Problem Based Learning
“Sage on the stage” versus “guide on the side” (Baker, 2000). Lecture and rote memorization based-learning compared to collaborative and discovery based learning. Student consumption of content in time-based settings as opposed to student production of content in outcome based settings. Any informed educator would know the above comparisons highlight some of the major differences between 20th and 21st century education models.
Near the end of the 20th century, computer software innovations, such as Microsoft Word and PowerPoint, served as glitzy replacements for more traditional tools like the pen and paper. In most cases, instead of transforming the way students’ learned, these programs merely streamlined the drill and repetition activities that had dominated classroom culture for decades (Olliges, Mahfood, & Tamashiro, 2005).
When education entered into the 21st century, many teachers had renewed expectations for technologies transformative potential, particularly upon the advent of “Web 2.0” (O'Reilly, 2005). The Internet was no longer a place reserved solely for the consumption of content. Users could now interact and communicate with each other through social media sites, blogs, wikis, and video. Still, despite the “groundswell of enthusiasm for adopting Web 2.0 practices in education”, there was little evidence to support claims that learner achievement was increasing in any significant way (Crook et al., 2008, p. 5).
Enter the flipped classroom model of education. With roots in peer instruction, teachers Bergmann & Sams (2012) took a tried and true method of education and gave it a 21st century twist. Proponents like Houston and Lin (2012) noted that the act of flipping the lecture and homework equation has humanized the classroom. In short, this is the transformational learning model many educators have been waiting.
HOTS
By 2018, flipped education will be universally accessible and affordable; come pre-packaged with research-supported frameworks to meet the needs of 21st century learners; and be a classroom staple among the ever-expanding population of tech savvy educators.
Near the end of the 20th century, computer software innovations, such as Microsoft Word and PowerPoint, served as glitzy replacements for more traditional tools like the pen and paper. In most cases, instead of transforming the way students’ learned, these programs merely streamlined the drill and repetition activities that had dominated classroom culture for decades (Olliges, Mahfood, & Tamashiro, 2005).
When education entered into the 21st century, many teachers had renewed expectations for technologies transformative potential, particularly upon the advent of “Web 2.0” (O'Reilly, 2005). The Internet was no longer a place reserved solely for the consumption of content. Users could now interact and communicate with each other through social media sites, blogs, wikis, and video. Still, despite the “groundswell of enthusiasm for adopting Web 2.0 practices in education”, there was little evidence to support claims that learner achievement was increasing in any significant way (Crook et al., 2008, p. 5).
Enter the flipped classroom model of education. With roots in peer instruction, teachers Bergmann & Sams (2012) took a tried and true method of education and gave it a 21st century twist. Proponents like Houston and Lin (2012) noted that the act of flipping the lecture and homework equation has humanized the classroom. In short, this is the transformational learning model many educators have been waiting.
HOTS
By 2018, flipped education will be universally accessible and affordable; come pre-packaged with research-supported frameworks to meet the needs of 21st century learners; and be a classroom staple among the ever-expanding population of tech savvy educators.
Artifacts
PowerPoint
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Video
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Links
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