Cristin-prosjekt-ID: 2493449
Sist endret: 28. oktober 2020, 08:47

Cristin-prosjekt-ID: 2493449
Sist endret: 28. oktober 2020, 08:47
Prosjekt

Flipping conservation with iNnovative and sustainable ICT Tools (FliNT)

prosjektleder

Douwtje Lieuwkje van der Meulen
ved Institutt for arkeologi, konservering og historie ved Universitetet i Oslo

prosjekteier / koordinerende forskningsansvarlig enhet

  • Institutt for arkeologi, konservering og historie ved Universitetet i Oslo

Klassifisering

Vitenskapsdisipliner

Konservering og restaurering

Kategorier

Prosjektkategori

  • Pedagogisk utviklingsarbeid

Kontaktinformasjon

Telefon
22859337
Sted
Douwtje van der Meulen

Tidsramme

Avsluttet
Start: 1. januar 2018 Slutt: 31. desember 2019

Beskrivelse Beskrivelse

Tittel

Flipping conservation with iNnovative and sustainable ICT Tools (FliNT)

Vitenskapelig sammendrag

Module KONS1000 Introduction of Conservation and Collections Care at the University of Oslo introduces students to the preservation and scientific investigation of cultural heritage objects. The course has a varied group of students from different countries and disciplines, and is taught in English. The central question that the project aimed to solve was: How to support a diverse group of students more effectively in their learning process of a new subject, improve training in reading and writing skills and introduce more practical training into the course, taking into account constrained time and teaching resources.<br/>

The solution to this question is found in applying the flipped classroom model (FC) in combination with teaching strategies of blended learning (BL), constructive alignment, collaborative learning, inquiry-based learning and peer-review. The ICT tools that have been tested to support the teaching and learning processes are the learning management system Canvas, interactive presentation softwares Mentimeter and Talkwall (Institutt for pedagogikk, UiO, 2018) and self-produced instruction videos using a lightboard. <br/>

To give (new) student’s insight in how to study the course offers learning paths on study techniques and academic reading and writing skills, supplies focus questions and a list of key concepts to force more directed reading, and a collaborative writing assignment combined with peer-review and reflection note. To buildt theoretical knowledge a scaffolded approach is used. Learning content, which will include in time self-produced videos with lightboard, and pre-class tasks are provided in Canvas. Freed up class time is used for reflection and further development on subject matter by short quizzes, small group discussions, dialog lectures, followed by a plenum session. In future Talkwall (Institutt for pedagogikk, 2018) will be used to present small group discussions in plenum sessions to create structured feedback and increased learning effect. In addition, practice-based activities are offered once a week to complement the theory. <br/>

Evaluations of the course showed higher student activity before and in-class. More focused reading and deeper engagement with subject matter, improved written work and increased motivation and understanding due to practical exercises. Students gained greater insight in study methods and their own writing process. Small groups provide a safe learning environment and encourages greater access to the lecturer. <br/>

Metode

The educational approaches used for this course are blended learning and the flipped classroom model. BL combines online educational materials and opportunities for interaction online with traditional place-based classroom methods. It endeavours to take advantage of the role of the lecturer as the expert who guides students based on experience and conveys enthusiasm, places the learning content in the right context and facilitates the pace and direction of a class with the advantages of technology, allowing for students to learn at their own pace (Bersin, 2004: 2-12). FC, in contrast to a lecture-based model, allows more effectively for the organization of the teaching activities in line with the different stages of the students’ learning process. Bloom’s Taxonomy of the Cognitive Domain (Anderson, Krathwohl & Bloom, 2001) is often used as a framework to determine the educational objectives and cognitive level of pre-class and in-class activities. Students can be expected to learn and comprehend the subject matter at a basic level before class, whereas higher order objectives such as understanding, application and analysis are more suited for in-class activities (Estes, Juhong & Madison, 2014: 5; O'Flaherty & Phillips, 2015: 87-88; Wølner and Horgen, 2019: 70-71). Furthermore, the FC model supports five distinct steps that students need to work through when learning new subjects. The identification of information needed for achieving the learning goal and initial exploration can be done pre-class, whereas further exploration, understanding and application of the content will happen in-class. Post-class processes are the reorganization, reinforcement and enquiring of the learning content (Estes, Ingram & Juhong, 2014: 7-10; Whitely, 2003: 55-87). <br/>

The constructive alignment model developed by Biggs and Tang (2007) was used to guide the redesign of the course. This model provides a framework that ensures alignment of course outcomes, assessment and teaching and learning activities (Biggs & Tang, 2007: 50-64, 247-284). The reasoning behind the model is that, if students are to fulfill the aims of the course, then lecturers need to set tasks that involve students in learning activities that are likely to result in obtaining these outcomes. For this the 2 lecturer needs to formulate the outcomes first. To set the level of the outcomes Bloom’s taxonomy is used, and for each outcome an hierarchy of performance objectives is determined. Then learning and teaching activities are developed to enable the student to obtain the learning outcomes. Finally, the student is asked to provide evidence of having achieved the set objectives on the hand of fitting tasks set by the lecturer or chosen by the student within the specifications of the course aims. Table 1 gives the outcomes, assessment and teaching and learning activities set for KONS1000. <br/>

The defined outcomes, assessment and teaching and learning activities were thereafter placed within the overall teaching plan using the flipped classroom model and the five distinctive steps for learning as a guide. The pre-class activities are identification of the pre-set reading list, and exploration of the learning content on the hand of the learning path in Canvas. Each topic will in due time be introduced by a short video, 10 minutes or less, made with a lightboard. The function of these videos is to give context to the learning material and prompt students' curiosity, internal motivation and engagement (Abeysekera & Dawson 2014: 9-14; Guo, Kim & Rubin, 2014: 4-5; Schwartz & Hartman, 2007:9-11). Being able to see the lecturer's face and the use of handwriting on the lightboard should create a feeling of direct dialog and as such contribute to more engagement (Guo, Kim & Rubin, 2014:6). 

Utstyr

Canvas, presentation software Mentimeter and Talkwall and a lightboard setup.

prosjektdeltakere

prosjektleder
Aktiv cristin-person

Douwtje Lieuwkje van der Meulen

  • Tilknyttet:
    Prosjektleder
    ved Institutt for arkeologi, konservering og historie ved Universitetet i Oslo

Eirin Karoline Gunnsdatter Gudevold

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for pedagogikk ved Universitetet i Oslo
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