Syftet med denna studie var att undersöka hur lärare kan utveckla sin undervisning med hjälp av digitala hjälpmedel och ta del av andra lärares erfarenheter med att arbeta med sådana hjälpmedel i slöjd, hem- och konsumentkunskap. Frågorna var; hur bidrar digitala hjälpmedel till att förbättra undervisningen i slöjden; Vilka för- och nackdelar upplever lärare av att arbeta med digitala verktyg; Hur väljer estetiska ämneslärare att kommunicera via nätbaserade kommunikationstjänster och vilka positiva, negativa konsekvenser har det kommunikationsvalet fört med sig? Tre olika metoder har använts för att samla in data till studien, deltagande observationer på en grundskola, aktioner för att designa undervisningen med digitala verktyg och intervjuer med lärare inom estetämnen. Enligt lärarna visade det sig att mer digitala redskap i undervisningen ökar elevers motivation. Digitala verktyg som mobiltelefoner distraherar elever dock, det bör finnas tydliga regler för dess användning. Kommunikation via nätet kan skapa ett bättre samarbete lärare och elever emellan. Vissa nätbaserade tjänster kan föra med sig risker såsom intrång och att elevers nätaktiviteter spåras. Lärplattformar har högre skydd mot intrång, men användarvänligheten är lägre. Detta leder till att de inte används i den utsträckning som det är tänkt. Flipped classroom ger fler möjligheter för elever att ta del av undervisningen, men handledning av en lärare är ändå att föredra.

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The teaching methodology of the flipped classroom is quickly growing in popularity within the education community and making its way into library instruction as well. This paper will introduce the concept of flipped teaching, identify its potential for integration into library instruction, and highlight two case studies of how this pedagogical approach was applied at the University of Saskatchewan Library. This interactive session will keep you on your toes. Expect homework in advance! / Slides presented at the Workshop for Instruction in Library Use conference in London, ON, in May 2014

The flipped teaching methodology is well documented within the education research literature, growing in popularity within university classrooms and making its way into library instruction. In light of current technological trends affecting higher education, libraries are challenged to explore new approaches to library instruction including strategies for inclusion of online classrooms, distributed learners, and interactive technologies. This presentation will include a summary of the research evidence on flipped teaching and its value for inclusion in library instruction. It will also look at the application of this evidence as applied to two case studies at the University of Saskatchewan Library and preliminary findings on outcomes from these cases. This presentation is relevant to why librarians are conducting research by highlighting the benefits of using research evidence to inform the practice of library instruction, to create better instructional tools and to meet the learning needs of today’s students. This presentation also links to research being done by librarians, as it documents an in-progress research project on the efficacy of the flipped classroom for library instruction. / Slides presented at the C-EBLIP Fall Symposium in Saskatoon, SK, in October 2014

ARCL STS IL Chat Presentation on March 20, 2015 at 3:00 PM EST. This chat session will begin with a short presentation about three separate applications of flipped teaching in the College of Engineering, University of Saskatchewan. The Engineering Librarian used this pedagogy to deliver information literacy instruction to Civil Engineering students in their 2nd and 4th year of study in design heavy courses. The chat that follows is expected to generate thoughtful discussion about how flipped teaching could be applied in your own practice. Possible considerations include class size, location of class (computer lab availability), ability to collaborate with a faculty member, time, what you will cover in the tutorial and what lecture content will be. / If you wish to listen to the audio recording of this chat session, please use the following link: http://ala.adobeconnect.com/p5wdr3dahza/. The pre-test is posted at: https://drive.google.com/file/d/0Bx0pof08ddLedTdYZDgtQXZDYVk/view?usp=sharing and the post-test can be found at: https://drive.google.com/file/d/0Bx0pof08ddLeSi1QM0FUS2lGdnc/view?usp=sharing.

Syftet var att undersöka en grupp elevers upplevelser efter att ha undervisats enligt undervisningsmetoden Flipped Classroom. Flipped Classroom skiljer sig från vanlig traditionellundervisning då läraren inte längre föreläser framför eleverna, utan låter sina elever ta åt sig materialet utanför lektionstimmen. Lektionstimmen spenderas istället till gruppuppgifter och diskussioner angående materialet samt också en stor del till eget arbete. Undervisningsmetoden har tidigare visat sig ha tagits emot väl av studenter på universitetsnivå, då de känt en högre delaktigheti sitt lärande och kunnat reflektera över andras tankemönster. En gymnasiegrupp med 13 elever undervisades av mig enligt Flipped Classroom. Elevernasupplevelser av denna undervisningsform har undersökts med en kvalitativ metod därdatainsamlingen genomförts med semi-strukturerade intervjuer. Resultatet visar att en stor majoritet av eleverna var nöjda och positiva till undervisningen. Dekände en större delaktighet i sitt lärande, kände ett större stöd från läraren och ett ansvar som i stor grad sågs som positivt, då de fick större kontroll över sin utbildning. Eleverna uttryckte att de fann det mycket positivt att de fick en större del av lektionen till aktivt arbete och att de kunde skapa sigen större framförhållning till lektionen, istället för att de passivt intog materialet genom föreläsningar på tavlan.

