Original version published at: Life of an emerging technologies librarian in the health sciences: http://monthly.si.umich.edu/2013/01/17/life-of-an-emerging-technologies-librarian-in-the-health-sciences/ On this blog: Bubble, Blur, Flip, Spin, Hoard, Hug. Then, Now, Bubble, Blur.
Trend: Flipping is when what we’ve learned to expect turns upside down. Paul Courant proposed we shift from pre-publication peer review to post-publication. Changing models of publication find early drafts of work free online, and only later in the process do these become print objects. The “flipped” classroom is all the buzz in education. Sometimes it means digital learning objects such as lecture videos are consumed outside of class with class time reserved for conversation or interactive projects. Other times it means student-led and student-driven learning with the teacher as guide rather than sage. In healthcare provision, the flip is a shift away from top-down healthcare toward a more collaborative model, often referred to as participatory medicine, with patients as the “captain” of their healthcare team. Even the fundamental concept of “what is science?” and research methodology is flipping. With citizen science, crowdsourcing, life-streaming, big data, personal genomics, etcetera, the idea that data is scarce is no longer true. The hypothesis-driven model of scientific enquiry was based on the idea that data is scarce and research must be carefully designed to generate the appropriate data. When data is not scarce, is the hypothesis-drive model the right model?
Impact: The very nature of science and how we do research is shifting. Similar models demanding flexibility are emerging simultaneously in multiple fields. A few years ago, IBM published the Gaming and Leadership report. A surprise to many was IBM’s praise of young workers with experience as World of Warcraft gamers, because they adapted well to new enterprise models of teamwork, with flexible rotating leadership roles. How can we embrace the core concepts of flexibility and adaptation in our profession? Can we shift cataloging to crowdsourcing, with the cataloger as guide? What about reference? How can we partner with our public in new ways in support of collection development and management?
I was feeling a bit lost with this one, not for lack of things to say, but more where on earth to start! Then my friend, Anna, handed me a copy of a local magazine, The Ann, which featured on the cover another friend, Scott Moore (registered in my Twitter brain as @drsamoore). Well, that settled that! Somewhere to start, and I can take advantage of the topic of flipping to introduce you to my friends.
Scott and I met during Enriching Scholarship last year. We shared a fascination with innovation in higher education and online social learning environments. This year, Scott has been experimenting with a “flipped classroom” (FC) for one of his courses in the Business School. Also in the past year I attended a session in the Medical School about starting to use a FC model. What was really interesting, and which confused me quite a bit for a while, was that the different definitions for and approaches to the FC model were so very different I had trouble figuring out why they were using the same phrase.
Here are the two ideas I distilled about FC approaches.
1. Flipped classroom: tape the lectures as video, have students watch them at home, do homework during class.
2. Flipped classroom: Have the students take turns or build teams to lead and drive the learning process to meet stated guidelines. Students learn on their own time, meet during class to share, teach each other, and answer Platonic or Socratic questions from the prof to help them discover for themselves where they are going astray.
What these two approaches share is the prof taking a “guide on the side” approach rather than a “sage on the stage”. What differs is how much of the learning is in the hands of the students, and how much technology is integrated or needed.
Here is some more about the FC model.
Knewton: Flipped Classroom: http://www.knewton.com/flipped-classroom/
You can read a bit about some of what Scott is trying in the article posted above with the picture. You can also see a small portion of what he’s doing with his class through his Twitter account and in the blog.
UMich Business Administration 201 Winter 2013: Course Blog: http://ba201w2013.bk4a.com/
And the hashtag. Of course there is a hashtag!
— Scott Moore (@drsamoore) February 2, 2013
And last summer, while Scott was planning this approach, he did a lot of thinking aloud on his personal professional blog. Good stuff.
Technologies for broadcasting your class: http://www.samoore.com/2012/05/16/technologies-for-broadcasting-your-class/
Scott is using a real variety of technology for this class: blogging, Twitter, Google Hangouts, Youtube, and probably more that isn’t quite so easy to stumble upon. The class meets in the Hangouts online, the videos of the sessions are archived in Youtube, and locked down to just the members of that group. Office hour options seem to be blended online and face to face. Announcements and questions are handled via Twitter. I suspect some email might occur.
While Scott seems to be aiming for a more Platonic/Socratic approach, there are still assignments, deadlines, and other performance measures to facilitate grading and the other structures of current higher education. The Med School, in that one very early meeting I attended, had been looking more at the model described in the infographic — watch the video, then come to class prepared to work and discuss. Obviously, there is merit to both approaches.
Now, with all this, I’ve still only barely touched on ONE of the types of “flipping” I started with. I still haven’t touched on flipping publishing, healthcare, or science. So I guess I might need a few more posts on flipping to get to those.
(To be continued …)