Tools of the Trade: What Do You Need to Flip?
This chapter answers one of the big questions that instructors new to flipping content often have: “What do I use to do this?” Though technologies are forever evolving, this chapter covers the “tools of the trade” and guides readers in deciding which tool
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Abstract This chapter answers one of the big questions that instructors new to flipping content often have: “What do I use to do this?” Though technologies are forever evolving, this chapter covers the “tools of the trade” and guides readers in deciding which tool characteristics are best, be these low or high-tech. The chapter also reminds readers to chunk content into manageable bits of information, using a combination of low- and high-tech tools.
Introduction Now that we have considered the structure and design of a flipped course, we need to consider the role of technology and which tools to use when flipping. While it is possible to flip the classroom without the use of technology, readily available online technologies have accelerated the adoption of the flipped classroom model. The most prevalent role of technology is in the creation and delivery of online presentations (i.e., the “lecture” and/or instructional material provided to students between one class and the next). However, other roles include the ability for technology to bridge the online and classroom experiences, conduct formative and summative assessments, and enhance the classroom active learning experience. In this chapter we discuss how low- and high-tech forms of technology can be used to support both the online and classroom components of a flipped course.
S.R. Crawford (*) • J. Senecal Arizona State University, Tempe, AZ, USA e-mail: [email protected] © Springer International Publishing Switzerland 2017 L. Santos Green et al. (eds.), The Flipped College Classroom, Educational Communications and Technology: Issues and Innovations, DOI 10.1007/978-3-319-41855-1_3
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Using Existing Digital Resources Prior to designing and creating our own instructional materials, we recommend beginning by surveying available online materials. Some of the factors we consider when selecting online resources include: • Educational fit. Does the content meet our educational goals without being overbroad or too deep? • Credibility. Was the content developed by a credible source such as an institution of higher education, government agency, or reputable foundation/organization? • Availability. Is the content available for me to use in my courses? Does the content have a Creative Commons license or terms of agreement that allows for the content to be used in an educational setting? When we begin a search for content, we often start with well-known repositories such as MERLOT (http://www.merlot.org), TED Talks (http://www.ted.com/), TED-ED (http://ed.ted.com/), Open Educational Resources Commons (https:// www.oercommons.org/), and YouTube Channels produced by reputable sources. Another key resource to explore is your campus library as they may have a wide variety of digital resources and repositories. If you are using a commercial textbook, the publisher may provide complementary digital resources. When we cannot find the instructional materials we need, we then begin the process of developing our own resources and online present
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