tag:blogger.com,1999:blog-292226213544690351.post9085730846473713206..comments2024-03-28T02:26:24.912-07:00Comments on Adventures in Blended Learning: Orienting Students to the Flipped Class: What Worked for MeJen Ebbelerhttp://www.blogger.com/profile/18213763781527781548noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-292226213544690351.post-26939371687060116152013-06-12T17:52:29.323-07:002013-06-12T17:52:29.323-07:00Thanks for the suggestion. Yes, it is exactly an ...Thanks for the suggestion. Yes, it is exactly an issue of framing. Also true for non-tech stuff. I added an "ethics flag" to the course this year. Had several complaints that it "added" too much work, even though all the case studies were from Roman history. It just changed focus of how we talked about material, didn't add work. In the fall, I will mention the flag on the syllabus but otherwise say nothing. Framing... Interestingly, though, most of the research on flipped classes argues that you have to tell them. It seems like, as more of us actually implement the mode, we are finding out this is not only not true but may actually cause problems. I wrote a lot more about this on an earlier post: http://teachingwithoutpants.blogspot.com/2013/04/whats-in-name.htmlJen Ebbelerhttps://www.blogger.com/profile/18213763781527781548noreply@blogger.comtag:blogger.com,1999:blog-292226213544690351.post-18168759669847403602013-06-11T20:41:27.149-07:002013-06-11T20:41:27.149-07:00It might be worth looking at http://blog.sciencege...It might be worth looking at http://blog.sciencegeekgirl.com/2013/01/09/the-first-day-of-class-getting-students-on-board-with-active-learning-physicsed/ where this issue is discussed. In particular, I like Ian Beatty's point suggestion:<br /><br />"I make a distinction between “explaining” clicker use (and other active-learning strategies I use, such as group whiteboarding and group exams) and “selling” it to the students. If students feel like I’m trying to sell the idea to them, they get suspicious, because I’ve stupidly communicated the idea that (a) clickers are something controversial that needs to be sold, and (b) they have some kind of valid opinion on the matter. I prefer to take the position that “this is just the way I teach, because overwhelming evidence and experience show that it’s what works well, but I also want you to understand what I’m doing and why so that you can play your role with as much awareness as possible. The more we’re on the same page, the better this whole thing works.” See the difference? It’s all about framing."<br /><br />Beatty is a noted researcher in physics education research (even got his PhD in it). I'll be using his tack this fall in my courses. This blog might be of interest as well.Bill Goffehttps://www.blogger.com/profile/02901316645533195463noreply@blogger.com