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Typically, when you hear the term “flipped classroom,” you may think of K-12 education. But flipping also works for the training classroom.

In this post, I’ll be covering what flipping a classroom basically means, some of the technology that can be used in creating flipped classes, and what this means to trainers looking to integrate these ideas into their classrooms.

First, let’s look at the basics of what goes into a Flipped Classroom
The official definition of a flipped classroom, as determined by FlippedLearning.org is

“Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.”

This is a lengthy definition–but don’t let this scare you off of flipped learning!

The main thrust of the flipped classroom idea is to have learners spending more time actively doing rather than passively listening.

It’s using class time for more active learning activities.

In the typical flipped classroom, introductory material and rote activities meant to achieve lower level learning objectives are moved to “homework” and done outside the classroom prior to the class session.

This frees up class time for more interactive higher-level learning activities instead of lecturing and low-level quizzes. It also allows for immediate feedback through mentoring/coaching during activities that more closely simulate desired performance.

Obviously, there are times that it simply isn’t possible to have learners work outside of the classroom. This may be caused by a lack of technology available for all learners or, in many corporate and business cases, much of the materials may be proprietary. Also, training is often paid as hourly wages and needs to be in a controlled environment.
For these cases, we have what is known as “faux flipping”.

With “faux flipping,” the same use of technology happens. Learners are introduced to topics and provided with knowledge checks via video, audio recordings, online texts, online quizzes, etc., except that the computers being used are in the training classroom environment.

With the use of technology, this still frees up the instructor’s time and energy for more active and higher level learning activities, mentoring, and coaching. Continuing with the theme of technology being used, let’s focus on the specific types of technology that are generally turned to when flipping learning. As I mentioned earlier, technology’s main role in the flipped classroom is to take on the lower level learning activities, freeing up the instructor’s time and energy for higher-level ones.

You may be wondering what I mean by “lower-level” or “higher-level”. Let’s look at Bloom’s Taxonomy pyramid.

bloom_taxonomy

Bloom’s Taxonomy pyramid (from Wikipedia Commons)

On the pyramid, the lower level learning activities have to do with simply understanding and remembering with some application. These activities can be handled simply through online technologies that we already have.

Higher level learning has to do with analyzing, evaluating, and creating—the problem-solving abilities many of our learners will be called upon to demonstrate in their jobs. The aim of the flipped classroom is to focus our learners’ time with the instructor on the types of activities that support the upper levels of the pyramid.

Those in academic circles have spent quite a bit of time exploring the best technologies to promote each level of Bloom’s.

8553210313_7d5b10b87e_b

The Padagogy Wheel developed by Allan Carrington of the University of Adelaide

Some of you might have seen the above graphic which shows “padagogy”.

Don’t worry—I’m not suggesting you should integrate all of these technologies. I simply wanted to show that there are tons of options available for those who are looking for tools to help flip their classrooms.

From personal experience, observation, and reading, it appears that the main tools used for classroom flipping are:

  1. Video and screen capture—Camtasia, Captivate, Storyline, Jing, SnagIt, etc
  2. Online texts—pdfs are the main version but also epub, mobi, etc.
  3. Web-based interactive content—could be modules created with Captivate or Storyline but can be as advanced as mini virtual environments created with Unreal, Unity, OpenSim, etc.
  4. Learning Management Systems that have options for forums for peer learning and quizzing.
  5. Simulations—these can be simple screen capture-based simulations or more advanced virtual reality using the platforms previously mentioned, or augmented reality using something like Aurasma or tools such as Google cardboard (lower cost) or Microsoft Hololens (higher cost).

 

So, you’re thinking—this is great for academia but what does it mean to those of us outside of education?

If you think about it, you very well may already be using many of these strategies and tools in your training strategies.

As many of you may have experienced, the typical training classroom often follows the same pattern of the classical academic classroom—lots of lecture in front of a board or PowerPoint with learners passively listening or, if the instructor’s lucky, taking a few notes.

In training that already incorporates web-based modules, many are already doing something of a “faux flipping” without intending to.

In these cases, programs are already incorporating more video, web-based training and quizzing, and screencasts. When these are used, it ideally opens up more time for trainers to spend on simulations, role-play scenarios, and problem-based learning activities.

To continue moving towards more flipped learning, focus should be shifted towards the idea of trainers being mentors and coaches and design activities accordingly.

Use video and web-based training for introducing concepts and for rote learning.

