Ronald Ventura, Ambassador of ClassInTheBox
Google Trainer, teacher of History and Geography,
Formative Coordinator at San Agustin School in Chiclayo, Peru.
🧑🏫Flipped Learning is a teaching approach in which the conventional notion of classroom learning is reversed, so that students are presented with learning materials before class, and class time is used to deepen understanding through peer discussion and facilitated problem-solving activities. (Scott LaFee, 2013)
🧑🎓This approach is structured into two parts based on the student’s workspaces: the individual space, which occurs before class, and the group space, which is developed during class. New thoughts in education recognize that the student is the reason for both processes, as they acquire knowledge and develop competencies demanded by the modern world. In this path, experienced educators have proposed innovative, agile methodologies that have changed the current educational system and have called into question the way teachers teach, generating in each one the need for a rapid change in teaching methodology. It is here, by flipping the class, that the student stands out as the main element, and therefore, we adapt to them.
🧑🎓What are the new challenges that students face in changing methodologies? Is it easy to adapt? Can they learn by working alone as part of the learning process? Can they learn from home? What strategies do they need to apply in individual learning?
🧑🎓In this path, we encounter Flipped Learning (Flipped Classroom), which, as we know, begins with the observation of a video. It’s not just any video, ideally it should be a video created by the teacher. (Raúl Santiago and Jon Bergmann, 2018).
To apply this methodology, it is necessary to deepen our understanding of its stages and delve into its theory. A book that introduces us to this approach is “Flip Your Classroom” by Raúl Santiago and Jon Bergmann, which shares the stages of the Flipped Learning method in an easy-to-understand reading.
📺Can a student develop the remembering and understanding levels of Bloom’s Taxonomy by applying individual flipped learning? What recommendations should a flipped teacher give to a flipped student for working alone at home watching a video?
📺Here are some recommendations that a teacher should give to their students for observing a video under the Flipped Learning methodology in their individual stage, as well as the technological applications that can be used.
📌 🔖 A technological application that connects with Flipped Learning is the “Pintagging” from ClassInTheBox, which is an excellent tool for students to learn from a flipped video. The transmedia video is structured based on types of learning activities, providing the possibility of working on the basic levels (lower order) of Bloom’s Taxonomy (remember, understand, apply). How is this possible? Pintagging allows the teacher to mark a video with 📌pins and 🔖tags to highlight exact points or underline segments of the video, enriched with digital resources. When a teacher prepares a flipped video with ClassInTheBox, they structure it with marks for the main and secondary ideas of the video. The student, while watching the video, can explain, summarize, annotate, and expand, and also receive support materials to learn more about the topic during their individual learning. The 📌pins serve as a table of contents, providing students with a structure to locate the flipped video. The 🔖tags, as underlining of the video, enable the student, in their individual learning, to better understand the information since it is divided into parts.
📌 🔖¿Cuál es el potencial de un vídeo transmedia?
La acción de pintaguear un vídeo, al estructurarse bajo el enfoque de un vídeo flipped, permite recordar, comprender y aplicar el conocimiento y responde a la siguiente pregunta ¿Qué pasaría si los deberes que les pedimos a los estudiantes que realicen en casa fueran las tareas fáciles y dejáramos las difíciles para la hora de clase? Con un vídeo transmedia los estudiantes podrán llevar adelante la tarea individual como la primera parte del Flipped Learning, porque a pesar de trabajar solos, en casa, podrán trabajar el vídeo gracias a las características de la solución de ClassInTheBox. Ahora, la conexión del Pintagueo con el aprendizaje invertido mantiene conectado al estudiante ya que puede explorar, en el proceso de la tarea cuestionarios, otros vídeos, imágenes, presentaciones, otras plataformas, juegos, audios y formatos de texto.
Por todo lo compartido, destaco los vídeos pintagueados con ClassInTheBox como ¡los vídeos transmedia flipped por excelencia!
Recuerda, siempre: Yo pintagueo, tú pintagueas… Ellos y ellas pintaguean!
¡Sigamos aprendiendo!
📌 🔖 What is the potential of a transmedia video?
Pintagging, structured under the approach of a flipped video, allows students to remember, understand, and apply knowledge and answers the following question: What if the homework we ask students to do at home were the easy tasks and leave the difficult ones for class time? With a transmedia video, students can carry out the individual task as the first part of Flipped Learning because, despite working alone at home, they can work on the video thanks to ClassInTheBox‘s features. Now, the connection of the application with flipped learning keeps the student connected since they can explore, in the task process, questionnaires, other videos, images, presentations, other platforms, games, audios, and text formats.
Given all of the above, I highlight pintagged video as the ultimate flipped transmedia video!
Remember, always: I pintag, you pintag… They pintag!
Let´s continue learning!
References:
- ClassInTheBox (2022). ¿Qué es pintaguer? El potencial del video transmedia. https://classinthebox.io/login/web
- El Miedany, Y. (2019). Aprendizaje invertido. En: Enseñanza de la Reumatología. Springer, Cham. https://doi.org/10.1007/978-3-319-98213-7_15
- Santiago, R., Bergmann, J. (2018). Aprender al revés. Flipped Learning 3.0 y metodologías activas en el aula. Espasa Libros. Barcelona: España.
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