template.back.to.overview Student active learning

Designing student-active learning is about creating coherence between learning outcome descriptions, learning activities and forms of assessment (Biggs, 1996). Learning activities can be both digital and analog. Resources in Canvas. 

Blended learning combines the benefits of face-to-face learning and online learning. This can be the use of online resources such as videos, apps and websites, which support students' learning. There may also be assignments that the students do digitally before, during or after the classroom teaching.

Flipped classroom (reverse teaching) is a widely used pedagogical model that facilitates in-depth learning. Before you meet, the students prepare through digital subject matter and any assignments. Then the students can use the time in the classroom to work in depth together, and you as a teacher will be a professional resource and supervisor for the students.

• Three videos from the University of Tromsø that explain how to create reverse teaching.
• Research article from HERDSA on flipped classroom (tandfonline.com).
• Video where Christine Lindstrøm tells how she has worked with reverse teaching in physics for teacher students at OsloMet (youtube.com).

OsloMet has four teaching rooms adapted for student active learning: PA124 in P46, PI455 in P35, L120 in P50 and FG020 in Falbes gate 5 (Active Learning Classroom - ALC room in TP). The rooms are well adapted for group work and student presentations in plenary and are especially suitable for various forms of reverse teaching. The rooms are reserved via the TP planner at the faculty.

Course at the OsloMet Academy

At the OsloMet Academy you can find several courses on Canvas and other digital tools.

Tailor-made courses

We can develop and adapt courses if you do not find guides or existing courses that cover your needs.

Workshop for your professional environment

Bring your colleagues and work with Canvas issues with us. We are ready with help and input if you need it. This presupposes a completed basic course in Canvas. Send an e-mail to make an appointment.

Canvas

• Student activity in Canvas - examples
• Student activity with Padlet - examples

Webpage on Flipped classroom/learning

Articles

• Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. doi: https://doi.org/10.1080/07294360.2014.934336
• Bergmann, J., & Sams, A. (2012). Flip your Classroom: Reach Every Student in Every Class Every Day. Eugene, Or.; Alexandria, Va: International Society for Technology in Education; ASCD.
• Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at the 120th American Society of Engineering Education Annual Conference & Exposition, Atlanta, USA. Retrieved from: https://www.asee.org/public/conferences/20/papers/6219/download
• Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69–81. doi: https://doi.org/10.1016/j.compedu.2017.07.014
• O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95.doi: https://doi.org/10.1016/j.iheduc.2015.02.002
• Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223–231. doi: https://doi.org/10.1002/j.2168-9830.2004.tb00809.x