Friday, 23 October 2020

How to organise a Flipped Lesson


On 21 October 2020, I was invited by The Research Institute for Innovation & Technology in Education to share viewpoints on flipped learning with a group of teachers at Birzeit University.

As expected, the live session was a flipped session itself, so we started watching a key clip on Flipped Learning by its founder:

After the triggering video, collaborative brainstorming occured for several minutes at this common board, for participants to wrap up the basics of Flipped Learning:

Hecho con Padlet

So, what is Flipped Learning and how can we start?

The 4 Pillars

Flexible Environment 

Educators create adaptable spaces where students choose when and where they learn. In addition, educators who flip their lessons are flexible in their expectations as regards  learning times and at evaluating students.

Learning Culture 

The Flipped learning model deliberately shifts instruction to a learner-centered approach, in which class time is spent exploring topics in greater depth and creating more learning opportunities. Students are actively involved in the construction of knowledge as they participate and assess their learning in a way that can be personally meaningful.

Intentional Content

Educators continually think about how they can use the FL model to help students develop conceptual understanding and procedural fluency. Teachers use intentional content to maximize class time in order to adopt active student-centered learning methods and strategies.

Professional Educator 

Professional educators continuously observe their students, providing relevant feedback at all times as well as assessment of their work. Professional educators are reflective in their practice, interact with each other to improve the quality of their teaching, accept constructive criticism, and tolerate "controlled chaos in their classrooms."

Step by Step

“Flipping” the class reverses the traditional class setup: students acquire basic content outside of class, and then work together in class on application-oriented activities.  

Transforming a course takes both time and commitment, so starting with a single class session by focusing on what and how students are learning at that scale often works well. Flipping is an iterative process, so as you implement these practices, reflect on what works well and what needs to be modified.

Step 1: Identify where the flipped learning model makes the most sense for your course

The following questions may help you identify a good place to start, whether you have designed your course around learning outcomes or by units:

In which class sessions do you currently have an in-class activity that you rarely have time to complete during class and requires the students to apply their knowledge and skills?
What concepts or topics do students struggle the most to understand, based on exam scores and/or assignment grades?

On what topics would students benefit from the opportunity to apply concepts under your expert guidance in the classroom?

Step 2: Spend class time engaging students in application activities with feedback

The crux of the issue is figuring out for your class how class time could be repurposed in ways that provide students with an appropriate level of challenge while leveraging your expertise as a coach or guide. There are many possibilities for infusing a class with collaborative learning experiences. All in all, it comes down to finding an approach that works best for your students and your course content. (To learn more:

Step 3: Clarify connections between inside and outside of class learning

The point of the Flipped Learning model is to move the application-oriented "homework" into the classroom and to move the "lecture" to before class. Here are a few questions to get you started in this process:

What do I want my students to know and be able to do as a result of completing this sequence of the course? 
How does it fit into the bigger picture of the unit and course?
What part of the current "homework assignment" could be moved inside of class to help students practice applying the content? 
What in-class learning activity is being rushed because there is currently not enough time to do it well?
What practice do students need inside of class to prepare them for the larger assignment that will be completed after class? 
Will students make the connection between what is happening inside of class and the assignment they are working on after class?
What content do students need to know before class to successfully engage in the learning activity during class?

The after-class portion may consist of a wide variety of activities including completing the work started in class or reading deeper about the topic or working together on a larger assignment that extends several class periods or practicing on one's own.  Keep in mind that the after-class portion from the last class occurs at the same time as the before-class portion of the next class, so helping students manage the workload is important.

Step 4: Adapt your materials for students to acquire course content in preparation of class

The dynamic and active environment that is created within the flipped lesson, means that it is essential for students to come prepared for class. 
Once you have a clear idea of how students will be asked to apply their knowledge and skills during class, begin considering what students will need to read or view in advance. While online video content is associated with the Flipped Learning model, one can flip a lesson by repurposing traditional materials. 
Some common ways students prepare for class include:

Reading materials (e.g., textbook chapters or relevant articles)
Online video and audio content (e.g., podcasts, videos, online micro-lectures, simulations, or demonstrations)
Keep it simple at first by either relying on your current resources or using existing online content rather than creating your own. If you have time, explore what content currently exists online that may help you supplement your resources. 

