Building a Higher Education Flipgrid Community

Transcription

1 Building a Higher Educatin Flipgrid Cmmunity Flipgrid integratin guide Hw can Flipgrid enhance yur classes? One f the majr gals f pstsecndary educatin is t help students cmmunicate effectively. Educatrs ften reprt wanting t help students develp vice in rder t cmmunicate verbally what they have learned. Unfrtunately, many educatrs have truble finding ways t incrprate this type f instructin int their lessns. [1] Flipgrid is designed t d just that -- give students a fun and creative avenue t develp vice and prvide educatrs with a simple way t integrate it in their classrm. With each vide creatin, students cnsider hw they are perceived, the cntent f what they have shared, and are given pprtunities t make changes in respnse t feedback. Thrugh this prcess, Flipgrid helps students becme strnger cmmunicatrs and invlved digital citizens. Building Cmmunity: Higher Educatin 1 f 9

2 Intrducing Students t the Scial Aspect f Flipgrid Yur students may already be regular users f scial media like Snapchat, Instagram, Facebk, r Twitter. The first few times students use Flipgrid, they may feel uncmfrtable because the tpics that are discussed n Flipgrid are likely different frm the tpics students vluntarily pst n scial media. Fr this reasn, Flipgrid is a valuable tl t help students learn t share their thughts n imprtant tpics. Additinally, educatrs may pen their grids t students in ther lcatins arund the wrld. Open grids help students learn t respect cmmunity vice, gain a deeper understanding f citizenship, and experience a wider diversity f perspectives. Regardless f the age f yur students, ne f the best ways t help students feel at ease with Flipgrid is t mdel it yurself by creating a vide t intrduce the tpic and recrd the first vide in yur tpic t share yur thughts. When are yu starting t use Flipgrid? Beginning If yu want t use Flipgrid frm the very beginning f the class, yu can actually start using Flipgrid befre yur first meeting. Invite the students t intrduce themselves n Flipgrid r use Flipgrid t gauge students knwledge and experience n the general curse cntent. Middle Adding Flipgrid in the middle f a class is a great way t add variety and energy t material. Yu may want t use Flipgrid as a way t gauge hw students are feeling abut the class and t gather suggestins fr where they wuld like things t g in the future. Flipgrid can help students practice describing what they learned, explain hw what they learned relates t their wn experiences, and indicate areas where they need clarificatin r additinal resurces. This is a great time fr students t use their vice t cnnect ideas t their wn experiences. End Even if yu are at the end f a class, Flipgrid can be a pwerful tl t invite students t share what they learned ver thrughut the class and t make suggestins fr imprvements. Encurage Building Cmmunity: Higher Educatin 2 f 9

3 students t be creative in their respnses and cllabrate with thers bth inside and utside the classrm. Timely Uses f Flipgrid Curse Intrductins As previusly mentined, fr thse f yu wh are planning t use Flipgrid in a class that hasn t started, vides are a great way t have students intrduce themselves in advance f the class. Flipgrid is als a psitive avenue t gauge interest and knwledge in a unit r lessn that yu are abut t intrduce. Smetimes Flipgrid is mre abut finding ut what students dn t knw and what they wuld like t knw, rather than it is a reprt n what they have already learned. One time Uses f Flipgrid 1. Check in n hw students are ding, what they are learning, hw they are feeling, r hw they want t imprve and mve frward. 2. Evaluate the end f a unit r prject. 3. Gather pinins n a majr event r specific hliday. 4. Encurage student vice by asking students t make cnnectins t persnal experiences. Onging Uses f Flipgrid Flipgrid can be used every day r multiple times a day if students have frequent access t technlgy. Educatrs wh use it every day are likely t use it as a part f regular assignments. They may use it t find ut what students knw at the beginning f a unit, t help students dive deeper int explaining and applying the cntent in a myriad f creative ways, r t evaluate the cntent at the end f the unit. Frequent users may als use Flipgrid as a way t start the day by invlving every student in a discussin. Educatrs culd feature a different student s respnse every day. In rder t take advantage f the active scial nature f Flipgrid, frequent users can allcate time fr students t respnd t each ther s Flipgrid respnses, either face-t-face r n the grid. Educatrs might als encurage students t pst their wn questins and tpics t Flipgrid t start new cnversatins. Nw is the time t think mre critically abut hw yu can cnnect Flipgrid t the cntent and purpses f yur classrm. Building Cmmunity: Higher Educatin 3 f 9

