Bridging the gaps
with a flipped classroom approach
Maurizio Zani
Innovative teaching skills, Milano 19/04/2018
Experimental
Teaching lab. (ST2)
Maurizio Zani
Bridging the gaps with a flipped classroom approach
Realization
Design
Team
Jade Belt Bridge (Beijing, China)
Maurizio Zani
Bridging the gaps with a flipped classroom approach
Realization
The 3 rules of learning
Learning (everywhere)
http://www.pok.polimi.it
New assessment
strategies
Maurizio Zani
Bridging the gaps with a flipped classroom approach
1. Learning is an experience, not a download

Involve the students in the learning approach; they must be engaged in
the experience
2. Learning happens everywhere & everytime
Open your fantasy, evaluating what may be the best way to reach the
learning goals
3. Learning takes care of materials & methods
Choice
the appropriate combination,
in order
to make
learning
achievements more effective
http://www.mauriziozani.it/wp/?p=6473
The 3 rules of learning
Maurizio Zani
Design our project!
5W1H rule
Maurizio Zani
High-school
University
gaps
WHAT
Pre-courses
Maurizio Zani
Politecnico di Milano
7 Campus
Milano Leonardo
Milano Bovisa
Como
Cremona
Lecco
Mantova
Piacenza
4 Schools
Architecture
Design
Civil Engineering

Industrial Engineering
WHERE
Maurizio Zani
2016-2017
Schools
Students
Freshmen
(bachelor)
Pre-courses
Architecture
9 915
(23%)
1 201
(16%)
43
(4%)
Design
4 226
(10%)
755
(10%)
7
(1%)
Engineering
29 011
(67%)
5 568
(74%)
1 097
(95%)
total
43 152
7 524
1 147
Students enrolled
2016-2017: 3+2 teams in Milan + 1 team in Lecco
2017-2018: 5+3 teams in Milan + 1 team in Lecco
2018-2019: ...
20%
freshmen (bachelor)
in engineering
WHO
Maurizio Zani
Academic calendar
beginning
academic
year
2 weeks
2018-2019 ...
end
high-school
graduation
exams
WHEN
2 weeks
2016-2017
2017-2018
2018-2019 ...
Maurizio Zani
School-University transition
Boundary conditions
bridge gaps & misconceptions (what)
high number of students (who)

limited amount of time (when)
Implications
high teachers' workload
need of pedagogical innovation
adoption of innovative technologies
Technology enhanced-learning approach:
the relative strategies are being studied separately, while there are less
efforts to understand how an integrated set of strategies could work
WHY
Maurizio Zani
TIME project
Highlight misconceptions in Physics
Maurizio Zani (Politecnico di Milano), Patrizia Ghislandi (Universit di Trento),
Kazuhiko Tsukagoshi (Doshisha University, Kyoto), Alexey B. Pnev (Bauman State Technical University, Moscow)
Abstract
This project aims at identifying and overcoming the most significant and widespread misconceptions shown by first-year
university students enrolled for engineering, in relation to their basic knowledge of Physics, with specific reference to Mechanics,
Thermodynamics, Electromagnetism and Optics. It will be developed by Politecnico di Milano along with two foreign universities
that offer physics and engineering courses as well as with another Italian institution, Universit di Trento, which provides
pedagogic support.
Our project consists of three main stages which are closely connected with each other.
1. First of all, data about the above mentioned misconceptions will be gathered by each institution through the use of ad hoc
tests, questionnaires, problems and any other instruments that may prove to be appropriate. These tests will be identical for all the
universities involved and will be arranged by the Experimental teaching lab. ST2 of Politecnico di Milano in cooperation with
Universit di Trento, which will address respectively the topics of physics and the typology and educational aptness of the tests
themselves.
2. The second stage focuses on comparing and contrasting the misconceptions expressed by the students attending the different
universities involved in the project: they would constitute an experimentally validated database. The most widespread and
noteworthy misconceptions will be selected for the third step.
3. Purchase of an initial amount of materials that will be used for carrying out physics experiments with a view to overcome the
misconceptions emerging from the first data analysis. The aim is to record a trial video that will serve as a first model for a series of
videos (in Open Educational Resources philosophy, OER) that will help students to overcome misconceptions in physics.
Maurizio Zani
Flipped classroom approach
MOOCs
Lessons
Quiz
HOW
Maurizio Zani
Quiz
Lessons
MOOCs of experimental physics
MOOCs
Maurizio Zani
MOOCs of experimental physics: tools
lessons
exercise
quiz
insights
interviews
forum
role games
cards
case studies
subtitles
keywords
forms
simulations
comics
Maurizio Zani
MOOCs of experimental physics: lessons, exercise...
Maurizio Zani
MOOCs of experimental physics: insights, simulations, quiz, forum...
Maurizio Zani
MOOCs of experimental physics: ciak...
action

