One year ago (nearly to the day and nearly 10 feet from where I am sitting right now) I was working on an article for Corwin Press to promote a new Flipped Learning Method that I had been working on called QWIQR. This was only a few days after I had launched this very blog and began to share my game inspired journey. Since then I have written over 85 posts, been blessed to speak at several conferences including FETC in Florida, guest hosted #games4ed and been invited onto Mr. Matera’s Well Played U podcast. I can’t wait to see what the next year has to bring!
So, one year ago I wrote this article – QWIQR Flipped Learning – while at the South Carolina Ed Tech Conference 2016. Since then I have also written QWIQR Co-Op Mode suggesting ways to add Social Motivators to the Flipped Process, Flip with YouTube Playlists which suggested how to use YouTube to facilitate a QWIQR Flip, and The One Where a Student Saved My Class Story reflecting on using Narrative in the QWIQR Process. Today I am sitting at SC Ed Tech 2017 after presenting QWIQR to a group of 70 or so interested educators. The hour long session was fantastic! We laughed (well, I tried to tell jokes and they were polite enough to chuckle), had a modeling activity, and ended with some really poignant Q and A. Based on some Tweets, Questions, and Chats afterwords I think that there is some strong interest in the process.
The power of QWIQR is in it’s 3 pronged approach to easing the Flipped and Blended Learning content acquisition. The first challenge is engaging the students in the recordings. Using short (1-2:30 minute) video segments interspersed with a narrative story line helps with the engagement loop. The second is the amount of time students need to take the notes. QWIQR is an acronym, but it is also the aspiration of the method. By watching the videos without pausing, rewinding, or re-watching students can acquire the content more quickly. Since, in a good flipped classroom, this is a first interaction and not the only interaction with the content students should not be overly concerned with writing down every word. The final flipped issue is content retention. The QWIQR method encourages students to interact with the content at each step of the process. It also turns watching the video from a low level “knowledge” activity to a higher “understanding” and with the overall process and “analysis” and “evaluation”. Counter-intuitively, by removing what could be called “Shallow Transcription” (copying) of the lecture material (either oral or powerpoint slides) students are forced into a deeper processing of the information.
These were the major points that I tried to hit in my session today. If you are interested in seeing the Slides the link can be found at SCEDTECH2017 QWIQR PRESENTATION SLIDES. Enjoy and I would be happy to discuss this further by email, on Twitter (@MrPowley) or in-person (if anyone would like to invite me)!