Whatever path you take, make sure that you:

Hold students accountable for completing the pre-class assignment, and provide students a way to pose questions about the content they are learning outside of class.

Step 5: Extend learning beyond class through individual and collaborative practice

How will the content and skills learned before and during this class prepare students for extending their learning after class (e.g. finishing the problem set,  starting work on a project or a portion of an assignment, building upon what was begun in class to delve deeper into the topic, practicing alone or collaborating with peers, etc.)? 

Students gain experience applying course content during class time, but they may also need additional practice after class. Extending what happens inside the class to outside the class is a crucial step for students to gain mastery and meet the learning outcome. Some ideas for deepening student understanding include:

Use discussion boards or academic social media to elaborate on ideas developed inside class.

Present additional problems (on Canvas, course website, or from the textbook) for students to gain further practice on their own outside of class. Online assessment systems can be used to provide immediate feedback to students.

Create assignments that require students to take the skills and knowledge developed in class and apply it in a new way or to a new situation not covered in class.

Assign additional readings that further expands upon the concepts discussed in class.

Encourage students to create informal learning groups.

Develop a peer-led undergraduate study where students come together once a week to work additional problems that expand upon the concepts being learned in class.

The role of the teacher

The reason Flipped Learning makes teachers more valuable is that it changes the dynamic of the classroom.  No longer is content delivery the focus of the class, nor is the teacher’s main responsibility the dissemination of knowledge. Instead, teachers take on the role of a facilitator of learning.  They are able to work with students in small groups and have more one-on-one interactions.  The simple act of removing the direct instruction (lecture) from the whole group changes the dynamic of the room and allows the teacher to personalize and individualize the learning for each student. Each student gets his/her own education which is tailored to his/her needs.  Instead of a one size fits all education-each student gets just what they need when they need it.

Anticipating difficulties

1- Recording the videos takes more time than it seems. It is not just about recording it, you have to edit and publish them, check that access is easy for students, etc.

2- You can use what others have done, don't try to do it all by yourself at once, use what other professionals have published on YouTube, TeacherTube, Vimeo and share yours, we all benefit. Thus, you save time to help students.

3- Do not be surprised if some of your students do not like your methodological change, it is very comfortable to listen to the teacher relaxed in class instead of working. Do not be discouraged with this, changes have their cost.

4- Do not try to do it all the whole first year, go little by little, take a couple of topics to start, you learn and your students also work in a different way. You will advance. If you try to go for it all, you may be discouraged when you see that you are not reaching everything.

5- Plan tasks for class time, this is the key, never run out of activities, especially knowing that it is about developing the maximum potential of your students.

Remember that recording or searching the video is not the strength of flipped learning. What is really important is what comes next.

Are you ready?

Like any innovative change, embracing Flipped Learning can generate mistrust among your students and their families, sometimes even among the rest of the educational community. Thus, it is important that they understand why you are going to go for this model.

That’s why, based on what has been learned along the session, about what Flipped Learning is, its benefits and its effectiveness in the classroom, I am asking to prepare a speech with which to propose the introduction of this model in your classroom.

Join the FlipGrid Group:

Find the “Why Flipped Learning?” topic:

Record your speeches. You can record up to 10 minute speeches. 


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Thursday, 8 October 2020

Instructional design of socially connected learning experiences


On 7 October 2020 I was invited by The Research Institute for Innovation & Technology in Education to share viewpoints on instructional design with a group of teachers at Birzeit University.

It has been an interesting 90-minute-session of interaction and conversation, for which I'd like to thank both the attendants and the Institute.

Here you are the script of the hands-on meeting, hoping it is clarifying and helpful:

I will see you soon, Birzeit University, and thanks for your welcoming attention. Meanwhile, keep it up and design connected learning experiences!
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Wednesday, 26 August 2020

Pedagogía y didáctica aplicada a la educación virtual: Pautas para procesos de enseñanza y aprendizaje en línea



El 10 de septiembre de 2020 tengo el honor de estar compartiendo esta OpenClass, organizada por UNIR y Santillana Perú, a la que te puedes inscribir directamente desde este enlace.