4 Example Tpics, Questins, and Themes Mapped t specific Learning Techniques 1. Make it Persnal [2] Ask students t share a favrite bk n yur curse s tpic and explain why it is their favrite. Encurage students t give persnal examples r t think abut ways that they can apply material learned in the curse. 2. Invite Cmparisn [3] Ask students t cmpare related cncepts r keywrds. Invite students t cmpare present-day views f an issue t hw the views have evlved ver time. Encurage students t cnsider and cmpare the views f multiple authrs n a tpic and evaluate the validity f each argument. 3. Find Meaning [4] Ask students t generate a list f issues related t the curse that are meaningful t them. As a result f infrmatin cvered in the curse, invite students t try ut slutins t prblems that they discver. Encurage students t describe the prcess by which they were able t find relevant material t answer an imprtant questin in yur field. 4. Be Current [5] Encurage students t read, describe, and evaluate respnses f experts in yur field t present-day events, such as an ecnmist s ecnmic frecast r a plitical scientist s view f an upcming electin. 5. Use Visuals [6] Encurage students t use graphs, diagrams, and charts t display relevant data, r include a phtgraph t add an emtinal cmpnent t a stry. 6. Cllabrate [7] Invite students t wrk tgether t prduce ideas in yur field. Building Cmmunity: Higher Educatin 4 f 9

5 Cllabratin may be especially helpful if students are starting a new tpic that they dn t feel entirely cmfrtable with yet. Undergraduate Tpics, Questins, and Themes 1. Make it Persnal [8] [9] [10] [11] Invite students t share what they hpe t learn abut a particular tpic befre a particular class r at the beginning f the curse. Encurage students t share accunts f hw class material is persnally relevant. 2. Invite Cmparisn Instruct students t cmpare the primary appraches t gaining knwledge in yur discipline t thse taken in ther disciplines. Invite cmparisns between psitive and negative applicatins f the material. Ask students t take a psitin n a cntrversial tpic after having read a variety f perspectives. 3. Find Meaning Encurage students t chse tpics within yur field that are especially meaningful t them and investigate them as a majr prject in the curse. 4. Be Current Ask students t find and cmpare respnses f experts in yur field t current cntrversies, and then develp and defend their wn psitin. 5. Use Visuals Encurage students t film their vide using lcatins that are relevant t the material. Invite students t include graphs and charts t display results, and t use ther creative visuals t enhance their message. Building Cmmunity: Higher Educatin 5 f 9

6 6. Cllabrate Encurage students t cllabrate in generating slutins t majr prblems discussed in yur curse. Cllabratin may be especially helpful if students are starting a new tpic that they dn t feel entirely cmfrtable with yet. Master s Tpics, Questins, and Themes 1. Make it Persnal Invite students t share their reasn fr pursuing graduate wrk in yur field, including when their passin fr the tpic began, why their passin grew as an undergraduate, and what career path they are cnsidering. Encurage students t discuss the persnal relevance f all curse material and add persnal relevance t their respnses t their classmates. 2. Invite Cmparisn Ask students t cmpare changes in the trajectry f the field and their hpes fr directins the field may g in the future. Encurage cmparisns f relevant articles and bks n tpics f cntrversy, and discuss hw members f different grups may view material differently. 3. Find Meaning 4. Be Current 5. Use Visuals Invite students t prvide input regarding tpics they find meaningful t help guide r augment the material in the class. Encurage students t make cnnectins between prblems they are trying t address and curse material. Encurage students t find and cmpare articles that address current cntrversies in the field and then defend their persnal psitin n the tpic. Rather than just talking abut ideas, ask students t film their vides in lcatins that are relevant t the tpic. Encurage students t include anther persn in the vide whse stry is relevant t the tpic. Building Cmmunity: Higher Educatin 6 f 9