Use web-based quizzing and gamelets for review, knowledge checks, and immediate feedback.

Move to better use instructor-led training time for higher level activities such as role-plays and simulations.

Encourage more learning communities amongst peer groups using technologies the business already possesses/has access to (this could be something like the proprietary Pebble groups, Office 365 group tools, private FaceBook groups, Skype for Business Online, and Adobe Connect.)

To wrap up, while we may not have set out to create flipped classrooms in our training environments, many are already moving to do just that. Continuing to work on using technology for low-level knowledge and comprehension building will allow trainers more time and focus to use their years of expertise mentoring new hires in higher level problem-based activities, more similar to what they’re expected to do every day in their new positions. While the development and organization may take more effort on the front end–the payoffs in better prepared new hires in a shorter amount of training time could more than make up for it.  Happy flipping!

 

 

Ever get the feeling that you just need a little “shot in the arm” or “refresher” to remind you of best practices?  If you’re an educational technologist or instructional designer working with creating eLearning (or a beginner at creating eLearning), if you haven’t bookmarked the eLearning Heroes community site (part of the Articulate parent site), you’re really missing out.

eLearning Heroes landing page

e-Learning Heroes Landing Page

Even if you don’t use Articulate products, the site also has downloadable templates for PowerPoint which can be converted by other eLearning programs. Win-win!

It also has a plethora of ebooks on subjects like best practices when it comes to eLearning creation, how to work with SMEs and stakeholders, and project management for eLearning. Most are short and to the point, so you won’t have to spend days staring at the screen (which, if you’re like me, you already do enough of!). In addition, you’ll find downloadable organizational sheets to aid in project management and communication. You could also spend all day catching up on articles and blog posts by people in the industry who are working “in the trenches” developing and offering their expertise on a wide range of eLearning topics.

And membership to the community is free. What’s not to love?

Check it out and you’ll soon see why I’m happy to be an eLearning Heroes Addict!

It has been a while since I’ve posted here. I have somewhat kept up my content curation on Scoop.it and Paper.li, though I have not been as active as I once was. However, when I logged in to Paper.li this evening and saw the announcement of the upcoming changes, I felt the need to delete my account. Basically, what they have managed to do is cap content to ten per day and are getting rid of the ability to share to most social media outlets (as well as doing away with the ability to personalize–which wasn’t all that great to begin with) unless curators pay up now.

I will find another venue–Paper.li had already started to become “stale” in feel. At one point, I thought it was great. Now, however, the company behind the site has decided to make people pay for things that have always been free, on a site that has not improved in years.

As far as this curator is concerned, no thanks.

 

If you’re like me, you detest most commercials. I primarily watch HuluPlus instead of cable television anymore and the commercials irritate me to no end (usually I lower the volume or simply choose to get up and do something when they’re on) but a few months ago, a series of commercials caught my attention. These were from Verizon and they were promoting an accessibility technology called Velasense that Verizon is integrating into their system.

I have to say, from the videos, I am deeply impressed. Velasense not only uses GPS to help guide visually impaired users to their destination, but even to doors and other structural elements. It has facial recognition built in to not only recognize friends but also tells users what their facial expressions are. It also reads things, like cans, money, newspapers, etc.

I’ve wondered how the visually impaired might be able to use virtual worlds such as Second Life. I realize that screen readers can often pick up text chat, but what about the graphical interface? Seeing technologies like Velasense coming into the marketplace makes me wonder if, someday, these technologies won’t be able to interpret online graphics for their users, painting a picture through descriptions of what is happening on the screen. Such a breakthrough would be amazing, not just for virtual worlds/vr, but online education as we know it.

For more information about Velasense and to see more video of it in action, check out their website and Tumblr.

http://www.velasense.com/

http://visustechnology.tumblr.com/

 

Nine years ago today, a rather geeky avatar with the name of Desmond Shang officially opened a sim called Caledon with much frivolity and festivities. It was different from other areas of Second Life, Victorian steampunk in design with a covenant to keep it in theme and apart from the hodge podge and patchworked chaos that typified much of the grid at that time. The sim filled quickly and a waiting list formed. Soon there were more sims and a micronation was born with “Guv’nah Shang” as its land baron leader. The rest is virtual history as they say.

