Keilir stóð fyrir ráðstefnu um hlutverk kennara og skólastjórnenda í innleiðingu vendináms og vinnubúðir um notkun vendináms í skólastarfi, fimmtudaginn 8. júní 2017.
Ráðstefnan var styrkt af Nordplus Junior Menntaáætlun norrænu ráðherranefndarinnar.
Ráðstefnan verður í formi stuttra fyrirlestra og vinnustofa. Dagskráin er birt með fyrirvara um breytingar. Boðið verður upp á fjórar mismunandi vinnustofur og verða þær bæði á íslensku og ensku: Hlutverk skólastjórnenda og skólasviða í innleiðingu vendináms; Vendinám á breiðari vettvangi; Nánari og dýpri þekking á viðfangsefninu; og Reynslusögur kennara.
13:00 - Setning ráðstefnunnar
Sagt frá Nordplus Junior verkefninu en meðal markmiða þess er að búa til tengslanet sérfræðinga í vendinámi sem geti nýst kennurum og skólastjórnendum í framtíðinni.
13:10 - Marika Toivola: Flipped Learning & Flipped Assessment (enska)
13:30 - Vinnustofur
14:30 - Kaffihlé í boði Nordplus Junior verkefnisins
14:45 - Vinnustofur
15:45 - Samantekt og ráðstefnuslit
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 website www.flippedlearning.fi
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 framework 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 because 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.
Ívar Valbergsson er kennari í vélstjórn hjá Fjölbrautaskóla Suðurnesja og Flippari ársins 2017
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.
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
13:00 - Conference opening (English)
13:10 - Marika Toivola: Theoretical Justification for Flipped Learning (English)
13:30 - Workshops
14:30 - Short break and food
14:45 - Workshops
15:45 - Conference Summary & Close