Educators experimenting with technology in classroom do have a lot of concerns that holds them back.
However, myths around various pedagogies happen to be disturbing as false notions becomes the reason for educators to not completely explore the potential of introducing new technologies in their practices.
In this series of articles, I’ll be debunking some common myths around various pedagogies that are being used or can be used more had these myths not persisted.
Read below to get a better understanding of the flipped learning.
1. Video Resource Is The Only Way To Make It Happen
A lot of people have this myth around flip education that video integration is the only way to make it happen. However, in reality there are a lot more ways to flip the classroom. In fact, there are many tools that you can use to flip classrooms. While screen casting remains the most popular approach to creating flipped learning content – there are countless ways to create content that students can access online. Voice over PowerPoint slides to make a narrated slide deck, create a curated set of web resources using Lessons Paths or a similar tool, build a web site with Edmodo or Weebly and bring together a wide variety of digital learning resources and add discussion forums, quizzes, etc.
2. Educator Has To Record Video Lectures Of Themselves
This is not true. Though this can be an effective technique if done well, but definitely it isn’t the only way to create good digital content. A lot of teachers think that providing “online lecture content” means that they have to stand in front of the camera and record themselves lecturing but this is a false notion.
There have never been more tools and approaches (and so many good quality free resources) available for creating digital learning materials.
3. A Lot of Content Creation
This is one big myth and possibly a reason that holds back educators to give flipped learning a try. With so much on their list, if the approach overloads the teachers with the work of creating content for this then it again becomes one more thing educators are not willing to experiment in their classroom.
While it is understandable and laudable that many teachers wish to create most or all of their own flipped learning materials, there is a wealth of great content available on the Web from other educators and from experts in their respective fields. Not only you can use this available content but if needed you can customize them as per your needs.
4. Flipped Classrooms Replace Educators With Computers
NOT AT ALL!! Any technology can never take place of an educator. In a flipped classroom, teachers are essential as they do many of the same tasks that they do in traditional teaching environments, such as helping students learn, selecting and covering content, and assessing student achievement. The most prominent difference is that a flipped classroom leverages the instructor’s expertise during in-and-out of class time in different ways. Flipped learning operates from the assumption that content coverage occurs primarily out of class and should be more of a shared role with the students, rather than just the job of an instructor.
5. Flipping Your Class Will Mean That Student Will Stop Coming to the Class
Another myth that is disturbing is this. If you’re flipping your classroom right then students aren’t going anywhere. Freeing up time in class to do other things beyond lecturing means you now have time for your students to do more. These activities are only possible if students and instructors are together in the same place. They can consist of having students break into groups and create something that can be turned in. Make sure you create opportunities for your students to present. If you have bought some time by recording your lectures you have more time for student group presentations and student feedback. All of these activities can be visible, and they can all carry a class participation grade.