Classroom Design & Flipping Lectures

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    • Open Q&A

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KSR Undergraduate Instructor

Support Resources

1) CTL - Centre for Teaching & Learning

  • Support for Teaching - see this link
  • Active Learning Ideas for Large Classes Webinette - see this link
  • Request a Consultation - see this link

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2) Queen’s University

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Flipping Classrooms:� What, why and how?

Dr. Geri Ruissen

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Agenda

    • What is a flipped classroom?
    • Why might you consider using a flipped classroom?
    • Barriers to implementing a flipped classroom.
    • Case study: KIN 109 as a flipped course.

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The flipped classroom, from�“Sage on the Stage”� to �“Guide on the Side”

(King, 1993)

King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30-35. https://doi.org/10.1080/87567555.1993.9926781

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Self-pacing

Lecture is reduced to more digestible chunks, preventing cognitive overload (Karaca & Ocak, 2017)

Student-centered

Increases learner autonomy and enjoyment (Dove, 2013)

Why go flipped classroom(FC)?

In-Class Activites

Instructor perceived as more approachable and promotes collaboration among peers

(Chiou et al. 2014; Waples, 2016)

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Barriers to Implementing FC

Student Concern

Not being able to ask questions when viewing lectures (Lape et al., 2014)

Front-end work

Creating lectures and in-class activities (Niemi, 2002)

Student Concern

Heavier Workloads

(Lape et al., 2014)

Redundancy

Courses with a lab-based component already.

“Binge watching”

Ahead of important deadline (Beatty et al., 2017)

“Tech-quity”

Dependence on PED

(Sulecio de Alvarez & Dickson-Deane, 2014; but see Altemueller & Lindquist, 2017)

Sulecio de Alvarez, M., & Dickson-Deane, C. (2018). Avoiding Educational Technology Pitfalls for Inclusion and Equity. TechTrends, 62(4), 345–353. https://doi.org/10.1007/s11528-018-0270-0

Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), 341–358. https://doi.org/https://doi.org/10.1111/1467-8578.12177

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Case Study:�Flipping Statistics

(students view: F!*#ing Statistics)

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(Hogg, 1991, pg. 342)

“students frequently view statistics as the worse course they take in college”

Hogg, R. V. (1991) Statistical Education: Improvements are badly needed. The American Statistician, 45(4), 342-343.

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Barriers for nonmath majors

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“Little practical value”

(Slootmaeckers et al., 2014)

Maths anxiety

(Emmioglu & Capa-Aydin, 2012)

Struggle to prepare

(Wilson, 2013)

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Pacing

Lecture at the right tempo and keep content suitable (Fulton, 2012)

Engagement

Particularly 8 AM lectures…

Barriers for teaching introductory statistics

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6.9% (95% CI [3.7,10.9])

Improvement in final exam.

Hedge’s g = 0.43

Moderate-sized effect.

Invariant

Across class size (range 20 -483 students) and fields.

Farmus, L., Cribbie, R. A., & Rotondi, M. A. (2020). The flipped classroom in introductory statistics: Early evidence from a systematic review and meta-analysis. Journal of Statistics Education, 28(3), 316–325. https://doi.org/10.1080/10691898.2020.1834475

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6.8%

(95% CI[2.1, 11.5])

However, moderated my weekly assessments.

Farmus, L., Cribbie, R. A., & Rotondi, M. A. (2020). The flipped classroom in introductory statistics: Early evidence from a systematic review and meta-analysis. Journal of Statistics Education, 28(3), 316–325. https://doi.org/10.1080/10691898.2020.1834475

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Demonstration�

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In-Class Activities�(e.g., Calculating and interpreting central tendency)

Instructions:

Below are data from 14 U of A students about the total number of hours they slept on Tuesday and Saturday nights. The data is fictitious, but it does reflect real sleep patterns for U of A students. Before calculating anything, review the data for both nights of sleep to gain an idea of how you might describe the data in words and whether there is a pattern to the data. Once you have a general idea about the data, calculate the mean, median, and mode for hours of sleep on Tuesday and Saturday nights, and answer the questions that follow.

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Sample Activity Questions:

  1. Calculate the Mean, Median, and Mode separately for the number of hours slept on Tuesday and Saturday nights. (Remember to round the values to two decimal places.)
  2. Is the Mean a good representation of the data for Tuesday night? How about for Saturday night? Does the mean give you a good sense of what the data are like? Why or why not?
  3. In general, what do you notice about the difference between the amount of sleep U of A students seem to get on Tuesday versus Saturday nights?

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This activity supports the following module learning outcomes:

  • Compute the measures of central tendency.
  • Interpret the measures of central tendency.

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In-Class Activities�(e.g., Calculating and interpreting descriptive statistics)

  • Mini-Assignment (2%)
    • Based on 3 Modules
      • Visually Describing Data (Data Viz)
      • Forms of Central Tendency
      • Forms of Variability
    • Clean, Visualize, Analyze & Interpret – simulated data.
  • 8 Mini-Assignments over the course of the semester.

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This activity supports the following course learning outcomes:

  • Use JASP (statistical software) to organize data and analyze and interpret statistics.

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KIN 109 Assessment

PsychLearn Modules

Due Monday before each new module

1% Each (Completeness and Correctness).

Best 10 of 13

Midterms/Finals

MC/Short Anwser

3 X 0-15% Midterms

1 X 35-50% Final

(Correctness; Reasoning)

If Final % > Midterm %, then automatic reweighting of one midterm

Mini-Assignments

Using JASP. Should be able to complete during in-class activity (but deadline 24hr after).

2% Each (Correctness)

Best 5 of 8

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Share …

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Thoughts!

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Questions?

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Join the next

KSR Teaching Matters Session:

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“How do you grade?”

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Tuesday, November 28

12:30 – 1:30pm

VVC 2-210

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Thank you!

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Please reach out.