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May 9, 2016
by Rachael Inake
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Kazuko’s Japanese 202 Flipped Learning Lesson

This is a special guest blog post by Kazuko Nakamitsu, Japanese Language Instructor at Leeward CC. Kazuko participated in our “Stop Lecturing and Flip Your Classroom” workshop series during the Fall 2015 semester. She earned the “Flipped Learning Creator” badge and letter of completion for creating and implementing a flipped learning lesson. In her blog post she shares how she flipped her lessons. We look forward to continue working with Kazuko to further enhance her flipped classroom efforts.

Kazuko_NakamitsuThis semester (Spring 2016), I chose to create flipped learning lessons for my highest level Japanese language course, JPNS 202, because the content is more difficult and the students need more practice and help in class.  I decided to start with flipping the lessons on honorific and humble language (Lessons 19 and 20) as they are the most complicated and hard to understand concepts.

For each lesson, the students were to watch the lecture video, and complete both online and written exercises at home before coming to class.  In the next class, I gave a quiz to check if they understood the videos and we did more pair and group activities and discussion to actively engage students to use the language (i.e. practice interviewing people with higher status, creating skits among business persons, writing an article about a celebrity, etc).

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Screenshot of an at-home video lecture – Drill Practice.

My students were able to learn the new materials at their own pace at home which allowed us to use class time for hands-on activities. They were more engaged in in-class activities because they had to work harder to prepare for the class.

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Screenshot of an at-home video lecture – Grammar Explanation.

It seemed that most students liked the video I created. Students mentioned that they liked the pace and interactive quizzes and drills in my video. I used the free Google Chrome extension, MediaCore Capture, to make the video.  I chose this tool because it allows you to embed your webcam. Embedding my webcam helps my students learn the proper pronunciation by watching how I speak.  It also makes the students feel like they are actually conversing with me as they can see my gestures and facial expressions.

Here are the videos I created/used:

kazuko-flipped-2

Screenshot of an at-home video lecture – Interactive Quizzes.

There are a few things I would like to do differently or better and I will be contacting Rachael or Brent from the EMC for help.  For instance, I would like to create more at-home lecture videos and curate existing videos to make it more interesting.  I’m also interested in finding out a way to track who watched the videos or include an activity students submit during or after they watch the video to see if students not only watched the video but learned from it.

I’m also looking for other activity ideas such as discussions topics or activities to involve the students more in their learning.  One of my students suggested to have students teach each other since it allows them to learn from a student perspective rather than the teacher who already understands it.

The students’ performances this semester measured by both the oral test and written tests were higher than the previous semesters I’ve taught this course.  They were able to accomplish more difficult tasks and learned additional cultural values along with learning respectful language through more-in depth class discussions.

Below are a few comments from the survey that show students have a better understanding of the Japanese society and culture from learning the respectful language.  Teaching the respectful language in the flipped classroom method was a great success overall.

“I would have been lost if I didn’t watch the video before.  It would have took too long to explain keigo (=respectful language) from scratch in class.”

“When I came to class the next day, I was able to follow along much easier.  I prefer the video lectures before class rather than reading text because it is easier to remember visual and audio.”

“It (the video) was  a very good summary, interactive, and felt like I was in a lecture!  I liked it a lot!”

“The mini quizzes given throughout the video were very helpful!”

“The video lecture was helpful. It was just like being taught in a class & it was beneficial to be able to rewind the video if I missed anything.”

Another benefit of the flipped curricula for the students is to develop autonomous and lifelong language learning skills.  After JPNS 202, many of my students will not take Japanese classes, so being able to study the materials on your own is a very important skill if they want to continue learning Japanese on their own.  I feel that if I could use the flipped classroom for the entire semester, the students will become more self-directed.  Currently, I don’t have strong evidence, other than positive comments on the survey, but I am hoping to collect more data/evidence to support this hypothesis.

May 3, 2016
by Rachael Inake
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Flipping English Classes

This is a special guest blog post by Cara Chang, Writing Instructor at Leeward CC. Cara participated in our “Stop Lecturing and Flip Your Classroom” track at the PRLS conference (Summer 2015) which we are repeating again this summer at PRLS. In her blog post she shares how she flipped her classroom. We will continue working with Cara to further enhance her flipped classroom efforts.

20150520_113945-0-2cfk5yv-croppedI used the flipped classroom method in my ENG 100 class by creating different modules and activities for the first two essays that students write in class (Narration and Description Essay 1 and Literary Analysis Essay 2 Part 1 and Part 2).  The videos and activities worked well.  Students liked it because it was organized and told students exactly what they needed to do.  It then allowed me to use valuable class time to do more hands-on activities (applying what was covered in the flipped lessons).  For example, after learning about how descriptive writing includes figurative language like similes and metaphors, students used class time to create similes and metaphors in their essays.  In ENG 100, I believe that the flipped classroom method helped students work on SLO 2 (write compositions appropriate to a particular audience and purpose) and SLO 3 (incorporating source material appropriately) since the flipped lesson 1 and 2 covered how to write different types of essays and flipped lesson 2 covered pulling quotes from the text to support their point.