Durante la charla, abierta y dinámica, intercambiaremos opiniones y puntos de vista sobre por qué pasar de la educación presencial a la educación en línea es mucho más que un mero cambio de entorno. Se trata de cambiar, sobre todo de actitud, pero por supuesto también de maneras de enseñar para cambiar las maneras de aprender e implica reprogramar los procesos de aprendizaje.

La inscripción, gratuita, ya está a tu disposición. ¡Te espero para seguir aprendiendo entre iguales!

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Friday, 10 July 2020

Mesa Redonda “GSuite Edupodcasting e Innovación Educativa” - #Google4Edu_UNIR


El 15 de julio de 2020 a partir de las 19:30 hora peninsular española, la Escuela de Profesores de UNIR organiza, como parte de los eventos de aprendizaje en directo de su curso de formación permanente para el profesorado “Google For Education” una mesa redonda, a la que te invitamos, desde ya mismo, para charlar con dos innovadores certificados de Google de reconocido prestigio en el mundo de la enseñanza y del audiovisual.

Hablamos con:

José David Pérez es actualmente coordinador de innovación educativa en el Colegio Sagrada Familia de Elda. Ha recibido el Premio Nacional de Innovación Educativa 2019, en la categoría de Formación e Implicación del Profesorado y ha publicado el libro “Tu hijo feliz”, en el que acerca la innovación educativa a las familias.

Hoy en día, José David combina su trabajo en el colegio con la formación a docentes (ABP, Aprendizaje Cooperativo, Flipped Classroom, Evaluación, G Suite, etc), la divulgación de innovación educativa a través de su famoso canal de YouTube, su podcast “Innovación Educativa”, su blog y también con su último proyecto, G Suite Edu Podcast.

David Santos es maestro y director de un colegio público de Infantil y Primaria, empeñado en transformar el enfoque de la educación en las aulas. Le apasiona la educación, la tecnología, la productividad y el podcasting. Google certified educator, google certified trainer e innovator y Apple teacher.

El podcasting se ha convertido en su manera favorita de compartir contenidos, además de aprender como oyente. Por eso produce actualmente “Píldoras de educación”, “GSuite EduPodcast” junto a José David y “Beta Permanente”.

Con ambos charlaremos en la sala de meet de la Escuela de Profesores de UNIR y compartiremos ideas sobre cómo GSuite Educación, a través del edupodcasting y del profetubing, puede contribuir a la transformación de los centros.

Si no puedes unirte en directo, te echaremos de menos, pero no te preocupes, podrás ver la grabación en el canal de la Escuela de Profesores en YouTube.

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Wednesday, 10 June 2020

Participación en I Congreso Virtual Internacional - Ecuador

El Consultorio Piscopedagógico “Ibarra”, la Universidad Mariana de Pasto y la Universidad CESMAG, proponen desde Ecuador la realización del I Congreso Virtual Internacional de Educación, Currículo e Innovación; espacio que pretende socializar las principales tendencias o aportes pedagógicos, de expertos nacionales e internacionales como respuestas a las demandas de la sociedad en la era digital en tiempos de pandemia.

He tenido el honor de ser invitada a compartir en dicho congreso el pasado 9 de junio de 2020 sobre redes sociales en educación y cómo tejer una red personal de aprendizaje nos puede ayudar en educación, no sólo en tiempos de pandemia sino a lo largo de nuestro desarrollo profesional continuo.

Planteo una sesión en la que he tratado de combinar transmisión de conocimientos con interacción con los participantes y por ello estuvo dividida en varias fases. 

En una primera fase describo qué es el PLE (Personal Learning Environment) y cómo convertir ese entorno de aprendizaje individual en una PLN (Personal Learning Network), red personal de aprendizaje en la que generar comunidad y tejer conexiones entre iguales que aprendemos horizontalmente.