I wasn’t around in those early days. I discovered Caledon sometime in the fall of 2008. It was so vast, I immediately misplaced myself but in doing so, fell in love with the community, the theme, the builds, the ingenuity–you name it, I was utterly enchanted. When my initial home sim in SL closed its doors, I knew where I would be settling next. I have never questioned that decision in the six plus years since.

Having a virtual home in Caledon pulls you into an odd type of family. There are certainly a number of standing traditions as Caledon has been building its community history since day one. For someone unaccustomed to these traditions, the existence of founders plaques, seals, letters of marque, Caledon roses, mushrooms, cavorite chunks, pounds, etc. may seem silly, but for those who are ingrained into the community, these become valuable treasures–bits to remember the history of the community and where they were within that history. Newcomers may be confused by the plethora of animal images or personae–bunnies, dodos, catgirls, tinies and other “cultured furs” or knights, princessas, dukes and duchesses, captains, barons and baronesses, etc.–but most long-term Caledonians understand and appreciate what these personalities and segments of the population have brought to the nation, both in terms of the community and its infrastructure.

Since I’ve been in Caledon, I’ve witnessed first-hand how virtual life can intermix with real life. I’ve celebrated members of our Caledon family falling in love and eventually getting married in the real world. I’ve cried with joy at the news of  little ones being welcomed into the lives of Caledonians who are, in reality, across the country or the world from me and yet I’ve keenly felt and shared their bliss, because we’re neighbors and “family.” And I’ve felt this elation, even while aware that such events would eventually pull them away from the virtual world and I knew how madly I’d miss them. (As many know, I’ve had my own virual/real crossover relationship, thanks to Caledon, and hope that one day soon, our friends and neighbors in the community will be celebrating our announcement.) I’ve also mourned the passing of members of our community as keenly as I would someone in my everyday real life–because, virtual world or not, their friendships were very real to me. This is what it means to be “of Caledon.”

As a “family,” the relationships are not always perfectly harmonious. Along with the laughter, fun, and collaborative magic, there have also been the “dysfunctional” moments–friendships shattered over a Caledon rose (who found it first or didn’t, etc, etc) or the “stealing” of guests from one ball or party to go to another; neighbors moving out because of bird sounds “invading their parcel,” a shadow falling from a parcel nearby, garish holiday decor, a better draw distance suddenly showing storm clouds coming into view where none was visible before; and too many rage quits to count.

And yet, here we still are, the Independent State of Caledon, turning nine years of age.

Upon anniversaries, our tendency is to look back at history and talk about all the “good ole days” and maybe gaze forward and dream of the future. I enjoy delving into Caledon history possibly more than most. The founding of such a micro-nation and it’s living community is a fascinating topic and I’ve spent hours reading through the old forums and wiki. Imagining the future and the potentials also has its place–without dreams and goals, it would be all too easy for such a community to shrivel and die (and we’ve seen all too many virtual communities do exactly that). That said, I’ve recently come to the realization that too much of doing either does a disservice to those who are active in the community in the here and now. To all who are now active in the Caledonian community, currently writing what will be part of our communities history and memorable moments, I salute and thank you.

Thank you to Des and Kami for being hanging in there for 9 years of what must have, at times, seemed to be barely managed insanity. Thank you to those original residents, without whom Caledon would not have bloomed. Thank you to all of the EMs over the years who have volunteered their time and energy and put up with much nonsense with very little appreciation–you helped keep the nation safe, many times without any acknowledgement. Thank you to Carl Metropolitan and the many Oxbridge deans, professors, mentors, and tutors. While Oxbridge is, in many ways, it’s own “animal,” I cannot fathom what Caledon would look like without Oxbridge being a part of it. Your work has added a depth that cannot be ignored (and allowed me to complete my Ph.D. work so THANK YOU!). Thank you to Excalibur Steamlander for providing a place on the web to keep the history alive and also thanks to all those writers, bloggers, reporters, etc. who have dedicated their time and talent to cataloging what it is to be Caledonian. Thank you to the myriad of event planners and sponsors over the years for helping create many many fun shared memories. Thank you to Team Caledon’s organizers and planners, builders, team members, and all-around cheerleaders for the amazing yearly efforts put towards RFL in SL. Thank you to the builders and scripters whose work continues to amaze and delight, sometimes with unintentional and awe-inspiring grandiose bungles. Thank you to the countless group owners and leaders who somehow manage to organize Caledonians and other Steamlanders periodically for events (I realize that at times, it’s much like herding cats). Thank you to our “sister nations”–Winterfell, Steelhead, New Babbage, Marikesh Mondrago, etc.–for being an extended family. And finally, thank you to those who are active in the community right now–I hope to know you for years to come.