team
topics
structure
storyboard
shooting
post-editing
validation
quiz
450 h of work
result
170 video
150 quiz
1 director
team
8 teacher/tutor
7 staff
http://www.mauriziozani.it/wp/?p=2134
start to work!
Maurizio Zani
MOOCs of experimental physics: structure and certificate
quiz
quiz
quiz
quiz
week
week
week
week
lessonsexerciseinsights...lessonsexperimentssimulations...interviewcase studiesrole games...lessonssummaryforum...final
quiz
quiz > 60%
Maurizio Zani
Fisica 2
Fisica 1
MOOCs of experimental physics: topics
Mechanics (3 weeks)

kinematics of the material point and examples
of motions

dynamics of the material point and examples
of motions
work, energy, bumps and universal gravitation
Thermodynamics (2 weeks)

kinematics and dynamics of ideal liquids

temperature, ideal gas, heat, thermal
machines and entropy
Electromagnetism (2 weeks)

electric field, conductors, capacitors and
dielectric materials

electrical current, magnetic field and magnetic
materials
Optics (1 week)

electromagnetic waves, geometrical optics
and wave optics
Hints of modern physics (1 week)
2 courses
19 000 enrolled
http://www.pok.polimi.it
based on
( 60 000 enrolled)
Maurizio Zani
MOOCs
Lessons
Active-learning lessons
Quiz
Maurizio Zani
http://www.fisi.polimi.it/it/didattica/studenti/corsi_di_ripasso
Pre-courses in physics: structure
Fisica 2
Fisica 1
MOOCs
Active-learning
lessons
Mechanics
Thermodynamics
Electromagnetism
12 h
8 h
12 h
12 quiz
8 quiz
12 quiz
16 quiz
16 quiz
Quiz
2+1 w
3+2 w
Maurizio Zani
Quiz
Lessons
Quiz on-line in real-time
MOOCs
Maurizio Zani
Quiz on-line in real-time
Goal

for teacher: check of the classroom status

for student: check of the comprehension (more than the knowledge)

"stimulus" to study the topics
Method
on-line (suitable for a large number of students)

