April 30, 2014, 12:49 pm
We’re currently looking at points of skepticism about flipped learning and the flipped classroom. In the last post, we discussed the issue of students objecting to the flipped classroom because it is nothing more than having students teach themselves the subject. My response to that was that flipped learning should never look like the instructor simply giving students reading to do and walking away; like any effective pedagogy, it should involve a partnership between student and instructor that focuses on crucial learning experiences in class, which under the flipped model is wide open for such experiences.
Here’s another point of skepticism brought up in an earlier discussion about flipped learning, and it’s related to the first one. As with last time, I am quoting directly from one of the comments on an even earlier post:
I work at a community college. Many students are there…
April 28, 2014, 12:00 pm
I had to take a bit of a hiatus for the last two weeks to finish up the semester and to give and grade exams. Now that this is over, I wanted to come back and address some of the comments in these two posts. Specifically, many of those comments are principled skepticisms of flipped learning and the flipped classroom, and rather than bury my responses in an already crowded comment thread, I thought they deserved to be brought up point by point for discussion.
Here’s the first one to bring up, and it’s a tough one. This (and many of the other topics I’ll be bringing up) come directly from Manda Caine’s comment on one of those earlier posts. She said:
When my colleagues and I have [taught with a flipped classroom], students do not perceive that a professor is teaching them at all, so we have comments such as, “We could just do this at home” or “Why am I paying all this…
April 14, 2014, 2:57 pm
Back in January I posted an article calling for an end to unsolicited review copies of textbooks being sent to professors. Interestingly, on Reddit a student at my university who works for the mail services department did an AMA, and I had the chance to ask: What kind of impact does it make on the university, from an infrastructure or mail services point of view, to have all these unsolicited books being sent in? Keep in mind that we’re a public university of 24,000 students and lots and lots of faculty. Here are some highlights from his response, which I thought was pretty interesting though not totally surprising:
Ugh, I HATE those! Nobody wants them, nobody asks for them, and they take up valuable space in our truck and our holding area.
As far as the cost it passes onto us, it’s definitely hard to quantify, but I can tell you all the different ways we waste time on those…
April 11, 2014, 9:30 am
Spring, rising from the ashes. Or the mulch.
It was a busy week here at Casting Out Nines, with this post generating more comments than any other one I’ve ever had – and quite a lot of heat as well in the comment section. Let’s take a break from all that with some interesting stuff from around the interwebs:
I’ve been a big fan of the programming language Scratch – designed for kids to use – for a long time, and Mark Guzdial reports on the new ScratchJr project that aims to bring coding to kids of even younger ages. I’d be thrilled to have this publicly available by summertime so I can foist it upon my 10- and 8-year olds.
Lifehacker describes how being humble, kind, and calm will make your life easier. This is always good advice, especially for people in academia and doubly so this time of the …
April 8, 2014, 2:58 pm
Last week I posted what I considered to be an innocuous and mildly interesting post about a proposed formal definition of flipped learning. I figured it would generate a few retweets and start some conversations. Instead, it spawned one of the longest comment threads we’ve had around here in a while – probably the longest if you mod out all the Khan Academy posts. It was a comment thread that made me so angry in places that it has taken me a week to calm down to the point where I feel I can respond.
It takes a bit of backstory to explain why I was so emotionally worked up over some of the comments in that thread, so bear with me for a minute.
We’re in week 13 of our semester here. I am teaching three courses (two preps), all using flipped learning models. One of these courses is part of the General Education curriculum, and the other serves mostly students in the CS…
April 4, 2014, 10:00 am
From around the interwebs this week:
Wired Campus reports on how taking notes by hand benefits recall. I’ve believed in this for years. One thing I’d have liked the article to mention is that “writing longhand” and using a computer are not mutually exclusive – I take almost all my notes from meetings, reading, and talks longhand on my iPad using Notability and a Boxwave stylus.
Software developer Jason Lewis has a well-thought-out post on computational literacy and learning math. From the article: “If we want kids to code, we must not only allow them to apply that knowledge whenever and wherever the opportunity arises, we must also train teachers to always and everywhere encourage the application of computational thinking (as well as programming) to whatever problem set presents itself as a viable candidate.” In other words, teach the teachers first.
A while back I…
April 1, 2014, 2:34 pm
We’ve seen a significant ramping up of interest in – and exposure to – the flipped/inverted classroom over the last few years, and it’s been nice to see an uptick in the amount of research being done into its effectiveness. But one thing that’s been lacking has been a consensus on what the flipped classroom actually is. If a professor assigns readings to do before class and then holds discussions in class, is that “the flipped classroom”? I’ve said in the past that it is not (necessarily), but that’s just me. Now, however, a group of educators and others interested in flipped learning are proposing a common definition of flipped learning, and it’s pretty interesting.
Their definition of flipped learning goes like this:
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and…
March 18, 2014, 4:34 pm
Yesterday I got an email from a reader who had read this post called What should math majors know about computing? from 2007. In the original article, I gave a list of what computing skills mathematics majors should learn and when they should learn them. The person emailing me was wondering if I had any updates on that list or any new ideas, seven years on from writing the article.
If anything, over the past seven years, my feelings about the centrality of computing in the mathematics major have gotten even more entrenched. Mostly this is because of two things.
First, I know more computer science and computer programming now than I did in 1997. I’ve learned Python over the last three years along with some of its related systems like NumPy and SciPy, and I’ve successfully used Python as a tool in my research. I’ve taken a MOOC on algorithms and read, in whole or in part, books…