I am privileged and blessed to be amongst you.

I kid around a lot about being somewhat dangerous when left with too much time to wander around the interwebs while waiting on things to digitize/download/upload/rez/etc at work. Every now and again, though, I manage to find something that I find useful and entertaining. When I immediately see the promise of something and it’s fun, we get into the realm known as the “squee factor”–and yes, I let out a squee when I learned about HabitRPG from this article on Kinja.

HabitRPG is a free online program that gamifies your to-do list. There is a subscription version (for 5 dollars per month) for more goodies, but so far, I’ve found that for most students, the free version would probably be fine. How does it gamify your to-do list and habits?  Once you sign up for HabitRPG, you can outfit your character or avatar. Below is an image of mine now at level 30.

Habit RPG avatar

Habit RPG avatar

HabitRPG uses basic motivators from gamification to help hook users into the “game” and prompt them to get things done on their to-do list, while building good habits (or lessening negative ones). XP, leveling, health meters, badges, rewards, pets, mounts, quests, parties, guilds and the like can all be found in HabitRPG. Need people to be accountable to or a cheering section to get you going? Join a guild. Like collecting items through quests and drops? There are questlines and pets (as well as the foods and saddles to “raise” them into mounts). The creators have made a great set of tutorial videos and, better than me re-explaining how the program works, I’m embedding them below.

 

I’ve been playing with the system for a bit over a month now and I’m still finding new tricks to use to better organize my lists. I can’t say that the program has suddenly made me into a perfectly organized individual but, there has been a handful of times that the reminders (red-colored alerts) have prompted me to do something I’d been putting off or I did something extra to get that last bit of gold needed for a piece of armor. Bottom line, it’s a fun way to keep yourself accountable and I think students, especially the gamer crowd, might get a few grins using it as well.

See you out on the grid!

Hi everyone!

Still trucking away gathering data for my dissertation. I’m still looking for people who have used Particle Laboratory to teach themselves how to work with particles in Second Life.

The survey can be found here .

Thanks in advance!

In my last post on this subject (which was a while ago), I walked readers through how to set up the different types of Google Alerts.  In this post, I’ll focus on Scoop.it.

 

Scoop.it offers social curation on the web for free (for their most basic package). Power users may want to upgrade to have more topics and posts available. To set up an account, simply go to http://www.scoop.it/ and click the “Join Free” button in the top right corner of the screen. Most people already have a Facebook or Twitter account (at least those interested in social curation) and, by using one of these, it makes sign-up a breeze.

 

In the example, I used the ILC’s Twitter account to sign up.

Scoopit Signup

Scoopit Signup

I’ll simply fill in the email and desired password. The profile picture is already pulled from the Twitter account but it can be changed, if desired.

 

The next step is to choose the topic you want to curate. Give your “paper” a name (this will show as the title of your page of “scoops.”) List keywords or phrases (separated by commas) that are connected to your topic. Scoop.it will search the web and social media sites to pull in posts with those keywords/phrases.

Creating a Topic

Creating a Topic

Click the “Create a Topic” button.

 

The next screen will offer a bookmarklet. Don’t forget to drag and drop it into your bookmark bar on your browser!

Bookmarklet

Bookmarklet

Once the bookmarklet is in your browser’s bookmark bar, you’re ready to start curating your topic! Click the “Start Curating” button and get ready to dig in!

 

The next screen should be your topic page and you’ll see a list of suggestions to include on the right.

Click the title of the article to access it on the web and peruse it. If it’s something you’d like to include, click the “Scoop.it” button. If not, you can click the trash can icon to delete it. Scanned through and nothing looks promising? Click the “Discard Suggestions” button at the top of the list to delete multiple suggestions. You can also add more keywords and phrases as needed by clicking and typing into the keyword box and clicking the “Apply” button.

Scoop.it Suggestions

Scoop.it Suggestions

 

Once you’ve chosen to “Scoop.it” on a selection, you’ll get a pop-up box.

At the top of the pop-up is the name of the selection and a blurb about how it appeared on the web (i.e. social network posting). Beneath this is an area that you can add your thoughts—for example, were there points in the article that you found particularly interesting or things you disagreed with? (This is optional but it does give you more of a presence within your curated topic.) Near the bottom are icons for the various social networks that you can link to via Scoop.it. Right now, in my example, I only have Twitter connected as that was what I used to create this Scoop.it account. I can easily add more by clicking the “Add More” button and entering the necessary information.

