Conference on how to implement flipped learning

Keilir Academy in Iceland - along with partner schools in Estonia, Finland and Denmark - organise an international conference on the role and responsibilities of administration and teachers in implementing flipped learning in schools & Workshop for implementing flipped learning in teaching. 

The conference takes place 13:00 - 16:00 on Thursday 8 June 2017 at Keilir Academy in Iceland and  is organised as part of the Project "NEXT - From Best to Next Practices in Flipped Learning" and funded by Nordplus Junior. The conference is free of charge. 
 
Information and Registration
 
The venue for the conference is Keilir Academy in Reykjanesbær, Iceland. The conference is free of charge. For additional information please contact Arnbjorn Olafsson, Project Manager at Keilir. Click here for registration
 
Conference Agenda
 

13:00 - Conference opening (English) 

13:10 - Marika Toivola: Theoretical Justification for Flipped Learning (English) 

13:30 - Workshops

  • Room 1 - Deeper understanding of flipped learning (English)
    Moderator: Sigrún Svafa Ólafsdóttir
    Speakers: Marika Toivola (Theoretical Justification for Flipped Learning - Formative Assessment for Flipped Learning) & Peter Holmboe (Designs for Learning and Learning Designs)
  • Room 2 - Teacher experiences (English)
    Moderator: TBA
    Speakers: Hjördís Alda Hreiðarsdóttir (My experience in flipping the classroom) & Inga Eiríksdóttir (How are we flipping?)
  • Room 3 - The role of school administrators when implementing flipped learning (Icelandic)
    Moderator: Hjálmar Árnason
    Speakers: Björn Gunnlaugsson (Implementing tablet computers in all primary schools within the municipality of Kopavogur) & Kristján Ómar Björnsson (How do you establish and independent school?)

14:30 - Short break and food

14:45 - Workshops

  • Room 1 - How do we implement flipped learning in schools? (English)
    Moderator: Arnbjörn Ólafsson
    Speakers: Hjalmar Arnason (How and why did we do it?) & Kristján Ómar Björnsson (How do you establish and independent school?)
  • Room 2 - Teacher experiences (Icelandic)
    Moderator: Sigrún Svafa ólafsdóttir
    Speakers: Hjördís Alda Hreiðarsdóttir (My experience in flipping the classroom) & Inga Eiríksdóttir (How are we flipping?)
  • Room 3 - Flipped learning in broader aspect (English)
    Moderator: Arnbjörn Ólafsson
    Hanne-Lene Hvis Dreesen (The transformation of a learning design) & Ívar Valbergsson (Flipped Learning in Vocational Education and Training)

15:45 - Conference Summary & Close

Conference Speakers

  • Marika Toivola: Theoretical Justification for Flipped Learning - Formative Assessment for Flipped Learning
    Marika is a Researcher and Mathematics Teacher at Turku University School in Finland. She is a leading researcher in flipped learning in Finland and has focused on flipped learning in mathematics. She also manages the webstie www.flippedlearning.fi   
  • Peter Holmboe: Designs for Learning and Learning Designs
    Teaching as a Design Science is amongst other new concepts on how education and learning are supported. A common feature for them all is that they address the need to see learning as results of design processes in which students are supported and given opportunities to learn. Flipped Learning is often seen as a set of design principles that inform teachers in their designs for learning. But do the design intentions and the design principles match the students understanding? And is Flipped Learning merely a design principle? This presentation highlights some central findings during a recent study on Danish high schools and Vocational Education and Training (VET) school. The aim of the study was to investigate how the students could participate and grasp opportunities to learn in a Flipped Learning environment building on a specific set of design principles. The findings show that there is a considerable gap between the intentions by the teacher, the Flipped Learning design and the students understanding of how the design should support them in their learning.
    Peter is an associate professor at University College South Denmark. He’s the co-author of two books on flipped learning in Denmark and works on implementing the teaching methods that rely on the use information technology in education. He also manages the website www.flippedlearning.dk
  • Hanne-Lene Hvis Dreesen: The transformation of a learning design
    Participants with weak educational qualifications cannot avoid the requirements of the lifelong learning framwork. On that basis, I have insvestigated how Flipped Learning can support students who are taking part of formal education within the qualifications framwork level 5 in continuing training. It turned out that videos, when replacing reading, motivated the participants and supported their sense of mastery and learning. Simultaneously, my pedagogies and dicdactical approaches changed radically bacause I moved the traditional presentations away from the classroom and used the gained time with more varied and student centred acitivites. We found that applying the Flipped Learning approach made an overall positive difference to the students' knowledge acquisition and learning outcome.
  • Björn Gunnlaugsson, Project Manager at Kopavogur Municipality: Implementing tablet computers in all primary schools within the municipality of Kopavogur
  • Kristján Ómar Björnsson, Teacher and Founder of NU Primary School in Hafnarfjörður: How do you establish and independent school?
  • Hjálmar Árnason, Director of Keilir Academy: How and why did we do it?
  • Inga Eiríksdóttir, Teacher at Trollaskagi Secondary School: How are we flipping?
  • Hjördís Alda Hreiðarsdóttir, Teacher at Keilir Academy: My experience in flipping the classroom.
  • Ívar Valbergsson, teacher at Sudurnes Comprehensive College and Flip teacher of the year 2017 in Iceland: Flipped Learning in Vocational Education and Training

About the NEXT Project
 
The project objective will be to create an active expert network of teachers in the partner countries practicing flipped learning in and as a part of their educational contexts, specifically by highlighting best practice initiatives.
 
Flipped Learning has for the past few years been a revelation in the traditional school system, especially when dealing with equal opportunities to learning by bridging both time-issues, distances and learning disabilities. Numerous initiatives have been taking place all around the world, most noticeable in the United States, but mainly the changes have been on individual or local level. The international trend has been for new framework curricula published in several countries to encourage teachers to change their classroom teaching from “teacher-centered” to more “student- centered” approaches. These days, the idea of “flipping” the teaching and learning process fascinates many teachers who are trying to change their teacher-centered teaching style to a more student- centered learning approach. 

Among the goals of the project is to examine, develop and implement a specific Nordic/Baltic view on Flipped Learning thus making sure that we will retain our thinking and way of practicing school - also when it comes to new ICT-related approaches. The project aims to achieve this by engaging in national teacher workshops and by creating both national and Nordic/Baltic networks of teacher practicing these methods. The focus for the project is highly relevant to the specific aims of Nordplus Junior. The Flipped Learning concept makes use of ICT and blended learning activities, adding an extra dimension to traditional distance learning methods by developing new uses of the classroom and traditional in-school learner activities. Furthermore the concept meets individual learners on their own terms providing them with a chance to access traditional courses where they want and as often as they require, giving the teacher more time for one-to-one tutoring in the classroom and at the same time promoting the opportunity for developing 21st century skills such as collaboration, communication, creativity and critical thinking.