scholarly journals Flipped Classroom: A coderdojo perspective.

2020 ◽  
Author(s):  
Anil Kumar Bheemaiah
Keyword(s):  
Flipped Classroom ◽  
Web Design ◽  
Cost Effective ◽  
Raspberry Pi ◽  
Flipped Learning ◽  
Corporate Education ◽  
Comprehensive Listing ◽  
And Mathematics ◽  
Education Psychology ◽  
Suggested Reading

Abstract:The coderdojo movement is a grassroots literacy movement to bridge the digital divide using a flipped classroom, similar to edx and most corporate education. In this paper we describe the alternative learning experiments at a coderdojo at St Paul MN, USA, where we used AWS educate to teach many streams including SLAM, robotics, web design, hardware designing, circular economy and operating systems.Future work includes flipped teaching of python and mathematics at the graduate level and adoption of flipped learning at universities.Keywords: education psychology, constructivism, dojo, active learning, flipped school, pbs learning media, raspberry pi, arduino, cost effective soc based computers. What:A comprehensive listing of raspberry pi projects for a coderdojo.A comprehensive listing of suggested videos from pbs and popsci.A comprehensive listing of suggested reading material.A review and discussion of present, past and future flipped classroom experiments at Coderdojo St Paul MN

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

IoT Based Bus Tracking System

2021 ◽  
Vol 9 (VI) ◽  
pp. 2889-2893
Author(s):  
Miss Payal W. Paratpure
Keyword(s):  
Tracking System ◽  
Cost Effective ◽  
Raspberry Pi ◽  
Accurate Estimation ◽  
Time Of Arrival ◽  
Test Results ◽  
Cloud Server ◽  
Bus Operator ◽  
Gps Device

Tracking of public bus location requires a GPS device to be installed, and lots of bus operators in developing countries don't have such an answer in situ to supply an accurate estimation of bus time of arrival (ETA). Without ETA information, it's very difficult for the overall public to plan their journey effectively. In this paper, implementation of an innovative IOT solution to trace the real time location of buses without requiring the deployment of a GPS device is discussed. It uses Bluetooth Low Energy (BLE) proximity beacon to trace the journey of a bus by deploying an Estimate location beacon on the bus. BLE detection devices (Raspberry Pi 4) are installed at selected bus stops along the path to detect the arrival of buses. Once detected, the situation of the bus is submitted to a cloud server to compute the bus ETAs. A field trial is currently being conducted in Johor, Malaysia together with an area bus operator on one single path. Our test results showed that the detection of BLE beacons is extremely accurate and it's feasible to trace the situation of buses without employing a GPS device during a cost-effective way.

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners’ grammar and to examine students’ perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students’ understanding and usage of English grammar. Students’ perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research. 

scholarly journals Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research

2020 ◽  
Vol 5 (2) ◽  
pp. 393
Author(s):  
Eka Duriyatul Muhlisoh ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Flipped Classroom ◽  
Learning Processes ◽  
Flipped Learning ◽  
Learning Platform ◽  
Writing Class ◽  
E Learning ◽  
Acceptance Model

<p>This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users.</p>

scholarly journals MALAYSIAN TEACHERS’ PERCEPTION AND CHALLENGES TOWARDS THE IMPLEMENTATION OF FLIPPED LEARNING APPROACH

2020 ◽  
Vol 3 (2) ◽  
pp. 62-76
Author(s):  
Nurul Ainna Hashim ◽  
Nurliana Dalila Shaari
Keyword(s):  
Flipped Classroom ◽  
Classroom Teachers ◽  
Learning Approach ◽  
Flipped Learning ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Fast Development ◽  
History Of ◽  
Lecture Session ◽  
Structured Questionnaire

Flipping the classroom has given a lot of attention by many studies nowadays. Driven in by the technology widespread and its fast development, the flipped classroom is one of the recent trending in teaching practices. Therefore, this paper aims to investigate teachers’ perceptions and challenges towards the implementation of flipped learning approach. Several research studies showed that using flipped learning approach increases students’ understanding and confidence in learning. Flipped classroom allows students to have their own time of video-based (Vodcast) lecture session following with in-class exercises and practices. This paper briefly discusses on the history of flipped classroom, teachers’ perception and challenges issues of flipped learning approach to ESL/EFL teachers. A structured questionnaire was carried out to find out teachers’ perception and challenges in flipped learning approach to ESL/EFL teachers. The sample in this study consists of 50 respondents which are 9 males and 41 females. The results show that most teachers agreed that they find teaching through online is useful. It can be said that the biggest teachers’ challenge in implementing flipped learning approach as they feel teachers’ feedback is very important in the flipped learning classroom. Meanwhile, there is no significant relationship between teachers’ perception and teachers’ challenges. Keywords: ESL setting, Flipped Classroom, ICT in education, Teachers’ perception, Vodcast

scholarly journals FLIPPED LEARNING: A DIGITAL PEDAGOGY FOR SUSTAINABLE LEARNING

2020 ◽  
pp. 220-225
Author(s):  
Sonia Gouri
Keyword(s):  
Learning Process ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Traditional Learning ◽  
Flipped Learning ◽  
Instructional Content ◽  
Effective Manner ◽  
Digital Pedagogy ◽  
Class Room ◽  
Teaching Learning