En la segunda fase propongo una lluvia de ideas colaborativa en la que se establece un diálogo en red sobre cómo las redes sociales fomentan la colaboración en educación y sugiero comenzar por analizar cómo aprenden en red algunos expertos educativos, para a continuación hacer una puesta en común, también colaborativa y en línea, sobre las conclusiones extraídas del análisis del PLE y la PLN de los expertos sugeridos.

Hecho con Padlet

Por último, planteo a los asistentes una pregunta final con perspectivas de futuro respecto a los pasos que estarán dispuestos a dar a partir de ahora para pasar del PLE a la PLN y entre todos recopilamos en tiempo real una nube de palabras con dichos pasos, que tienes a tu disposición a continuación:

Agradezco la oportunidad que me han proporcionado los organizadores del congreso para poder compartir con toda la comunidad educativa ecuatoriana y especialmente a mi alumno Edwin Bravo Recalde por pensar que podría aportar algo en el congreso. Muchas gracias a todos por su amabilidad y acogida.
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Friday, 5 June 2020

Identidad digital - Ciberacoso

De acuerdo al sitio, el ciberacoso se define como el uso de los medios telemáticos (Internet, telefonía móvil y videojuegos online principalmente) para ejercer el acoso psicológico entre iguales. No se trata aquí el acoso o abuso de índole estrictamente sexual ni los casos en los que personas adultas intervienen.
En el #MásterTECD_UNIR debatimos sobre el ciberacoso, cómo detectarlo en el ámbito escolar y dialogamos sobre cómo prevenirlo e intentar paliarlo. Se trata de una propuesta didáctica dividida en varias fases: 
Fase 1: lluvia de ideas colaborativa sobre tipos de ciberacoso a través de una unidad de aprendizaje en el grupo de Facebook "Las redes sociales en educación".
Fase 2: rutina de pensamiento "Veo-pienso-me pregunto" a partir del visionado de este vídeo.


Fase 3: debate en Facebook sobre ciberacoso escolar para intercambiar impresiones sobre este problema.

Fase 4: puesta en común, tras el debate, sobre consejos básicos que podrías darle a tu alumnado para evitar el ciberacoso y/o para intervenir si se ha producido o se está produciendo. 

Hecho con Padlet

A continuación tienes a tu disposición la presentación de apoyo utilizada en la clase en directo #educaenredes en la que se llevó a cabo esta práctica de aula:

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Thursday, 4 June 2020

Challenges and difficulties in implementing a CLIL program

Monday, 8 June, 19:00 Spanish time, book your Twitter Chat on CLIL!

Never been to a Twitter chat before? Do not worry, it is very easy. Just be ready at Twitter with your handle and follow #AssessCLIL_UNIR. I will be posting questions to hold a debate in order, e.g. Q1. Why a CLIL program in an educational center? and so forth, always using the hashtag in front. Answer them following the thread using the hashtag too, and A1, A2, A3, etc., in front of your insights.

For example, if I tweet #AssessCLIL_UNIR Q1. Why a CLIL program in an educational center? you answer A1. Your answer #AssessCLIL_UNIR and so forth.

Do not forget to interact with your peers too. Keep it up and get ready!

How to take part in a Twitter chat

Twitter Chats are the quintessential live events of Twitter. They consist of a space where people meet to dialogue or debate around a specific topic. In other words, it is a conversation that takes place on Twitter.

They can be guided by a guest professional who speaks and develops the pre-determined topic or they can be open conversations in which everyone explains their opinions.

Structure of a Twitter chat

For a Twitter Chat to be perfectly structured there are two key points to follow in the script:

1. Hashtag: Through the hashtag, all participants and the presenter / organizer / moderator follow everything that is said in each of the tweets that are written.

The normal thing is to use a single hashtag that is the one that identifies these social conversations.

Creating a hashtag is as simple as putting the hash symbol # in front of the name that we want to give to our Twitter chat.

2. Questions: To discuss a topic in a Twitter Chat, we will do so by answering a series of questions.

Between the organizer of the Twitter chat and the guest, if any, they will develop a number of questions to which answers will be given, as well as new questions from the participants and conversations between them that will end up generating a rich colloquium on the chosen topic.

