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SAT: Creating Open Educational Resources for a Flipped Statistics Classroom (Vicky Hindle).
Cloud created by:
8 January 2019
According to Sparks (2017), Open Educational Resources (OERs) can include freely available applications that can be used to create lesson materials. The aim of this project is to create interactive Open Educational Resources for a flipped statistics classroom using Google Slides and Nearpod. These resources will be designed for adult learners undertaking Access to HE courses within a Further Education setting in the UK. However, these resources will be published under CC BY-NC-SA, a Creative Commons Licence (2019) to enable practitioners to adapt these materials to suit their own contexts.
With a flipped approach, students learn subject content outside of class, giving teachers more time in class to utilise active learning strategies such as group work and peer learning (Rotellar and Cain, 2016). Akçayır and Akçayır’s (2018) review of 71 journal articles suggests that the flipped approach can improve student motivation and outcomes in terms of grades achieved. This is especially important for adults on Access to HE courses where universities are demanding that more units are achieved at merit and distinction. Their review suggests that these improved outcomes may be the result of teachers having more time in class to devote active teaching strategies such as peer learning, group work, problem solving and class discussions. However, it is worth noting that only 3% of the journal articles reviewed Akçayır and Akçayır focused on adult learners, making it difficult to generalise the results.
Furthermore, creating resources for flipped statistics classroom can be a time-consuming process. According Little (2015), one of the barriers to implementing a flipped statistics classroom is having the time to develop resources. Teachers in Akçayır and Akçayır’s (2018) review noted that a flipped model requires more time and could potentially increase workload. Wanner and Palmer (2015) report that it can take up to six times longer to prepare materials for a flipped classroom (cited in Akçayır and Akçayır, 2018). Nonetheless, as Rotellar and Cain (2016) point out, initial implementation of a flipped classroom may initially increase workload for teachers, but should decrease once materials have been created.
This conference demonstration aims to show how applications, such as Nearpod, might help to reduce the time taken to create interactive resources for use in and outside of the classroom. Nearpod is a cloud-based presentation application, but users can upload existing presentation slides from either Google Slides or PowerPoint and add interactive slides such as polls, quizzes and collaborative slides (Nearpod, 2019). Nearpod's silver subscription is free and users have access to basic interactive features such as multiple-choice quizzes and polls. Making online resources interactive may help to improve student participation, how well students understand a topic and their critical thinking skills (Meguid and Collins, 2017). Research by Amasha et al. (2018) showed that students who had learnt content via Nearpod scored higher test scores compared to students who had learnt content via PowerPoint alone. This demonstration will also outline the advantages and disadvantages of Google Slides and Nearpod, and how these resources can be shared, reused and remixed.
Abdel Meguid E, Collins, M. (2017) ‘Students’ perceptions of lecturing approaches: traditional versus interactive teaching’. Advances in Medical Education, vol.8 pp. 229-241. [Online]. Available at: https://www.dovepress.com/studentsrsquo-perceptions-of-lecturing-approaches-traditional-versus-i-peer-reviewed-fulltext-article-AMEP (Accessed 2 January 2019)
Amasha, M.A., Abougalala, R.A., Ahmad R.J., Salem, A. (2018) ‘Combining Online Learning & Assessment in synchronization form’, Educational and Information Technologies, vol.23, no. 6, pp. 2517-2529. [Online]. Available at: https://link-springer-com.libezproxy.open.ac.uk/article/10.1007/s10639-018-9728-0#citeas (Accessed 2 January 2019)
Akçayır, G. and Akçayır, M. (2018). ‘The flipped classroom: A review of its advantages and challenges’. Computers & Education, Vol, 126, pp 334-345. [Online]. Available at: https://www-sciencedirect-com.libezproxy.open.ac.uk/science/article/pii/S0360131518302045 (Accessed 1 January 2019)
Creative Commons. (2019) About The Licenses [Online]. Available at https://creativecommons.org/licenses/ (Accessed 2 January 2019)
Google Slides. (2019) About [Online]. Available at https://www.google.co.uk/docs/about/ (Accessed 2 January 2019)
Little, C. (2015) ‘The flipped classroom in further education: literature review and case study’, Research in Post-Compulsory Education, vol. 20, no. 3, pp. 265–279. [Online]. Available at https://www-tandfonline-com.libezproxy.open.ac.uk/doi/abs/10.1080/13596748.2015.1063260 (Accessed 1 January 2019)
Nearpod. (2018) Using technology in the classroom with Nearpod [Online]. Available at https://nearpod.com/how-it-works (Accessed 2 January 2019)
Rotellar, C., & Cain, J. (2016). 'Research, Perspectives, and Recommendations on Implementing the Flipped Classroom'. American journal of pharmaceutical education, Vol. 2, No. 34 [Online]. Available at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4827585/ (Accessed 1 January 2019)
Sparks, S. (2017). 'What Is OER? Answers to 5 Questions About Open Educational Resources'.
Education Week, Vol.36, No. 11 [Online]. Available at >http://link.galegroup.com.libezproxy.open.ac.uk/apps/doc/A488972101/AONE?u=tou&sid=AONE&xid=a452b5c (Accessed 1 January 2019)