Scoop.it Selection

Scoop.it Selection

Why would you want to connect networks?  It’s simple. By adding your Facebook, Twitter, and LinkedIn accounts to Scoop.it, you can easily share information and articles on your topic throughout your social media networks, just by making sure the boxes are selected whenever you publish a new “Scoop.” Once you’re satisfied with the “Scoop,” click “Publish” and it will appear on your page.

Continue through the suggestions, adding those you find valuable. Once done, simply click the “Discard Suggestions” to get rid of all of the old suggestions so you can start fresh tomorrow (or whenever you return).

One of the nice things about Scoop.it is that you can do it as often or as little as you want. Your suggestions will simply keep in your suggestions stream until you’re ready. That said, regular curating and sending new and interesting articles out to your social media networks (and hosting them on your page) will grow your network of followers. Better yet, these new followers tend to be interested in the same topic(s) you are!

 

Now we circle back around to talk about Google Alerts and how to use them with Scoop.it.

If you have Google Alerts set for your topic, you’re probably getting a lot of articles into your email inbox. To get these into your Scoop.it page, simply click on the title of the article in your email.

Google Alert

Google Alert

Remember the Scoop.it bookmarklet we added to our bookmark toolbar? Once the webpage opens, we’re going to click on the bookmarklet icon.

 

Scoop.it Bookmarklet Example

Scoop.it Bookmarklet Example

This opens a pop-up window just like the one you had earlier when selecting a “Scoop” from your suggestions list. Even without having Scoop.it open, clicking the “Publish” button will send it to your topic page and to your social media networks (if desired).

 

Congrats! You’re well on your way to being a social curation guru! In the next part of the series, I’ll show how to use Paper.li to send out regular online curated “papers” on your topic to your social media followers and networks.

 

This week, we’ll be visiting some sites in SL dedicated to science. First, we’ll visit the inworld session area for NPR’s Science Friday which airs weekly on Fridays. Then we’ll head to Genome Island to tour their training areas for students and finally, we’ll experience Virtual Hallucinations.

We’ll meet up at Jaguarland (http://maps.secondlife.com/secondlife/Jaguarland%20USA%20Education/128/128/30) at 3pm slt (5 pm central) and head out from there!

__________________________
Note: Tours venture into Mature as well as PG sims. If you are not able to access Mature rated sims (if you are below 18 years of age), you will not be able to fully participate in these tours.
__________________________

First, we’ll drop in on the Science Friday program area which streams the show weekly and sometimes takes questions from the SL audience.

http://maps.secondlife.com/secondlife/Science%20School/26/211/26

Image

Science Friday in SL

Next, we’ll head to Genome Island.

http://maps.secondlife.com/secondlife/Genome/119/145/53

Image

Genome Island

Genome Island is run by Texas Wesleyan University and supports genetics classes for university students studying biology.
From the rez point, we’ll walk up the hill. Look for the hovering block with the question mark on it. Click for a tour chair. Sit and click again for a guided tour of the island.

Once the chair derezzes, look for another box with a question mark. This will give you the guided tower tour chair. This chair will derez at the Gene Pool.

Look for another box with a question mark for the next tour leg. We’ll end with the abbey section tour.

Need more information? There’s a notecard full of information back  at the rez point. 🙂

Finally, we’ll visit the Virtual Hallucinations Lab, sponsored by University of California, Davis.

http://maps.secondlife.com/secondlife/Sedig/26/45/22

Image

Nurses’ Station at Virtual Hallucinations

The Virtual Hallucinations Lab was designed to allow visitors to experience some of what those with schizophrenia live with–visual and audio hallucinations. Info cards can be picked up at the entrance.

We also need to pick up and wear a badge which will produce the audio hallucinations. As we enter, each visitor needs to select their gender for the correct audio.  Look for the blue pyramid shapes for info about the experience.

This Friday (1/21), I’ll be leading a tour of USC Marshall School of Business in SL and we’ll then head to Wyoming Entrepreneur if the sim is available.  We’ll head out from Jaguarland (http://maps.secondlife.com/secondlife/Jaguarland%20USA%20Education/128/128/29) at 5pm central (3pm slt).