In collecting student reflections of what they learned in the course, many students wrote that they learned how to be more descriptive, which includes writing similes and metaphors.  Students were required to find and post a song that has similes and metaphors on the Tackk page in the comments section.  Students seemed to like this because it was fairly easy to use because they are familiar with social media.

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This image shows student participation in the flipped class where students had to find a song with similes and/or metaphors and explain what it meant.

At the end of the semester, students are required to submit their favorite/best essay that I put on a student blog, so they may share their writing/work with the rest of the class, and students often choose to share their narration/description essay.  One student also wrote in her reflection that she learned how to quote and cite her sources from the flipped lesson on Literary Analysis.

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This image shows my literary analysis lesson to prepare students to do their Literary Analysis Essay 2.

A challenge I faced with the flipped classroom method was managing and grading all of the activities I assigned and copying a course to be used more than once at the same time.  For example, I taught 3 sections of ENG 100, so I need to learn an easier way to manage these 3 (similar, but different courses).  I also realized that maybe I gave too many activities.   I think I will move some of my activities to a pre-flipped classroom activity.  Lessening the number of activities will make it less tedious for students to complete and easier for me to grade/manage.

In addition to using the flipped classroom in ENG 100, I also used the flipped classroom in ENG 24 to help students learn and practice grammar in collaboration with colleague, Jennifer Wharton.  Jennifer created a flipped lesson on Identifying Verbs, and I created lessons on Identifying Subjects and Identifying Prepositional Phrases.  Our goal is to eventually flip all grammar lessons, but this semester, we just decided to pilot a few lessons.  The videos were a great teaching tool as it allowed students to re-watch a lesson if they didn’t understand the material the first time.  In ENG 24, exposing students to flipped learning introduces them to a different way of learning.  After students experienced flipped learning, I believe that students better understood different ways to learn/study concepts (vocabulary, content, grammar).  This directly speaks to SLO 5, which states that students should “apply study skills to improve learning.”  In ENG 24, an improvement in student writing is very obvious, but I teach grammar using different methods (flipped and traditional), so I do not know if I can attribute their improvement to the flipped classroom experience.

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This image shows a grammar flipped class lesson for ENG 24.

A challenge I faced in facilitating a flipped classroom with my ENG 24 students was not spending enough time helping students get to the assignment.  I ran out of time when assigning the lessons, so not as many students did it the first time around.  Next time, I need to walk my ENG 24 students through the flipped classroom process by having them go into the lesson in class before they go home.

Because of the positive responses I received towards the flipped lessons, I plan to eventually create flipped lessons for all types of essays that I assign (Cause and Effect Essay 3 and Argument and Research Essay 4).  Another thing I would like to try is to maybe have students create their own lessons.  I may try this in ENG 22 since I assign a lot of presentations in this class.  Furthermore, as stated earlier, I would like to create more grammar lessons for ENG 24 students since I only created 2 lessons.

Please find the links to my flipped learning lessons created using Tackk:

  1. Narration module: https://tackk.com/d7p43p
  2. Literary analysis: https://tackk.com/lylshz
  3. Literary analysis 2: https://tackk.com/5ds9g0
  4. Subjects (ENG 24): https://tackk.com/0e901a
  5. Prepositional Phrases (ENG 24): https://tackk.com/xa7tn7
  6. Study Skills: https://tackk.com/zr2tgr

November 18, 2015
by Brent Hirata
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Highlights from Stop Lecturing and Flip Your Classroom (Fall 2015)

We would like to thank the instructors who participated in our Stop Lecturing and Flip Your Classroom workshop this semester as part of our Flipped Classroom series:

  • Amanda Silliman, English (LA)
  • Christine Walters, Religion (A&H)
  • Eric Pang, Automotive (PAT)
  • Jeremiah Boydstun, English (LA)
  • Kazuko Nakamitsu, Japanese (LA)
  • Michele Mahi, Speech (LA)
  • Naiad Wong, History (A&H)

We also wanted to take this opportunity to share some highlights from the workshop. We realize that as you reflect on your course experience this semester and prepare for the coming spring semester you might be intrigued by the idea of flipping an activity or two in your classroom.

“Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network).

Benefits of flipping the classroom:

  • To increase student understanding of the content prior to coming to class so that class time can be better utilized for interacting and connecting with each other, practicing, and applying knowledge and skills for deeper and more meaningful learning.
  • To allow students to take ownership of their learning and become self-directed learners.
  • To differentiate instruction because students learn at different paces and in different ways.
  • To increase student support in class. Instructors can provide one-on-one help to students. Students can help one another.
  • To create a dynamic, engaging, and interactive learning environment.
  • To allow more “real world” learning experiences.

Workshop topics:

  • What is the flipped classroom and flipped learning?
  • How to create a flipped classroom
  • Curate or create content?

