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Our MAGN 107 class will include components of a flipped, hybrid, and online class. You will be using RealizeIt - An Adaptive Learning Platform - to access your homework and class collaboration sessions.
Flipped format: Each unit or lesson contains Preparation Exercises, which you will do prior to collaboration sessions to prepare for your small-group work.
Hybrid format: Although this is a fully online course, we will be meeting in RealizeIt during our class times to work in small-group collaboration sessions. At times we may start or finish as a full class so that I can address course topics, provide feedback, point out class successes or struggles with concepts, and provide mini lessons.
Online format: Our course is fully online in the sense that we will never meet face to face in a traditional classroom setting. All aspects of the course are done online. Units (or lessons) are accessible through your BlackBoard course (see below). Each unit will contain: Preparation Exercises, Collaboration Sessions (CS), and Exercises with questions after the CS to make sure you have further opportunities to master material. Some units will also contain student surveys, group surveys (how is your group functioning?), and mindset activities to keep you motivated!
Accessing Units: To access each Unit, please access your course in Blackboard and go to Course Content. Each Unit will be available in the current week so that you can do your Preparation Exercises, Collaboration Sessions, Exercises after the CS, and any additional "Nodes", or pieces of the lesson.
Understanding Flipped Learning
Understanding Flipped Learning
To maximize engagement, learning activities should be scaffolded over time and in a way that ensures students are making meaningful use of class time. One useful strategy that we will use to scaffold learning and maximize engagement across time is through flipped learning. Flipped learning is a pedagogical approach in which direct instructional methods are moved from the classroom to outside the classroom. This frees up classroom time for more interactive and dynamic activities (FLIP Learning, 2014).
With flipped learning, more time can potentially be spent during class analyzing and applying key ideas and concepts. This may include opportunities for learners to collaborate in groups to apply solutions to real-life situations, to analyze their own responses in relation to that of their peers and in the process, arrive at new insights and understanding. The teacher, as the “guide on the side” (King, 1993) is present to facilitate learning and provide advice to support students.
A Graphical Understanding of Blooms tTxonomy:
Traditional vs. Flipped Approach to Learning
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