Reflections on flipped learning and blended learning

Early on in our "Innovative Learning Environments" project we realized that most of the environments involved blended learning in some form. This was particularly true for flipped learning, which seemed to be a good way to get teachers interested in posting materials and starting to interact with students online.

Some teachers were particularly excited about flipped learning, and started making videos and posting interactive and text-based resources. I liked being able to show them various options for creating videos and places to organize and curate content, such as Moodle, Edmodo, Google Sites, and others. Different choices appealed to different teachers based on their experience and needs, or those of their students.

The great thing about teachers posting materials online was that it gave students, and in most cases parents, a place to get information about the class. More importantly it started to create an online space for interactions with the teacher and among students. This space was sometimes used synchronously, but more often was used outside of class time. Teachers even found that absent students could keep up with what they needed to learn and do.

Not to upstage the Horizon Report, but I think it won't be long until most learning is blended learning. One of our favorite quotes from a teacher about her experience with blended learning was, "I won't go back to teaching the way I used to." I think that epitomizes the goals of the AISI project and innovative learning environments.

EIPS AISI Facilitator Reflections

We've decided to change the focus of this blog somewhat. Instead of occasional posts related to our AISI project in general, we will be using this space to post our reflections as AISI Facilitators.

So on this blog you'll start to see posts by the AISI Facilitators with our reflections on meetings, group conversations, supports provided (e.g. release time, technology, Administrator support), and other general observations. Since we are encouraging teachers to post their reflections, we will also model that process.

Information about the EIPS AISI project can be found at eips.aisi.ca and eipsaisi.wikispaces.com.

Gamification and Game Based Learning

We just wanted to clarify a couple of terms related to games and education.


Game Based Learning is the use of existing games for an activity or series of activities within the broader scope of the learning process. For example, having students play the board game Settlers of Catan to teach the concepts of supply and demand. Game based learning is using games to teach.

Gamification is the use of game mechanics and game-style thinking in other contexts and processes. It’s the process of making learning, for example, into a game by using:

• goals or quests - a sense of purpose

• barriers or rules - inspiring creative solutions

• immediate feedback and incentives (e.g. progress meter, levels, badges, virtual currency, points) - satisfaction by participants seeing an impact of their efforts

• voluntary participation - so players accept the above elements

This is a process that takes place over a sustained period of time, such as a unit, a course, or a year. Gamified learning is using game design principles to create a learning environment.

Gamification may include some game based learning activities, perhaps as some of the levels or missions, but doesn’t require them.

Some of the ideas for these definitions came from:

http://www.gamification.co/2012/01/13/gamification-vs-game-based-learning-in-education/

http://janemcgonigal.com/
http://treetoptraining.wordpress.com/http://www.edutopia.org/blog/gamification-game-based-learning-unit-andrew-miller

Student-Friendly Explanations of Learning Environments

Here are some brief descriptions of possible learning environments that we came up with:


Blended Learning - doing some of your work online
Flipped Learning - learning new stuff at home to allow for discussions and activities in class
Collaborative Learning - working as a group to learn together
Project-Based Learning - learning through projects
Extended Learning - connecting more with experts outside the classroom
Students as Agents of Change - learning as you help with real-world problems
Gamified Learning - learning designed like a game

Examples of Innovative Learning Environments

These are some examples, not an exhaustive list. Teachers may be inspired to explore a different learning environment.

Blended learning

• Traditional classroom learning is combined with an online environment and/or mobile tools. It includes synchronous face-to-face lessons within the classroom as well as synchronous and asynchronous electronic environments and tools.
• Some examples of online platforms in use are Moodle, Google Apps, and Edmodo.
• Video

Flipped learning

• The instructional components of teaching are moved to digital spaces that students can access outside of class, so that class time can be used for teacher-student interaction, collaboration, projects and performance-based tasks and assessment.
• Video

Collaborative learning 

• Students, or students and teachers together, are involved in a joint intellectual effort.  Students work in groups to to find understanding, solutions, or create projects
• Video

Project-based learning

• This approach empowers learners to apply inquiry skills to develop a viable solution to a defined, but realistic problem.  Students learn content while doing the investigation with the teacher as facilitator.
• Video

Extended learning

• This involves creating learning activities and projects that extend beyond the classroom and into the community.
• Some examples include guest speakers, integrated field trips, video-conference sessions, and integrated community projects.
• Video

Education for Sustainable Development

• Educating students for a more sustainable future; hands-on learning relevant to real-life situations with the perspective of recognizing social, economic and environmental responsibilities
• Video