This case study describes the use of flipped teaching for information literacy instruction in a new course, Drill, Blast, and Excavate GeoE 498, within the mining option for geological engineering (GeoE) students. These students will enter the mining industry with less discipline-specific knowledge than a student that graduated with a degree in mining engineering, yet on-the-job training provided by the employer will fill in most of the technical gaps. Engineers in the workplace can connect to information sources online and do not need to rely solely on co-workers, short courses, and conferences for upgrading their knowledge. With this in mind, we developed a flipped teaching assignment to teach students how to effectively and efficiently access electronic information on topics faced by geological engineers in the field. The course included a research project that allowed the students to practice these information retrieval and evaluation techniques so as to better prepare them for the working world. Student feedback revealed a high level of engagement in the discovery of these research strategies and the instructor noted that these techniques were applied successfully in the students written reports and oral presentations.

Syftet med denna uppsats var att ta reda på hur olika typer av inspelade videoföreläsningar uppskattas av eleverna på gymnasiet. Vem som har gjort videon, hur är den presenterad och spelar språket någon roll är de huvudsakliga frågorna.   Det var totalt åtta videoföreläsningar, jag spelade in fyra egna videor och fyra var tagna från internet som eleverna fick möjlighet att titta på innan lektionerna. Resultatet samlades in genom två omgångar av enkäter som handlade om fyra videor var. Videorna som var gjorda av mig som undervisande lärare var rankad högre i enkäten och om språket spelade någon roll berodde på elevens kunskap till engelska där den kan vara en extra barriär till kunskapen. Det ger en viss anknytning att ha sin lärare till skillnad mot en annan lärare i lektionsvideorna. Eleverna föredrog att videon var inspelad mot en whiteboard hellre än på papper eller digital skärm. För att flipped classroom ska lyckas så krävs det att eleverna har motivation till att göra skolarbeten och att lära sig utanför klassrummet.

Background: According to Park, et. al. (2021) a flipped classroom consists of pre-class activities that expose students to the subject matter, in-class activities that promote interaction between classmates, learners and instructors and post-class activities that help solidify information. This method of education is thought to be more effective at promoting clinical judgement than traditional lecture-based classrooms. Delivery of course content through virtual meetings can also allow for additional flexibility in students’ schedules, while still allowing for engagement with classmates and promoting students’ engagement in their learning and motivations to learn (Philips & O’Flaherty, 2019). The nation-wide restrictions on 2020-2021 academic year required that all courses in the Nashville State Community College department of nursing be transitioned to an online format with mandatory weekly meetings with students via videoconference. To facilitate this transition, a flipped “virtual classroom” approach was implemented for the Medical-Surgical Nursing 2 course. Implementation: The course operated on a weekly schedule, with a format of asynchronous lecture content, homework assignments and synchronous online meetings. Asynchronous lecture content: asynchronous lectures were provided as 10-40 minute videos and presented in .mp4 format. The majority of students spent 2-4 hours viewing recorded lecture content. Homework assignments: each week, students spent an average of 1-2 hours outside of the scheduled class time completing homework assignments. Homework assignments served to help students apply the course material and consisted of several short case studies, one long-form patient case study, flowcharts or concept maps. Synchronous online meetings: synchronous online meetings were held via videoconference at a set date and time each week. Student attendance at meetings was mandatory. In synchronous online meetings the instructor reviewed the material from the homework assignments using online polling or quizzes, discussion and student feedback. Synchronous meetings were automatically recorded and provided for student review. Evaluation: Student learning outcomes: course outcomes for each student cohort are evaluated based on student achievement on nationally normed, standardized tests. The score designated by NSCC indicates mastery of content in the 50th percentile or higher nationwide. In two virtual semesters, 100% of students achieved the designated percentile on standardized tests. The average percentile rank was 91.8%. Student feedback: A total of 27 students were polled via survey monkey. Student feedback was generally positive: 81% of students ranked this course format as better than online courses that contained only asynchronous lecture with no weekly meetings or outside assignments. 93% of students ranked this course format as better than online courses that contained only synchronous lecture via videoconferencing. In addition, 63% of students ranked this course format as better than fully in-person courses. Implications: Course outcomes were met for both virtual semesters and students responded positively to the course format. This suggests that the virtual flipped classroom approach can be used to achieve student learning outcomes.

E-lectures (recorded lectures) is a modern way of giving lectures to students while freeing time for teachers to do other activities like having workshops where students get to work actively on solving problems. There is a large body of studies that show the positive effects of e-lectures on students' performance, activating them in teacher led work in the classroom as well as enabling them to re-watch a lecture. However, even though the technology and knowledge on how to use e-lectures seems to be available, the use of e-lectures has not been broadly adopted. There may be many reasons for why this is the case and this qualitative study aims to give insight into the teachers attitude towards e-lectures. This study is based on eight interviews with teachers mainly from the department of informatics and one from the department of physics. The result shows that the teachers have an open attitude towards e-lectures and other alternative learning methods. However, the opinion on how much e-lectures can contribute to students' learning varies and might be due to the lack of knowledge or experience. There is also no consensus regarding how well made the e-lectures should be and some respondents feel that high expectations might refrain teachers from pursuing e-lectures.