How Flipped Learning Can Improve Deep Learning and Transfer

Camilla Finsterbach Kaup & Mary Anne Kristiansen, University College of Northern Denmark. IntroductionAs educators at the University College of Northern Denmark (UCN), we have an interest in developing student competencies towards the 21st century skills. We focus specifically on enhancing their digital empowerment and work with a creative approach to teaching basic ICT skills and provide a didactical perspective in education. At the UCN we have an overall theoretical learning perspective called reflective-based practice learning, that has its focus on transfer and reflection that intends to enhance the student's ability to use previously acquired knowledge, skills and competences in new situations. In our understanding this requires deep learning and education that supports this perspective. Inspired by Keith Sawyer (2008) in Implication of Learning Sciences Research we have constructed our learning design based on research that support deep learning. Some of the elements mentioned by Sawyer are reflection, scaffolding, customized learning, diverse knowledge sources and problem solving. The students that we educate are studying to become Social Educators that specifically have a specialization in various tasks in schools such as social relations, bildung, supportive teaching and other aspects of education. When including experiential learning in our teaching using the above-mentioned perspectives on deep learning and transfer, we focus not only on the education of the students but also on their ability to put the acquired knowledge into use in their practice. Experiential learning is also the theoretical perspective from which we study the students learning processes when working with the different technologies. The focus of this abstract is to examine the possibilities that may be created when including digital technologies in a didactical perspective in education. It is our intend to describe and argue for a concept, that we have chosen to call “The Digital week in Social Education”. Here the students are to relate to technology in such a way, that they acquire the abilities they need, to work with the children in schools and hereby support their digital literacy and 21st century skills. This is based on both online and presence education. Graphic 1. The Digital week in Social EducationIn the face-to-face part of the week the students work with the knowledge and theory they have gained from the online learning session (OLS), where we wish to support the possibility of transfer through problem-based assignments. The students use Animated Learning tools and Maker Spaces, using different technology such as Micro:Bit, Virtual Reality, stop motion, 3D-print etc. where they develop the skills and knowledge, they need to solve specific assignments. The online learning session (OLS) is built on the principles behind flipped learning, however we understand flipped learning as a broad leaning perspective consisting of various education methods including video-based learning, assignments, reflection, content of knowledge, discussion and demonstration of knowledge through case-based assignments. Graphic 2. Experiential learning design As demonstrated in the face-to face process in the model above, the students are expected to use the knowledge that they have gained from the online learning session in different problem-solving tasks where they must combine their knowledge with technology as mentioned before. Based on collected empirical data e.g. survey and ongoing evaluation, we gather information on how we can organize and plan the teachings in such a way, that enables the students to develop their own knowledge and understanding regarding technology and furthermore indication of, which skills are demanded of the teacher while working with the students. While examining our evaluations and the concepts of our learning structure of the week we have concluded that a clear coherence and link between the teaching techniques and the instructional strategy is of great importance. According to Lee Dee Fink (2003) a teaching technique is a discrete, specific teaching activity, such as: Lecturing, leading discussions, group work etc. Furthermore, an instructional strategy is a set of learning activities, that are arranged in a sequence so that the energy for learning, motivates the students to go through the sequence. On the bases of this specific teaching theory we have found that the instructional strategy and the knowledge of the specific intentional learning concept must be specific and comprehended by the students beforehand. Therefore, we have created clear instructions and structure which are to motivate and support the students during the learning process. We will discuss and challenge the principles behind flipped learning in a context that reflects the learning environment in our specific learning design and perhaps discus how the students work towards their practical period specifically focusing on their use of technology understanding. The analysis indicates a variety of findings that seem to indicate, how it is didactically most appropriate to plan and complete lessons, in a technological perspective. And furthermore, there are signs that indicate the importance of including the students in the testing and development process of their own technological understanding while experimenting with technology.We will present our didactical considerations in relation to how we involve the technology in our teaching and how we work with the students' digital empowerment. This will be demonstrated in pictures and videos to give concrete examples on how we work with the students and their technology skills - so that participants can make transfer regarding their own work. 
References 
Bergmann, J. & Sams, Aron (2015): Flipped learning – vejen til engageret læring, 1. edition, Tubine Forlaget, Århus, DK.Dee Fink, L. (2003): Creating significant learning experiences, 1. edition, San Francisco, CA. Dewey, J. (1997): How we think, Dover Publications, Inc. N.Y. Eraut, M. (2006): Developing Professional Knowledge and Competence, 1. printing, 3. edition, Madison Avenue: RoutledgeFalmerSawyer, R.K. (2008): Optimising Learning Implications of Learning Sciences Research, Report, OECD, located 31.10-2018 https://www.oecd-ilibrary.org/education/innovating-to-learn-learning-to-innovate/optimising-learning-implications-of-learning-sciences-research_9789264047983-4-en