The flipped classroom is associated with both student-centered pedagogy and the use of technology and media to provide an effective and engaging learning environment. While media and technology are not required for flipping the classroom, they can add value in many ways to the “blend” of in-class and out-of class experiences. So, how do you integrate technology and media with an educational process to improve learning?
There is an abundance of research literature supporting how active learning increases students' retention, motivation, and persistence with the class material. Therefore it is important not to use the technology (i.e.: video conferencing) or media (i.e.: video) for just absorbing inert knowledge but for more active participation in meaningful tasks that use the knowledge and skills.
To be successful, one must first understand the pedagogical principles that are specific to the use of technology and media in a learning environment. It is important to appropriately select and connect the instructional technology with the content, learning objectives, methods of instruction, student needs and abilities, learning strategies, pace of learning, and assessment and evaluation strategies.
When do you choose the media format? It is best to first define the learning objectives and choose the strategies and methods that will best facilitate the intended learning and then choose the media that will best deliver the learning message (Clark 2001). This is because some media work better than others when it comes to delivering certain types of content, contexts, and for learners with different levels of knowledge. Additionally, some types of media convey the message more effectively and efficiently than others. For example, for the learning objective “students will be able to identify parts of a neuron,” showing an illustration of a neuron with labels naming each of the parts for students to study is more effective than a long audible file talking about all the various parts of the neuron. But if the learning objective is “students will be able to explain how neurons send messages to each other,” then showing an animation of this process would be more effective for students to process and conceptualize it in their minds than an illustration with a lot of descriptive text that might be more difficult to piece together.
Below are general examples of ways to integrate media and technology into the flipped class model. Note that these are just examples and that the selection and design of theses activities are dependent on the learning objectives, type of content, and audience.
Examples for creating media material for students to get exposure before class:
*In all these examples NYU Classes can be used to make them accessible to students.
Examples for using technology tools to facilitate student activities to motivate them to prepare before class:
Examples for using media and technology tools and equipment to facilitate student activities during class:
* Instructor’s role shifts in the classroom to be a guide, facilitator, or expert tutor.
Examples for using technology tools to facilitate student activities after class and extend learning:
We recommend that faculty visit the Technology-Enhanced Education Reports page to take a look at the Best Practices for Course Design and Instruction as well as the Best Practices for Institutional Support for Technology-Enhanced Education, prepared by the Faculty Committee on Technology Enhanced Education.
Watch real use cases of faculty using media and technology with good pedagogy.
John Di Bartolo speaks about the process of working with instructional technologists, in-class clickers, peer-to-peer teaching, and animations for his courses at the NYU Polytechnic School of Engineering.
Jin Montclare's flipped class focuses on involving students by using social media in the classroom.
For real examples using various technologies and media, please see the NYU Technology-Enhanced Education Sampler
Multimedia pre-lectures: University of Illinois, Department of Physics
Prepared by NYU's Faculty Committee on the Future of Technology-Enhanced Education