Gagné in the Flipped Classroom: Why the Instructional Design Matters
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 217
Proposal
An abundance of open access resources has transformed the options that all instructors, including library faculty, have for creating effective instruction. Open access has helped drive the movement to create and sustain the flipped classroom instructional model-- shifting the introduction of content to outside the class session and changing the nature of in-class activities. This model helps create in-class time that allows the instructor to scaffold content, coach and mentor. The student is given time while in class to become engaged in activities of practice and feedback with the assistance of the instructor/coach. This session explores why this pedagogy is effective in library instruction, how it is grounded in the experience of those who have taught research skills and information literacy and also how it supports the learning theories of Gagné. This session presents examples from library instruction sessions of 1) how to implement a flipped class approach and 2) descriptions of flipped classroom activities which demonstrate how and why focusing on some of Gagné’s events of instruction can help students learn and 3), how even in the one-shot library instruction session this approach goes further in helping students retain research skills.
Short Description
This discussion explores the efficacy of the flipped class approach in helping students retain learning, even from a one-shot instruction session. The session considers examples from library instruction sessions which used the flipped approach to illustrate how and why focusing on some of Gagné’s events of instruction can help students retain information literacy skills taught in class.
Keywords
instructional design, flipped classroom
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Petersohn, Barbara S., "Gagné in the Flipped Classroom: Why the Instructional Design Matters" (2014). Georgia International Conference on Information Literacy. 12.
https://digitalcommons.georgiasouthern.edu/gaintlit/2014/2014/12
Gagné in the Flipped Classroom: Why the Instructional Design Matters
Room 217
An abundance of open access resources has transformed the options that all instructors, including library faculty, have for creating effective instruction. Open access has helped drive the movement to create and sustain the flipped classroom instructional model-- shifting the introduction of content to outside the class session and changing the nature of in-class activities. This model helps create in-class time that allows the instructor to scaffold content, coach and mentor. The student is given time while in class to become engaged in activities of practice and feedback with the assistance of the instructor/coach. This session explores why this pedagogy is effective in library instruction, how it is grounded in the experience of those who have taught research skills and information literacy and also how it supports the learning theories of Gagné. This session presents examples from library instruction sessions of 1) how to implement a flipped class approach and 2) descriptions of flipped classroom activities which demonstrate how and why focusing on some of Gagné’s events of instruction can help students learn and 3), how even in the one-shot library instruction session this approach goes further in helping students retain research skills.
