TEACHING DATABASE FUNDAMENTALS USING FLIPPED CLASSROOM MODEL
Dr. Sai Kiran Lakkaraju
EDGCT 5010 presentation
3
Problem Based Learning
5
Flipped Classroom Model
7
Database Fundamentals Course Design
9
Database Fundamentals Course Delivery
12
Observations and Recommendations
15
References
18
AGENDA
Graduate Certificate in Education (Tertiary Teaching)
GRADUATE CERTIFICATE IN EDUCATION (TERTIARY TEACHING)
EDGCT 5008
Survey Title: Attitude towards Knowledge sharing in
Australian Higher Education Institutions.
4 Major Modules:
1. Assessment design (Negotiated project)
1. The agreement on knowledge (material) sharing is high
2. Inclusive teaching practices for diverse learners
2. Academics share knowledge with other academics, who
they trust
3. Introduction to teaching and learning online
3. Academics don't expect rewards for knowledge sharing
4. Optimising Learning
EDGCT 5009
EDGCT 5010
4 Modules:
Designed a course based on the ideas from
• Roy Taskers workshop
• Brain friendly teaching
• Problem based teaching
• Breaking the listening barriers
1. Peer review
2. Online Assessment
3. Roy Taskers workshop
4. Writers retreat
• Optimising learning
• Teaching without lectures,
• Learner centric teaching,
• Flipped classroom
• Assessment design
• Introduction to teaching and learning online
• Online Assessment
GRADUATE CERTIFICATE IN EDUCATION (TERTIARY TEACHING)
EDGCT 5007
PROBLEM BASED LEARNING
students engage a problem without preparatory study and with knowledge
insufficient to solve the problem, requiring that they extend existing
knowledge and understanding and apply this enhanced understanding to
generating a solution.” (Wirkala & Kuhn, 2011)
PROBLEM BASED LEARNING
“problem-based learning (PBL) is a teaching and learning method in which
FLIPPED CLASSROOM MODEL
homework is the traditional lecture viewed outside of class on a vodcast.
Then class time is spent on inquiry-based learning which would include
what would traditionally be viewed as a student’s homework assignment.
Synonymous with Reverse Classroom.” (Overmyer, 2013)
FLIPPED CLASS ROOM
“The flipped classroom is a model of teaching in which a student’s
DATABASE FUNDAMENTALS COURSE DESIGN
Assessments
The course revolved around 4
problems.
Computer Literacy test - Week 01
1. Khan RMS – In class discussion and
solution development. In which teacher
leads the discussion and guides the
students to the solutions.
Mid-term test - Week 04
2. An e-Commerce system – in class
discussion. Students have to lead the
discussion and come to the solutions with
the help of the teacher.
3. Patel Brothers employee management
system – Given to the students as an
assignment.
4. Raj and Rani product management – Exam
case study.
12 workbooks were produced and were
handed to the students at the beginning of
the class.
Online quiz - Week 08
Assignment released in week 03
- Week 5 submission
- Week 8 submission
– Week 12 final submission
Final exam –
Part A – MCQ
Part B – Theory Questions
Part C – Case Study
Workbooks: Week 1 – Week 12
DBFN -213
Teaching methodology
Assessments
Discipline specific knowledge and skills
All
Critical, analytical and integrative thinking
Class participation
Problem solving and research skills
Problems 2,3, and 4
Oral and written communication skills
Workbooks, class
participation
Self management and independent learning skills
Reading theory at home
Ability to understand and apply business principles to 4 Problems
commercial activities
KIBT – BBUS – GRADUATE ATTRIBUTES
Graduate Attributes
COURSE DELIVERY
COURSE DELIVERY
• 12 Weeks
• 3 hours a week.
• Previous week review
• First Problem (Khan RMS)
• Second problem (e-Commerce System)
• Assessment if any.
1. Attendance,
2. past week work completion,
3. Student participation (contribution to the class discussion),
4. Preparation before the class,
5. Workbook completion in the class, and
6. Assessment if any and its result.
DAIRY
Observation Scale
2. Never completed
3. Participated in class discussions from week 6
4. No preparation. Except for the Assessment tasks.
5. Had to stay behind to help him complete the workbook.
6. 63 out of 100. Good performance in the final exam. (attempted quiz 43 times to get 9 out of
10)
STUDENT 01
1. Attended 8 classes.
2. Often completed.
3. Raise questions in person. Does not answer unless questioned.
4. Most of the time. However only for the past classes not current.
5. Completes most of the times. Definitely completes for the next class.
6. 66 out of 100. Performed consistently in the final exam.
STUDENT 02
1. Attended 8 classes. (late starter. Regular from week 3)
2. Always completed. Only the activity parts not the theory.
3. Outspoken. Asked advanced questions (out of scope).
4. Got 3 books and prepared for the class all the time.
5. Only completed the activities not the theory
6. 72 out of 100. Poor performance in the final exam.
STUDENT 03
1. Attended 10 classes.
OBSERVATIONS AND RECOMMENDATIONS
2. Flipped classroom model in a small group is very effective.
3. The delivery of the material becomes mechanical (!).
4. Monitoring individual student progress is laborious and will become impossible.
5. Redesigning the courses and developing workbooks need expertise.
6. May be I reinvented the wheel !
OBSERVATIONS
1. The responsibility of learning is on the student not on me.
• A new case for every workbook.
RECOMMENDATIONS
• In a typical 4 hour session
1 hour past week review
2 hours Flipped class room (workbook completion)
1 hour lecture
Ferreni, S. P., & O'Connor, S. K. (2013). Redesign of a Large Lecture Course Into a
Small-Group Learning Course. American journal of Pharmaceutical Education, 77(1).
G.H.Aylward, & G.A.Barclay. (1970). Teaching Chemistry Without Lectures.
International Symposium on University Chemical Education (pp. 29-36). Frascati
(Rome): Pure and Applied Chemistry.
Overmyer, J. (2013, 05 31). definitions of terms . Retrieved from Mathematics and
Science Teaching Institute at the University of North Colorado:
http://www.flippedclassroom.com/help/definitions.php
Wirkala, C., & Kuhn, D. (2011). Problem-Based Learning in K - 12 Education: Is it
Effective and How Does it Achieve its Effects? American Educational Research
Journal, 1157-1186.
QUESTIONS AND COMMENTS
Bibliography