During Destination 2015 held over the summer, two Circles of Innovation tracks were offered, Focusing on Active Learning Through Reflective Practice and Flipped Learning.
Focusing on Active Learning Through Reflective Practice
The Destinations Active Learning track focused on faculty members learning and experimenting with various active learning strategies through the use of “Bricks and Clicks.” The goal was for participants to develop an active learning activity they could immediately implement and share with colleagues.
During the first week, facilitators focused on building communities in the classroom using icebreakers. Scholarly discussions and engaging activities were conducted during each face-to-face session. The second week was comprised of infusing critical thinking skills when using active learning activities.
Facilitators covered collaborative and cooperative learning principles and activities, such as Padlet, an online platform for collaborative assignments, during session three. And in the fourth session, faculty learned various Classroom Assessment Techniques (CATs) that would aid them in evaluating student mastery of a particular concept covered in class.
Faculty members demonstrated a mini-teach activity followed by peer feedback during the final session.
Overall, the end-of-course survey for the Destinations Active Learning track received positive feedback.
“The math group had some great ideas,” shared Julie Phelps, professor of mathematics. “I know that I will personally be able to implement at least three of them! The track was very successful.”
The Flipped Learning track focused on faculty members learning how to “flip” their courses and use various technologies to help their students learn.
During week one, faculty were exposed to flipped learning research using audio, video, reading and infographics. Differences between created and curated content were discussed as well as the impact of flipped learning on student learning.
For each week, the flipped model was used, and faculty completed homework before coming to the next week’s session. In the flipped learning model, your homework assignment is called your “entrance ticket.”
Week two began with an entrance ticket, from ED Puzzle, a video student engagement tool, much like a flipped class would. Faculty engaged in a needs assessment for their students and spent time considering accessibility and captioning for specific instructional materials.
Week three also began with an entrance ticket on curated content and planning a flipped lesson. Faculty experienced how screencasting programs and video production could help them build flipped content. For their assignment, faculty created a short video to practice their skills. Active learning and additional video production techniques and tools were incorporated during the fourth week.
During the final week, faculty members presented their flipped lessons while their peers critiqued the presentations. All of the participants created and shared a brief video on what they learned and liked about flipped learning.
Surveys from the Destinations flipped learning track indicated a strong interest in keeping flipped learning at the forefront of teaching at Valencia, as it seems to make a positive difference on student learning.
Here are just a few great things participants shared in their event surveys about both tracks.