What is Cloud Computing? Check this to learn about it before learning Flipped Learning.
Let's learn about flipped learning.See the below video: Salman Khan: Let's use video to reinvent education
Along with popularization of digital textbooks, internet at schools and homes, software for education, and Open Educational Resources (OER), flipped learning courses have become popular through elementary to higher education in Japan (Shigeta, 2013). For the past five years, flipped learning has come under the global spotlight, especially in Western countries. As Slman Khan states, “moving the delivery of basic content instruction online gives students the opportunity to hit rewind and view again a section they don’t understand or fast-forward through material they have already mastered”. The most important point for me to integrate flipped learning is that not only students but teachers can see students’ comprehension levels, frequency of using web-based software, procedure of learning, etc by accessing to cloud computing. As we learned about DDDM, teachers can see students’ comprehensions levels from the data through learning software, and make decision how they should assign students into classes, who is behind class, who can help others, and more. “In the flipped classroom, teachers guide students as they apply what they have learned online” (Slman Khan) after the students come back to classroom. Although the number of the examples of flipped learning is still limited in Japan, several schools and universities currently have integrated it into learning environments (Shigeta, 2013). For example, all newly-enrolled students from 2013 at Kinki University High School purchased ipad, and used it in English and Mathematics class by flipped learning. The school introduced Learning Management System (LMS) for sharing digital materials with the students. As the result, in both of the English and Mathematics classes, students could have more time to have collaborative activities between the students, and enhance their skills and knowledge. The activities increased communications among students and teachers as well. Also, personalized learning happened by using commentary videos according to the decided degree of understanding. The flipped learning also promoted the progress of the classes. As a result of another example, Hokkaido University could enhance students’ discussion performances by integrating flipped learning. Students could be encouraged to attend the course and have interactive between students. Thus, the current practices of flipped learning in Japan have clarified that teachers can “humanize classrooms” (Slman Khan) by using technology, instead of the traditional “one-size-fits-all lectures” where students have no interaction with each other (Slman Khan).
Reference
Horn, M. (2013). The transformational potential of flipped classrooms. Education Next, 13 (3). Retrieved from http://educationnext.org/the-transformational-potential-of-flipped-classrooms/
Salman Khan: Let's use video to reinvent education Retrieved from http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
Shigeta, K. (2013). Flipped Classroom : Educational reform utilizing information technology. Journal of Information Processing and Management, 56 (10), P 677-684. http://dx.doi.org/10.1241/johokanri.56.677
Let's learn about flipped learning.See the below video: Salman Khan: Let's use video to reinvent education
Along with popularization of digital textbooks, internet at schools and homes, software for education, and Open Educational Resources (OER), flipped learning courses have become popular through elementary to higher education in Japan (Shigeta, 2013). For the past five years, flipped learning has come under the global spotlight, especially in Western countries. As Slman Khan states, “moving the delivery of basic content instruction online gives students the opportunity to hit rewind and view again a section they don’t understand or fast-forward through material they have already mastered”. The most important point for me to integrate flipped learning is that not only students but teachers can see students’ comprehension levels, frequency of using web-based software, procedure of learning, etc by accessing to cloud computing. As we learned about DDDM, teachers can see students’ comprehensions levels from the data through learning software, and make decision how they should assign students into classes, who is behind class, who can help others, and more. “In the flipped classroom, teachers guide students as they apply what they have learned online” (Slman Khan) after the students come back to classroom. Although the number of the examples of flipped learning is still limited in Japan, several schools and universities currently have integrated it into learning environments (Shigeta, 2013). For example, all newly-enrolled students from 2013 at Kinki University High School purchased ipad, and used it in English and Mathematics class by flipped learning. The school introduced Learning Management System (LMS) for sharing digital materials with the students. As the result, in both of the English and Mathematics classes, students could have more time to have collaborative activities between the students, and enhance their skills and knowledge. The activities increased communications among students and teachers as well. Also, personalized learning happened by using commentary videos according to the decided degree of understanding. The flipped learning also promoted the progress of the classes. As a result of another example, Hokkaido University could enhance students’ discussion performances by integrating flipped learning. Students could be encouraged to attend the course and have interactive between students. Thus, the current practices of flipped learning in Japan have clarified that teachers can “humanize classrooms” (Slman Khan) by using technology, instead of the traditional “one-size-fits-all lectures” where students have no interaction with each other (Slman Khan).
Reference
Horn, M. (2013). The transformational potential of flipped classrooms. Education Next, 13 (3). Retrieved from http://educationnext.org/the-transformational-potential-of-flipped-classrooms/
Salman Khan: Let's use video to reinvent education Retrieved from http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
Shigeta, K. (2013). Flipped Classroom : Educational reform utilizing information technology. Journal of Information Processing and Management, 56 (10), P 677-684. http://dx.doi.org/10.1241/johokanri.56.677
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