real-time (using smartphone/pc/tablet as a clicker)
Implementation

fast (max. 2-3 min), with no particular calculus
anonymous (but logging in with the personal code)
without credits (but with self-assessment & final score on the device)
after each quiz
2016-2017: no discussion, to separate "quiz effect" from "tutor effect"
2017-2018: discussion for half of the classes
Maurizio Zani
On-line web-based platform
Paid
http://connect.mheducation.com
(McGraw Hill)
http://www.masteringphysics.com
(Pearson)
Free
http://www.kahoo.it
http://www.socrative.com
http://www.quizizz.com
http://www.edmodo.com
http://www.schoology.com
http://www.spiral.ac
Maurizio Zani
Socrative
Results: results of online quiz
Reports: results of archived quiz
Rooms: handle students groups
Quizzes: create the quiz
Launch: launch the quiz
Maurizio Zani
Summary
Lessons
Quiz
MOOCs
2 courses
170 video
150 quiz
19 000 enrolled
120 quiz
6 teams
1 100 enrolled
Maurizio Zani
Design of the project!
Fedback of the project?
5W1H rule
Maurizio Zani
Big data!!!
pre
during
post
time
students'
enrollment
MOOC
quiz
result
students'
evaluation
Maurizio Zani
Quiz results (score range 0-10): Pre-test & post-test
Score Group
1
Group
2
Group
3
Group
4
Group
5
Group
6
Class size
N
211
104
90
112
111
13
Pre-test
Mean
4.01
4.03
3.72
3.57
4.33
4.30
3.63
SD
2.92
1.68
1.84
1.46
1.27
1.59
Post-test
Mean
5.97
6.66
5.03
4.72
5.31
7.21
6.72
SD
2.83
1.78
2.09
1.36
2.06
1.58
Maurizio Zani
Score Group
1
Group
2
Group
3
Group
4
Group
5
Group
6
Class size
N
211
104
90
112
111
13
Pre-test
Mean
4.01
4.03
3.72
3.57
4.33
4.30
3.63
SD
2.92
1.68
1.84
1.46
1.27
1.59
Post-test
Mean
5.97
6.66
5.03
4.72
5.31
7.21
6.72
SD
2.83
1.78
2.09
1.36
2.06
1.58
Quiz results (score range 0-10): Effect size
Whole design: large size class can reach similar results than smaller ones.
What is the impact of each element of the design?
Maurizio Zani
Eval.
Group
1
Group
2
Group
3
Group
4
Group
5
Group
6
MOOCs
N
62
17
51
27
30
11
Mean
3.33
3.27
3.47
3.39
3.37
3.13
3.36
Lessons
N
84
27
69
35
43
14
Mean
3.19
3.52
2.89
3.23
2.86
2.81
3.64
Tutor
N
86
31
75
35
45
14
Mean
3.23
3.69
2.65
3.32
2.77
2.82
3.79
Quizzes
N
86
31
75
35
45
14
Mean
2.59
2.53
3.61
2.56
2.77
2.58
2.57
Students' satisfaction (evaluation range 1-4): MOOCs
MOOCs impact wells
with no significant differences among the groups
Maurizio Zani
Eval.
Group
1
Group
2
Group
3
Group
4
Group
5
Group
6
MOOCs
N
62
17
51
27
30
11
Mean
3.33
3.27
3.47
3.39
3.37
3.13
3.36
Lessons
N
84
27
69
35
43
14
Mean
3.19
3.52
2.89
3.23
2.86
2.81
3.64
Tutor
N
86
31
75
35
45
14
Mean
3.23
3.69
2.65
3.32
2.77
2.82
3.79
Quizzes
N
86
31
75
35
45
14
Mean
2.59
2.53
3.61
2.56
2.77
2.58
2.57
Students' satisfaction (evaluation range 1-4): Lessons & tutor
Active-learning (lessons) & tutor approach scores could vary,
but highest scores can be equally obtained with small or large class
Maurizio Zani
Eval.
Group
1
Group
2
Group
3
Group
4
Group
5
Group
6
MOOCs
N
62
17
51
27
30
11
Mean
3.33
3.27
3.47
3.39
3.37
3.13
3.36
Lessons
N
84
27
69
35
43
14
Mean
3.19
3.52
2.89
3.23
2.86
2.81
3.64
Tutor
N
86
31
75
35
45
14
Mean
3.23
3.69
2.65
3.32
2.77
2.82
3.79
Quizzes
N
86
31
75
35
45
14
Mean
2.59
2.53
3.61
2.56
2.77
2.58
2.57
Students' satisfaction (evaluation range 1-4): Quizzes
Quizzes scores has no significant differences among the groups,
but is not so high: there was no explanation after each quiz answer!
Maurizio Zani
Conclusions
The students' acceptance of
the different
technologies offered (MOOCs and quizzes)
is
diversified;
the
integration of MOOCs was
considered positive by the students
The overall active learning approach (lessons)
was perceived in positive way, with significant
differences between groups, but the differences
cannot be attributed to the class size
The tutor' abilities to handle the number of
participants is more important than the number
of students' itself
The influence of technology has to be carefully
studied and designed
in
relationship with
teaching as complex variable
Tutor
quality
and pedagogical
approach
depends on the team efforts
Design
Team
Maurizio Zani
Educational Media International
Integrating MOOCs in Physics preliminary undergraduate education:
beyond large size lectures
Juliana Raffaghelli, Patrizia Ghislandi, Susanna Sancassani, Luisa Canal, Rocco Micciolo, Barbara Balossi,
Matteo Bozzi, Laura di Sieno, Immacolata Genco, Paolo Gondoni, Andrea Pini, Maurizio Zani
Abstract
In this paper, the authors discuss the effectiveness of integrating MOOCs as part of a pedagogical strategy aimed at supporting
undergraduate students in large-size lectures. Moreover, the topic that these students had to deal with was part of foundational
knowledge in the curriculum, which is Physics for Sciences and Engineering pathways. The experimental activity consisted in a
blended course, which adopted a parallel MOOC delivered through POK (PoliMi Open Knowledge, http://www.pok.polimi.it), the
Politecnico di Milano's MOOC portal, integrated with face-to-face activities that included intensive technology enhanced learning,
like feed-back based on clickers. The authors explain the process of implementation of the approach and its impact in terms of
learning outcomes and students' opinions. The several elements of the approach (the tutors' pedagogy, the adoption of clickers,
the diversity amongst learning groups) are compared with the importance of the MOOC within and for the overall experience. The
findings highlight the importance of MOOCs for the preliminary undergraduate level across small and large size lectures, against
other factors adopted within the learning design. Moreover, it was found that, with this integrated design including MOOCs, the
students in a large size lecture demonstrated similar or even better performance than students in a small size group.
Maurizio Zani
Thanks to teachers, tutors, staff:
Daniele Albricci, Barbara Balossi, Federico
Bottegoni,
Matteo
Bozzi,
Federica
Brambilla, Gianlorenzo Bussetti,
Luisa
Canal**, Davide Contini, Laura Di Sieno,
Gianfranco Elia,
Immacolata Genco,
Patrizia Ghislandi**,
Paolo Gondoni,
Cristian Manzoni,
Rocco Micciolo**,
Andrea Parisi, Andrea Pini, Dario Polli,
Juliana Raffaghelli*, Marco Re, Rebecca
Re, Susanna Sancassani, Cristina Varisco,
Caterina Vozzi
Thanks for your attention!
Team makes the difference!
MOOCsTutorsPedagogyPolitecnico di Milano
Universitat Oberta de Catalunya*
Universit degli Studi di Trento**
Statistics