Follower implementation Flipped Learning

Jade Hochschule

Flipped learning method was chosen for testing knowledge and skills of exchange student in German language A2 course at Jade Hochschule as an interactive method for testing oral competence and grammar knowledge. The topics “Freizeit in Wilhelmshaven” (leisure time in the city of Wilhelsmshaven) and “Perfekt” (=perfect tense) were chosen.

Students were delighted to receive a new form of testing, which allowed for more interaction.

In the first stage the teacher described the basic principles of the method and ways of the using the methodological tools, referring to publicly available online methodological guidelines and videos. Link to Flipped Learning.

Flip your class in English and German language. Students asked some questions, but the set of methods and test requirements were clear.

In the next stage students were supported for visualization by the book “BICYCLE1” DICTIONARY OF VISUAL LANGUAGE FACILITATOR; Kommunikationslotsen, Scholz & Vesper, Cologne 2014. During the test, students received a “presentation briefcase” and other support tools for video work, which was done with their mobile phones.

The students’ communication with their course partners and their agreeing on the content of the script were done in German language. Already in the early stages of the test preparation process at the students’ video demo version, the activity could be regarded as a part of the team’s activity. In the class, each student wrote his or her own replica with different colors on the black-board, because the technical equipment did not allow to read from the monitor, but the excitement and “stage-fright” were inevitable for a short period of time.

At the content developing time students created a scenario in class debates, made scenario analysis, selected the authentic situations and simulated real-world context with real world examples. Despite fatigue during the process of producing a video, the students were in good spirits and a positive dynamics of the group developed, which they confirmed by the whole group asking a final question, and then kindly encouraged viewers to take an active part in the learning process

The use of the flipped learning method made it possible to abandon the traditional approach to the testing process and gave relevance to learning and evaluation outcomes. The role of the teacher during the testing process with flipped learning was a “verifier’s role,” distant and supportive only if a critical situation arose.

By analyzing the result of the testing process, it was possible to conclude that students applied key concepts to new situations, received feedback on performance with satisfaction and reflected then on further learning needs and skill improvement.

As prospective review is also recommended in the testing process, applying key concepts to new situations and key concepts from the object and subject of study with using the concept “developed”, developing a new approach and teaching of foreign language by enabling students to interact in presentations, exam (written or oral) and the creation of the Language Portfolio.

The initial positive experiences with this teaching method by both teacher and students, motivated the persons in charge of the foreign language courses at the International Office of the Jade UAS to implement flipped learning as a new teaching method in all courses. In the upcoming semester the teachers of GFL will be offered teacher trainings in flipped learning, so that they gradually will introduce it in their courses. The videos produced in class will be saved in the university’s learning portal and will therefore be available online. The first experiments with flipped learning have shown that it allows the students to become more self-responsible for their learning process, a requirement which meets the needs of the target group of international students and among them the newly arrived.

Read more

 

CLUJ

CASE STUDY EXPERIMENTS IN FLIPPED LEARNING [FL]

Our experience with Formative Assessment [FA] (see TUCN io6 3 Case Study Experiments) brought forth the importance of freeing classroom time for interactive activities with the students, whereby formative feedback [FF] can be provided (teacher to students, students to students and students to teacher). In order to free time for discussing the applied FA methods and techniques, such as Short Tests, Work-in-Progress Drafts, Case Study Presentations, etc., the proper teaching time must naturally be reduced. Also, in order to engage students to participate in the intensified lecture interactive moments, it is necessary to slightly reduce the content- delivery time. It became clear that this could be effectively done in conjunction with
Flipped Learning.

Consequently, course material was provided to students before the lectures, usually one week beforehand, in the form of an Internet-accessible database hosted on the teacher’s Gdrive, where all course-related material could be viewed and
downloaded. The two disciplines in the frame of which this Flipped Learning method has been applied so far, during the academic year 2017-2018, are “Arts and Architecture”, a 5 th -year optional course attended by c.20 students and “Art History” (first semester), a 2 nd year compulsory course, attended by c.100 students (second semester). The students could also check online, in the same database, the current status of their FA exercises and the Summative Assessment thereof, in the cases when their responses were successful. At the same time, the drive contains the optional Case Study Presentation themes proposed for the next week(s). FF was provided in class (see TUCN io6 3 Case Study Experiments).

TUCN io1 FL 3 Case Study Experiments

 

Worms

During Summer Semester 2018 at Worms UAS is placed an elective Module with the title “Designing e-learning Tools for tourism classes”. The main issue is, that the participating students prepare short videos to explain general definition for tourism study programs.

The course starts in March 2018 the final was placed in June 2018. In groups of 3-4 students, the students created “explanatory videos” (“Erklärvideos”) on the tourism specializations taught in the Department of Tourism/Travel Management (Verkehrsträger-, Hotel-, Reiseveranstalter-/-mittler- und Destinationsmanagement), using the following software programs:
• Whiteboard Animation
• VideoScribe
• PowToon
• GoAnimate
• Moovly

Additional to realizing the videos the students have to develop a storyboard and a script with all steps they have planned. It was the first time the students in this course had the chance to participate on a creative lecture. The knowledge is important for their future work, because many marketing, product introduction or communication campaigns are based on short videos, so it is helpful if they know about the production process and some difficulties during the production process.

Feedback from the groups:
The WPM “Development of e-Learning Tools” was interesting and varied. Unlike other compulsory elective modules, the students were able to unleash their creativity in creating the videos, which also led to fun in the design and production. Positive is the group work to highlight, which has worked smoothly throughout the project phase. In addition to the group cohesion within our group, the helpfulness and team spirit of the entire WPM is to be
evaluated positively.

The training in the tool and the creation of the video was a lot of fun, so you would recommend this module to other students. We have to know a creative way to convey learning content. It was also interesting to switch perspectives, that is, to slip into the role of a teacher as a student and to think about didactic methods in this context.

From a critical point of view, a much more structured storyboard should be written in future. In retrospect, most of the problems that hampered project dynamics and caused time constraints lay at this point. At least we want to repeat this module in the next summer term.

IO1 Flipped learning at Worms – Good practice


Disclaimer: All content in this document reflects the author's view and the NA and the Commission are not responsible for any use that may be made of the information it contains.