Prepared for the ACS Strategic Planning Committee
by Amanda Hagood, Director of Blended Learning, Associated Colleges of the South, and Grace Pang, Program Officer, National Institute for Technology in Liberal Education
This primer was developed from a study of sixteen case studies in digitally-mediated collaboration and the liberal arts published by the Associated Colleges of the South (ACS) and the National Institute for Technology in Liberal Education (NITLE) in the summer of 2014. Though the case studies covered topics as diverse as designing and implementing a hybrid course in Asian Studies or launching a program in digital humanities, each provided a fascinating example of how small institutions can marshal their oftentimes limited resources and personnel to achieve extraordinary things. The key to each project’s success lies in the strategy of collaboration—though, as we will demonstrate, collaboration exists along a continuum consisting of many different modalities for working together. This primer, drawn from a thoroughgoing analysis of these projects, will present four exemplary projects and will ask you to consider how their goals, strategies, and tactics reflect upon the goals, strategies, and tactics that should appear in the ACS’s 2020 Vision.
The aims of this primer are threefold:
- To report why and how faculty and staff within and across ACS institutions are collaborating
- To explore how the goals, strategies, and tactics used by these practitioners align with the ACS’s mission to support the liberal arts by creating collaborative opportunities that improve the quality, while reducing the cost, of liberal arts education.
- To stimulate the Strategic Planning Committee’s thinking about why and how our member institutions could collaborate.
by, Emy Nelson Decker, Unit Head, E-Learning Technologies Unit; Atlanta University Center, Robert W. Woodruff Library
Emy Nelson Decker holds an MLIS from Valdosta State University and an MA in art history from the University of Chicago. She is an active member of the American Library Association and a frequent presenter at both national and international library conferences. She has previously published work in library journals such as Library Hi Tech and Collaborative Librarianship. Her current interests are centered on emerging technologies as well as new uses of existing technologies in the modern academic library setting.
Executive summary (Abstract)
While the “flipped classroom” model is often appealing to faculty who would like to create a more hands-on experience for their classrooms, gain more “class time” for projects, or simply integrate more technology into their teaching, many faculty are unsure how to get started with flipping their classrooms. During the 2012-13 academic year, the E-Learning Technologies Unit of the Atlanta University Center, Robert W. Woodruff Library offered workshops about flipping the classroom. These workshops centered on technology training and were attended by faculty from each of the four campuses the library supports. However, faculty indicated that this technological training alone was insufficient in enabling them to teach in this format and that they needed help charting more personalized plans for flipping their classrooms. This case study discusses the ways in which initial flipped classroom workshops fell short of empowering faculty to teach in this engaging style and how library staff subsequently developed targeted methods for “teaching the teachers” how to do a flipped classroom. Readers will glean insight into faculty hesitations in trying this new teaching style and will acquire a model for teaching faculty members in any discipline the information and techniques they need to be successful in this teaching style.
customizable plans, faculty-to-faculty discussions, flipped classroom, technology training, workshops
The flipped classroom model, as described in this case study, is a teaching method wherein video-recorded lectures are reviewed as homework outside of class so that class time, in turn, can be used for engaging directly with the materials, classmates, and the instructor. As observers have noted, “the flipped learning instructional model is growing in popularity throughout the world.” Faculty are adopting the flipped classroom model of teaching because it opens up classroom time that would have previously been taken up with a lecture. The flipped classroom model allows students to do activities with each other and with the instructor that they would not have been able to do under a more traditional lecture-and-homework model. The pedagogical reasons for flipping a classroom address several contemporary challenges. These challenges relate to the need to engage students with new technologies, provide students with opportunities to apply what they learn during lectures, and to allow the instructor to gauge learning outcomes more effectively.
by David J. Marcey, Fletcher Jones Professor of Developmental Biology, Biology Department, California Lutheran University
Keywords: flipped classes; flipped classroom; active learning; online lectures; cinematic lectures; blended learning; blended teaching; flipped pedagogy; hybrid learning; hybrid courses
Two sections of an undergraduate introductory biology lecture course were run in parallel as a pedagogical experiment. One section (32 students) was taught in a long-established, traditional manner, with lectures delivered during class, readings assigned in a textbook, and access to lecture graphics/slides provided via the online syllabus. The other, “flipped” section (16 students) lacked both required reading assignments and in-class lectures. Instead, students were assigned online cinematic lectures (cinelectures) for viewing outside of class. These cinelectures, delivered via YouTube, incorporate multimedia elements. In class, students were broken into small groups and engaged in active learning assignments. Accounting for all sources of content, the subject material covered was the same for both sections and assessments of learning were identical quizzes and examinations. Statistically significant differences in learning were observed during the first third of the semester, with the flipped-class students performing better on all tests and quizzes. These differences disappeared during the second two thirds of the semester, coincident with a large increase in the number of views of cinelectures recorded on the course YouTube channel. Survey of the traditional class revealed that approximately 3/4 of the students had learned of the cinelectures at this time and had added viewing of these to their study, providing an internal, if initially unintended, control sample to the experiment. These results, along with other, subsequent applications of the flipped model I term CLICing, provide evidence that supports the conversion of traditional biology lecture classes to an inverted format.