3. Order: The talk should be as orderly as possible. To do this, we number the questions and ask the participants to provide identification to the rest each time they respond or comment so that the rest know what they refer to. In this way, question 1 (A1) will be answered by answer 1 (A1).

The questions will be unique and will be launched by the event moderator; that is, there can only be one Q1 and one Q2, etc. But the answers can be as many as we want, so that the guest / moderator / organizer can tweet and follow the thread with several A1, A2, etc., and the participants will use all the A1, A2, etc. they consider to do their comments or raise your questions regarding Q1, Q2, etc.

Learn more about rules for any Twitter chat (in Spanish).

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Saturday, 30 May 2020

Plan digital del centro educativo - Edúcate en casa

Edúcate en casa
El pasado 28 de mayo de 2020 he tenido el honor, gracias a la Red Ecuatoriana de Pedagogía y a UNIR, de participar en el ciclo de clases en directo "Edúcate en casa" con una sesión abierta sobre la necesidad de que las organizaciones educativas se conviertan en digitalmente competentes y para ello cuenten con un plan digital de centro.

El objetivo a alcanzar durante la sesión era aprender sobre la necesidad de contar con un plan digital en los centros educativos que oriente a toda la comunidad en la mejora de su competencia digital como organización.

Para ello, he compartido cuáles son los pilares de un plan digital de centro educativo, qué preguntas debe hacerse un centro para saber en qué nivel de competencia digital de la organización está y cómo contribuye la tecnología educativa a que un centro pueda convertirse en un centro digitalmente competente.

A lo largo de la sesión hemos tenido momentos de interacción en los que los participantes contribuyeron en tiempo real a completar un retrato de su centro educativo en materia de competencia digital en la actualidad, reflexionando sobre cada uno de los pilares que un plan digital de centro ha de contemplar. 

Por último la sesión finalizó con la creación de una colección de sugerencias en tiempo real, compilada por los propios participantes, sobre ecosistemas digitales educativos que contribuyen a mejorar la competencia digital de la organización. A continuación comparto las más destacadas:

Si deseas volver a ver la sesión en abierto, puedes hacerlo a través del canal de YouTube de la Red Ecuatoriana de Pedagogía.

Agradezco desde aquí a la organización del evento todas sus atenciones, su amabilidad y la oportunidad brindada de poder compartir así como a todos los asistentes por su colaboración, esfuerzo, proactividad y entusiastas comentarios. Ha sido un placer poder interactuar con todos ustedes.
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Friday, 29 May 2020

Ideas de uso educativo de Instagram

A lo largo del cuatrimestre #educaenredes con los grupos de alumnos de #MásterTECD_UNIR hacemos propuestas de uso educativo de diferentes redes sociales.

Esta semana compartimos algunas ideas para usar Instagram en el ámbito educativo.

A continuación te dejamos también la colección de bocetos express de propuetas para llevar Instagram al aula que los propios alumnos han creado de manera colaborativa y en tiempo real durante parte de su clase semanal en directo.

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Saturday, 23 May 2020

La distribución del liderazgo como ecología del cambio educativo

El jueves 21 de mayo de 2020 a las 20:00 hora peninsular española, la Escuela de Profesores de UNIR, dentro de su curso “Google For Education”, organizó una charla con Miguel Ujeda Gálvez, Director de Innovación Colegio Mirasur de Madrid, en España. 

 A través del Meet de la Escuela, estuvimos intercambiando opiniones sobre cómo la forma más eficaz y sostenible de cambiar algo es activar el potencial de las personas y distribuir su liderazgo. 

Miguel Ujeda es líder de la comunidad del Grupo de Educadores Google de España. Precisamente GEG Spain es un ejemplo de comunidad profesional de aprendizaje en la que se pone en valor el potencial de las personas. 

Si te perdiste la sesión en directo, a continuación puedes verla en el canal de Youtube de la Escuela y navegar por la presentación de apoyo que compartió Miguel con el equipo docente, el alumnado del curso “Google For Education” y todas aquellas personas interesadas en la materia que se acercaron a compartir #Google4Edu_UNIR.

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