Once Dr. Bob Kizlik had said that learning, regardless of how it is defined, is ultimately the responsibility of the learner, not the teacher. Today problem based learning with appropriate use of ICTs has emerged to achieve the objectives of learning in a more effective manner since teaching-learning process has also become learner-centered now. We are moving towards the new techniques of quality teaching by using digital pedagogy, a new way of engaging students with the curriculum. One such instructional strategy of teaching is a flipped class room- a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. Present paper focuses on the significance of using digital pedagogy & flipped classroom in teaching-learning process, which changes homework activities into the classroom thereby, promotes sustainable learning since this is relevant and responsive to students’ needs. KEYWORDS- Flipped learning; Pedagogy, Digital; Sustainable

scholarly journals Implementasi Multiple Honeypot pada Raspberry Pi dan Visualisasi Log Honeypot Menggunakan ELK Stack

Repositor ◽  
2020 ◽  
Vol 2 (4) ◽  
pp. 475
Author(s):  
Ilfan Arif Romadhan ◽  
Syaifudin Syaifudin ◽  
Denar Regata Akbi
Keyword(s):  
Network Security ◽  
Cost Effective ◽  
Raspberry Pi ◽  
Log Analysis ◽  
Security Threats ◽  
Multiple Sources ◽  
Important Data ◽  
Desktop Computers ◽  
Monitoring Result

ABSTRAKPerlindungan terhadap keamanan jaringan merupakan hal yang sangat penting untuk dilakukan. Mengingat kemudahan dalam mengakses jaringan memungkinkan adanya gangguan dari pihak yang ingin menyerang, merusak, bahkan mengambil data penting. Honeypot memang tidak menyelesaikan masalah pada keamanan jaringan, namun honeypot membuat penelitian tentang serangan menjadi lebih sederhana dengan konsep yang mudah untuk dimengerti dan dimplementasikan. Penelitian ini menerapkan beberapa honeypot menggunakan Raspberry pi dan ELK stack untuk monitoring hasil yang didapatkan oleh honeypot. Tujuan dari penelitian ini untuk merancang sistem yang mampu mendeteksi serangan pada jaringan menggunakan honeypot. Raspberry pi digunakan sebagai sensor honeypot untuk pemantauan ancaman keamanan terbukti hemat biaya dan efektif menggantikan komputer desktop. ELK stack memudahkan pemusatan data dari berbagai sumber dan membuat analisis log yang awalnya rumit untuk dianalisis menjadi lebih menarik.ABSTRACTProtection of network security is very important to do. Given the ease in accessing the network allows for interference from parties who want to attack, destroy, and even retrieve important data. Honeypot does not solve the problem on network security, but the honeypot makes research about attacks become simpler with concepts that are easy to understand and implement. This research applies some honeypot using Raspberry pi and ELK stack for monitoring result obtained by honeypot. The purpose of this research is to design a system capable of detecting attacks on a network using a honeypot. Raspberry pi is used as a honeypot sensor for monitoring proven cost-effective and cost-effective security threats to replace desktop computers. The ELK stack facilitates the convergence of data from multiple sources and makes log analysis initially complex for analysis to be more interesting.

PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN DASAR LISTRIK DAN ELEKTRONIKA (DLDE) KELAS X TITL SMK NEGERI 5 MEDAN

2021 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Leo Saputra Sitanggang ◽  
Salman Bintang
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Flipped Learning ◽  
Classroom Learning

Abstract This study aims to determine: (1) student learning outcomes for DLDE subjects using the Flipped Classroom learning model (2) student learning outcomes for DLDE subjects using the Expository learning model (3) DLDE learning outcomes for students taught with the Flipped learning model. Classroom is higher than students who are taught using the expository learning model. The population in this study were 108 people. From the data obtained after the research, it was found that (1) student learning outcomes were much higher in the experimental class (classes taught using the Flipped Classroom learning model) which had an average of 85.93. (2) student learning outcomes in the control class (classes taught using the expository learning model) have an average of 73.55. (3) student learning outcomes are better (higher) using the Flipped Classroom learning model compared to the expository learning model. Keywords: Flipped Classroom, Expository, DLDE Learning Outcomes AbstrakPenelitian ini bertujuan untuk mengetahui: (1) hasil belajar siswa terhadap mata pelajaran DLDE dengan menggunakan model pembelajaran Flipped Classroom (2) hasil belajar siswa terhadap mata pelajaran DLDE dengan menggunakan model pembelajaran Ekspositori (3) hasil belajar DLDE siswa yang diajarkan dengan model pembelajaran Flipped Classroom lebih tinggi dibandingkan siswa yang diajar dengan menggunakan model pembelajaran ekspositori. Populasi dalam penelitian ini adalah 108 orang. Dari data yang diperoleh setelah dilakukan penelitian, diperoleh bahwa (1) hasil belajar siswa jauh lebih tinggi dikelas ekperimen (kelas yang diajarkan dengan menggunakan model pembelajaran Flipped Classroom)  yang memiliki rata-rata 85.93. (2) hasil belajar siswa dikelas kontrol (kelas yang diajarkan dengan menggunakan model pembelajaran ekspositori) memiliki rata-rata 73.55. (3) hasil belajar siswa lebih baik (lebih tinggi) menggunakan model pembelajaran Flipped Classroom dibandingkan dengan model pembelajaran ekspositori. Kata Kunci: Flipped Classroom, Ekspositori, Hasil Belajar DLDE

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