14 Feb 2017: “Flip or Flop?” @ University of Sydney

“Flip or Flop?”: Considering the Flipped Learning Pedagogy in Curriculum Development

A seminar hosted for everyone interested in considering the flipped learning pedagogy in curriculum development.

Venue: University of Sydney, School of Maths and Stats, Carslaw Building Floor 5 (533a)
Time: February 14, 11am-2pm
Please let Di Warren (diana.warren@sydney.edu.au) know if you would like lunch provided.

11-12 A Flipped Classroom Model to Teaching First Year Undergraduate Courses (Rena Bokosmaty)
12-1 Lunch
1-2 Designing Effective Flipped Learning Experiences (A/Prof Aberlardo Pardo)

Rena Bokosmaty is a postgraduate student researching flipped learning in Chemistry.
A/Prof Aberlardo Pardo specialises in technology enhanced learning in the School of Electrical and Information Engineering.

Abstract 1:
In the last decade, the Flipped Classroom Model (FCM) has received increased recognition for revolutionising traditional didactic teaching. This talk will outline the use of the FCM to renew the teaching style in first year undergraduate chemistry courses. These courses blend and integrate the use of guided-inquiry based learning activities with online learning activities to promote an active, student-centred learning environment with increased student-instructor and peer interactions. Personalised student support has been embedded in these courses leading to improvements in retention and student learning outcomes. This design has the potential to influence future initiative and provides valuable insight on how this FCM could be used and implemented in wider disciplines particularly in mathematics courses.

Abstract 2:
Student engagement is one of the indicators we usually focus when trying to improve the overall quality of a learning experience. The so-called flipped learning strategy proposes scheduling tasks for students to prepare a face-to-face session. There is increasing evidence showing that when properly done, this strategy does increase student satisfaction, but these findings are very sensitive to the learning context. In this talk we will explore an example of a flipped learning experience in the context of engineering education including techniques and design suggestions that can be applied to a wide variety of scenarios.

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