Computer Skilled Design Case Study

In this article it explains that flipping the classroom is where the students prepare for the lesson before class then receive feedback on the lesson. That would give the students time to ask questions. Besides a flipped classroom this article talks a bout the inverted classroom and peer instruction. The students complete worksheets and get to ask questions during class the worksheets are then chosen, at random, to be taken for a grade. Peer instruction is a new technological way for students to interact with each other. The students receive clickers that will anonymously show the answer to the questions, and then in small groups they will discuss the questions. All of these methods tend to work, but according to the article the peer instruction has the best effect on students because they are discussing with their peers.

The inverted classroom – The flipped classroom model began over 15 years ago in higher education and spread to k -12, it allows for more interactive learning in the classroom.

In his thesis submitted to the University of British Columbia, Grant Johnson recalls the flip he did within his own Pre-Calculus class during the 2011-2012 school year. Mr. Johnson (2013) states in this thesis that he realized he was the one doing most the work during his lessons: “many of my students seemed disengaged, some appeared to sleep through class, others texted under their desks, and a few were not even bothering to come in the first place,” (p. 1). This pattern is common across many high school classrooms since the ‘smart phone’ era began. Students, along with adults, are all interacting with each other differently than in years past. Students now have little computers in their hands every day when they walk into the classroom, they post on social media (Twitter, Snapchat, Facebook, Vine, etc.), text their friends, play games, whatever they can so they don’t have to listen to a teacher lecture. Educators are now having to view their classroom technology differently: smartboards and computers are not enough to reach the students. In a study conducted by Toto and Nguyen in 2009, they investigated the way students perceived the concept of a flipped classroom. Within their research, they wanted to know if students believed that the flipped classroom instruction defended and upheld their overall understanding of course content. At the end of their study, Toto and Nguyen found that students found that the 30-minute videos were ideal for lecture, however the

It also explains the theoretical basis for this method that because students have background knowledge from lecture done before class, it gives them class time to explore difficult sections with immediate feedback from instructors and peers. It also pushes students to think about their own learning and allows for more growth in critical thinking. However the most helpful portion of this article is when it details how to effectively use the flipped classroom method in a way that is conducive to student learning. She note that you should provide the opportunity for students to gain first exposure prior to class, provide some incentive or necessity for student to be prepared for class, ad utilize their first exposure, then find a method that works best to access student understanding of the learned material, and last provide in class activities that “focus on higher level cognitive abilities.” In other words, creating activities that foster student using learned information in a way that allows for authentic production in the classroom for feedback opportunities. (Brame,

As a companion to the flipped format, professors also used clickers to engage students in the in-class activities. Ninety-four percent of the students preferred the flipped and clicker method. Professors in this study found there was an increase in quiz, project, and test scores. In doing the higher order thinking activities, students not only knew the material but also knew how to apply it (Garver, Roberts, 2013). In another study using the FIZZ method of flipping a classroom, there was an overall increase in student success, parent involvement, administrative support, and in teacher job satisfaction. In a survey conducted by the website Classroom Window, nearly 90% of the 500 teachers polled reported improved job satisfaction, 70% reported there had been an increase in standardized test scores, and 80% reported that students’ attitudes had improved (Brunsell, Horejsi, 2013). In a third study using nursing students, the students that experienced the flipped classrooms had significantly higher unit test scores but the scores on the final exam were no different than those in a traditional class(Matsuda, Azaiza, Salani, 2017). After a study of flipping a high school Liberal Arts class conducted by Jong (2017) a student had this to

In addition, to keeping student’s attention the idea of the flipped classroom also lets students lead their learning. “When classroom instruction is lecture-based, students are taught to take guided notes. A disadvantage here is that some students write faster than

This selection is the perfect opportunity to learn a different language in the field of computer systems and programming. One who opens his mind to the design of software can explore the scientific way in which humans and computers interact. As a combination of graphic design and computer science, this program builds teamwork skills with other students while developing software and solving problems. Although the Computer Science Challenge’s essential lesson is programming, students can familiarize themselves with the secrets of the computer in preparation of careers that require no programming at

