sounak87/summer-course-2020

Introduction to Biomedical Data Science and Health Informatics summer course

summer-course-2020

Inverted Classroom Pedagogy

An inverted classroom is one in which the lecture time is spent doing those tasks which would traditionally take place outside of the classroom and vice versa. As such, lecture time is spent reviewing problem sets, expounding on concepts with input from students, rather than the didactic relaying of information. That information transmission is relegated to the students' non-instructional time, through such methods as pre-recorded lectures, exercises or reading material. This shift in structure requires a different investiture of resources from the student, and as a result the incentives required have been found to shift in response:

1. Reviewing the material provided for each lecture, be it readings, exercises or pre-recorded lectures is crucial for functioning in an inverted classroom.
2. Classroom time is predominantly an exercise in information integration, following both the thread of discussion and relating it to the student's own skill level. Active learning is a must.
3. As such, student reflection and conversing with instructors and making sure skill development is taking apace with the content delivered is a key to successful learning.

References

• Lage, Maureen J., Glenn J. Platt, and Michael Treglia. "Inverting the classroom: A gateway to creating an inclusive learning environment." The Journal of Economic Education 31, no. 1 (2000): 30-43.
• Campbell, Jennifer, Diane Horton, Michelle Craig, and Paul Gries. "Evaluating an inverted CS1." In Proceedings of the 45th ACM technical symposium on Computer science education, pp. 307-312. 2014.
• Horton, Diane, Michelle Craig, Jennifer Campbell, Paul Gries, and Daniel Zingaro. "Comparing outcomes in inverted and traditional CS1." In Proceedings of the 2014 conference on Innovation & technology in computer science education, pp. 261-266. 2014.
• Horton, Diane, and Jennifer Campbell. "Impact of reward structures in an inverted course." In Proceedings of the 2014 conference on Innovation & technology in computer science education, pp. 341-341. 2014.