7 Emphasize the inclusin f charts, graphs, r a demnstratin. 6. Cllabrate Instruct students t cllabrate in designing and implementing a slutin t a prblem in the field. Cllabratin may be especially helpful if students are starting a new tpic that they dn t feel entirely cmfrtable with yet. PhD Tpics, Questins, and Themes 1. Make it Persnal Invite students t share the research they are currently pursuing, why they chse this line f research, and hw it relates t the curse material. 2. Invite Cmparisn Recmmend that students cmpare articles that present cnflicting data r theries and debate the merits f each perspective. Encurage students t cmpare hw views n tpics have changed and hw they culd change again the future. Encurage students t cnsider hw their wn views n tpics have changed and cite relevant research that influenced their change in attitude. 3. Find Meaning 4. Be Current 5. Use Visuals Ask students t explain the prcess by which they chse tpics that were meaningful enugh t warrant cntinued research. Encurage students t suggest tpics within the scpe f the curse that they believe warrant cntinued investigatin. Recmmend that students lk fr examples f hw current cntrversies are related t their field and seek t use relevant material t add evidence r supprt fr ne side f the cntrversy. Rather than just talking abut issues, ask students t incrprate creative, meaningful envirnments. Building Cmmunity: Higher Educatin 7 f 9

8 Encurage students t include ther peple wh have cntributins t make t the vide. Invite the use f any ther creative visuals that might increase the validity f an argument. 6. Cllabrate Encurage students t cllabrate in pursuing a new line f research that results frm cnversatin in class and t present thse ideas fr review n Flipgrid. Example Scial Feedback (Assessment) [12] 1. Building feedback -- prvide feedback that helps mve students tward the next level f critical thinking n a tpic. 2. Highlight student vides in class -- every day r after every use f Flipgrid, be sure t shw a few example vides in class and have students discuss the vides and prvide feedback. 3. Encurage students t prvide feedback n Flipgrid in respnse t ther students vides n the grid. Students can then respnd t thse respnses, creating respnse chains that cntinue grwing n interesting tpics. Encurage students t keep thse cnversatins ging! 4. Students can als evaluate their wn wrk in a Flipgrid vide by discussing what they wuld d differently if given the pprtunity t repeat the prject. 5. Celebrate excellent vides by embedding them n yur classrm website r sharing them with the brader cmmunity thrugh ther scial netwrking sites, schl rganizatins, r parent rganizatins. Building Cmmunity: Higher Educatin 8 f 9

9 References [1] Rudduck, J., & Fielding, M. (2006). Student vice and the perils f ppularity. Educatinal Review, 58(2), [2] Klein, S. B., & Lftus, J. (1988). The nature f self-referent encding: The cntributins f elabrative and rganizatinal prcesses. Jurnal f Persnality and Scial Psychlgy, 55(1), 5. [3] Gentner, D., Lewenstein, J., & Thmpsn, L. (2003). Learning and transfer: A general rle fr analgical encding. Jurnal f Educatinal Psychlgy, 95(2), 393. [4] Petty, R. E., & Cacipp, J. T. (1984). Surce factrs and the elabratin likelihd mdel f persuasin. NA-Advances in Cnsumer Research, 11, [5] Dunn, D. S., Gurung, R. A., Naufel, K. Z., & Wilsn, J. H. (Eds.). (2013). Cntrversy in the psychlgy classrm: Using ht tpics t fster critical thinking. Washingtn, DC: American Psychlgical Assciatin. [6] Clark, R. C., & Lyns, C. (2010). Graphics fr learning: Prven guidelines fr planning, designing, and evaluating visuals in training materials. Hbken, NJ: Wiley. [7] Bnd, C. F., & Titus, L. J. (1983). Scial facilitatin: a meta-analysis f 241 studies. Psychlgical bulletin, 94(2), [8] Dunlsky, J., Rawsn, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Imprving students learning with effective learning techniques prmising directins frm cgnitive and educatinal psychlgy. Psychlgical Science in the Public Interest, 14(1), [9] Deslauriers, L., Schelew, E., & Wieman, C. (2011). Imprved learning in a large-enrllment physics class. Science, 332(6031), [10] Bnney, C R., & Sternberg, R J. (2011). Learning t think critically. In R. Mayer & P. Alexander (Eds.), Handbk f Research n Learning and Instructin. (pp ). New Yrk, NY: Rutledge. [11] Murphy, P. K., Wilkinsn, I. A. G., & Ster, A. O. (2011). Instructin based n discussin. In R. Mayer & P. Alexander (Eds.), Handbk f Research n Learning and Instructin. (pp ). New Yrk, NY: Rutledge. [12] Hattie, J.A.C., & Gan. M. (2011). Instructin based n feedback. In R. Mayer & P. Alexander (Eds.), Handbk f Research n Learning and Instructin. (pp ). New Yrk, NY: Rutledge. Building Cmmunity: Higher Educatin 9 f 9