Many teachers are steering away from the traditional lecture in classrooms. Some teachers are now “flipping” their classrooms. Flipped classrooms are a new tactic in which teachers are now recording their lectures and posting them online for student convenience. Flipped classrooms allow students to watch the lectures from the comfort of their home, by doing so they can watch the lecture at a speed that is appropriate for them and they are also able to review material that they may have missed during the original lecture. Although there is little research on this new strategy, a decent number of teachers have tried the new strategy and found that test scores went up along with an improvement of the students’ attitudes. This new strategy allows teachers to interact

This sounds like a great idea but, will every student really have time or access to watching these videos? I don’t think it really said anything about this in the article. That’s a concern of mine. The Flipped Classroom really is a fantastic idea. I just don’t know if every student would really watch the videos all the time. It’s sometimes hard to do some homework at night. And if their parents weren’t involved in their child’s education they wouldn’t push them to watch those videos. I guess they could just have the videos for when students need to see a lesson again. But, I feel like teachers would use it as a thing to just teach the students so they had more class time to work on things.

There are many pros and cons of using such a method, while most of them are good for the students and professors, which include that students have more control, which will increase input and control over their own learning. The flipped classroom allows more time for the student’s to understand certain concepts and to take their time reviewing the material without getting left behind. The student’s can pause, or reqind the lectures, write down questions they have have, and discuss them at the next classroom time. The student’s can also receive immediate assistance from teachers and classmates, as a result this improves the students achievements, but also improves behavior in the classroom as well. This is a student=centered learning and collaboration,

Advances in technology have made it possible for the instruction to move beyond teacher delivered material in class followed by a review of the material by students in the form of homework (Steed, 2012). In theory, if the students are in control of the pace of their learning, their outcomes will be better. Students, who are able to absorb new material at home, will come to class prepared to put the knowledge into practice and thus reinforce the new material. The flipped classroom (Bergman & Sams, 2012; Bull, et. al., 2012) involves the presentation of the new material via a video lecture which students will watch at home prior to coming to class. Time in the classroom can then be dedicated to putting the material into use, creating an environment of understanding by doing. Although success with this format has been reported in some subject areas by some teachers, the concept has not been widely studied over a long enough period of time to give conclusive data on student learning using this method (Herreid & Schiller, 2013; Moran, 2015). The review of literature was conducted in an effort to answer the following questions regarding the flipped classroom:

The role of the designer has also evolved with technology. With an abundance of softwares available, it is necessary for designers to constantly update their skill sets. These tools have altered the expectations of the designer, we have become polymaths, expected to be well versed in various subjects and equipped with a large skill set. Hyper Island’s MA in Digital Experience Design03 course page describes its aims to equip its students

Before one can explore the impact of a flipped learning classroom, we must first explore the topic of education. What is its purpose and why does society need an education system? We citizens understand that we start attending school at a young age and continue our education at least until the age of 18, upon graduating from high school. Then, should one choose to, some form of a higher education follows: technical college, junior college, or a four-year university. Throughout my 20+ years I’ve spent as a student, I have never thoroughly investigated the purpose of my education; I have always known that I want to better myself and continue my learning as long as possible. However, Richard Smith, a professor of education at University of Durham in United Kingdom put the definition of education into perspective: “Education has been identified as the inculcation of basic skills at one extreme and in terms of more high flown ideals concerned with civilized thinking and behavior at the other,” (Smith, 2007). Reading, writing and arithmetic, the basic skills most associate with an education, the basic skills needed for any person who wishes to be a member of society. Critical thinking, collaboration, innovation, inquiry-based learning, these are the ‘high flown ideals’ needed to attend an institute of higher education and to become a leader within any major profession. Smith goes on to state that “education may also be said to aim at the development of knowledge and

Aaron Sanns and Jonathan Bergman are the first two teachers who use flipped classroom, they provide supplying absent students with an online lecture they could watch from home or from anywhere they had access to a computer and internet including school or local library. They find

Another technology tool that can be utilized by teachers in the flipped classroom platform. This technology tool is newer to the teaching community but also has different advantages that were not available previously without modern technology. With this tool, a teacher can film themselves talking or teaching about a topic for the students to