We designed and facilitated the workshop series like a flipped classroom, utilizing and modeling best practices, strategies, and a variety of methods and activities, to give our participants (and ourselves) an authentic flipped learning experience. We also had two weeks of (optional) hands-on workshops specifically for how to use several tools for flipped learning, such as Educanon and Google Forms/Sheets with Flubaroo, to help participants curate and create materials for their flipped lessons and activities.

Participants engaged in their learning before coming to class, and class time was used for applying learning through interactive group activities, discussions, sharing, and giving each other feedback, to ultimately create their own flipped learning lessons and activities. We as facilitators, did our best to provide not only learning materials, but a learning experience for our participants as we guided/supported them through the process. We’ve found that the best learning happened through the experience we had together. Also, it was exciting to see the participants (who teach different subjects), connect with each other and help each other. As one participant said, “I benefited from networking with other faculty on campus and the assistance I received with technology from Rachael and Brent.”

Another participant shared, “I’m going to completely revamp my courses thanks to this eight-week workshop, and I know that with the knowledge and tools made available to me that I will benefit greatly as an instructor and my students will be more engaged and invested in their learning. I’m excited to begin this new chapter of teaching.” We look forward to seeing what our participants have created for their classes and to share what they’ve created and implemented in a future blog post.

Rachael & Brent

October 8, 2015
by Brent Hirata
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Online Video Interaction with eduCanon

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Do you use videos in your online or flipped course?  If so how can you tell your students are watching them?   We recently hosted a workshop on a tool called eduCanon that makes online videos more interactive and motivates your students to watch them.   EduCanon works with many of the main video streaming services, for example YouTube and Vimeo.  EduCanon basic is free and you don’t need to create a new account with them.  Educanon will work with your UH “Google” username, simply click on the G option to authenticate and get into eduCanon.   Once logged in you simply create a “bulb” by pasting in the URL of your video and setting basic title, objectives and profile information.   After your bulb is set you are now able to crop your video and add interactive questions to your video.  Question types include Multiply Choice, Free Response and Reflective Pause.    You determine the time at which the video stops and prompts the student to respond to the questions.   Instructor’s can create classes and add students to them.  The eduCanon bulbs can be embedded into your course website and students can watch the eduCanon bulb on their own time.  Lastly, you can monitor their participation.

Ideas for using eduCanon include, using it to crop a YouTube video so that only a few minutes of a lengthy video can be used.  Another good use of the crop video function might be to split a long video into parts.  Simply crop the video into part one and part two and save as two independent eduCanon bulbs.   EduCanon can be used to stop a video and bring emphasis to specific spots of the video.  Students will be kept on their toes because they will not know when or how many/ if any eduCanon interactions are in a given video.

There are many creative ways to implement eduCanon into most any video resource you are currently using.    Visit the eduCanon website to learn more.

Direct URL ( https://www.educanon.com/listcode/267882/s849ee?cn=s )

September 9, 2015
by Brent Hirata
0 comments

On Our Way to Flip Learning

Happy third week of school! With all the hustle and bustle you may feel pressed for time at this point of the semester. Despite having busy schedules, a diverse group of Leeward CC instructors have committed part of their Tuesday afternoons to partake in our workshop series, “Stop Lecturing and Flip Your Classroom.” In this eight week workshop series, we have been guiding participants in how to minimize time spent presenting information (aka “lecturing”) in class, and instead, maximize valuable class time engaging students in active learning by “flipping learning.”

In weeks 1 and 2 we laid the foundation of the flipped learning concept. “Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network). To engage in flipped learning, instructors must incorporate the following four pillars into their practice:

  1. Flexible environment
  2. Learning culture
  3. Intentional content
  4. Professional educator

You can read more about these four pillars here.

We are using Jackie Gerstein’s “Flipped Classroom: The Full Picture” model which organizes the flipped classroom process into four areas:

  1. Experience – Experiential Engagement (educator-suggested)
  2. What – Concept Exploration (educator-suggested)
  3. So What – Meaning Making (learner-generated)
  4. Now What – Demonstration & Application (learner-generated)

We’ve designed the workshop like a flipped classroom giving everyone (ourselves included) an authentic learning experience as we discover, share, and learn together. Next week, week 3, we will complete a full cycle of a flipped lesson/activity. Our participants will create their own mini lesson and activity using Nearpod, an interactive real-time assessment mobile app, to demonstrate and apply their learning of the flipped classroom concept by teaching a concept to each other in small groups and facilitating a short activity. The rest of the weeks will be spent on helping our participants plan and create their own flipped lesson(s) and activity(ies) using appropriate tools/technologies for their classes.

We hope that at the end of the eight weeks, our participants will feel their time has been well spent building a solid foundation in the design and facilitation of flipped learning, and will continue to create flipped lessons and activities to implement in their classes. Everyone benefits from a more active learning approach!

– Rachael & Brent

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