{"id":2543,"date":"2020-09-15T18:57:21","date_gmt":"2020-09-15T18:57:21","guid":{"rendered":"http:\/\/blogs.library.duke.edu\/data\/?p=2543"},"modified":"2020-09-15T20:55:09","modified_gmt":"2020-09-15T20:55:09","slug":"flipping-data-workshops","status":"publish","type":"post","link":"https:\/\/blogs.library.duke.edu\/data\/2020\/09\/15\/flipping-data-workshops\/","title":{"rendered":"Flipping Data Workshops"},"content":{"rendered":"<p><em>John Little is the Data Science Librarian in Duke Libraries Center for Data and Visualizations Sciences.<\/em><em> Contact him at <\/em><a href=\"mailto:askdata@duke.edu\"><em>askdata@duke.edu<\/em><\/a><em>.<\/em><\/p>\n<p><span style=\"font-weight: 400;\">The Center for Data and Visualization Sciences is and has been open since March! We never closed. We\u2019re answering questions, teaching workshops, have remote virtual machines available, and business is booming.\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">What\u2019s changed? Due to COVID-19, the CDVS staff are working remotely. While we love meeting with people face-to-face in our lab, that is not currently possible. Meanwhile, digital data wants to be analyzed and our patrons still want to learn. By late spring I began planning to flip my workshops for fall 2020. My main goal was to transform a workshop into something more rewarding than watching the video of a lecture, something that lets the learner engage at their pace, on their terms.\u00a0\u00a0<\/span><\/p>\n<p><iframe loading=\"lazy\" frameborder=\"0\" height=\"360\" scrolling=\"0\" src=\"https:\/\/warpwire.duke.edu\/w\/pfYDAA\/\" width=\"640\"><\/iframe><\/p>\n<h2><span style=\"font-weight: 400;\">How to flip<\/span><\/h2>\n<p><span style=\"font-weight: 400;\">Flipping the workshop is a strategy to merge student engagement and active learning.\u00a0 In traditional instruction, a teacher presents a topic and assigns work aimed at reinforcing the lesson.\u00a0<\/span><\/p>\n<blockquote>\n<p style=\"padding-left: 40px;\"><i><span style=\"font-weight: 400;\">Background:\u00a0 <\/span><\/i><span style=\"font-weight: 400;\">I offer discrete two-hour workshops that are open to the entire university. There are very few prerequisites and people come with their own level of experience.\u00a0 Since the workshops attract a broad audience, I focus on skills and techniques using general examples that reliably convey information to all learners. In this environment, discipline specific examples risk losing large portions of the audience. As an instructor I must try to leave my expectations of students\u2019 skills and background knowledge &#8212; at the door.\u00a0\u00a0<\/span><\/p>\n<\/blockquote>\n<p><span style=\"font-weight: 400;\">In a flipped classroom, <\/span><b>materials are assigned and made available in advance<\/b><span style=\"font-weight: 400;\">. In this way, group Zoom-time can be used for questions and examples. This instruction model allows students to learn at their own pace, pause and rewind videos, practice exercises, or speed up lectures. During the workshop, students can bring questions relevant to their particular point of confusion.\u00a0\u00a0<\/span><\/p>\n<p><iframe loading=\"lazy\" frameborder=\"0\" height=\"360\" scrolling=\"0\" src=\"https:\/\/warpwire.duke.edu\/w\/6_YDAA\/\" width=\"640\"><\/iframe><\/p>\n<p><span style=\"font-weight: 400;\">The main instructor goal is to facilitate a topic for student engagement that puts the students in control. This approach has a democratizing effect that allows students to become more active and familiar with the materials.\u00a0 With flipped workshops, student questions appear to be more thoughtful and relevant. When the student is invited to take charge of their learning, the process of investigation becomes their self-driven passion.\u00a0\u00a0<\/span><\/p>\n<p><iframe loading=\"lazy\" frameborder=\"0\" height=\"360\" scrolling=\"0\" src=\"https:\/\/warpwire.duke.edu\/w\/80YEAA\/\" width=\"640\"><\/iframe><\/p>\n<p><span style=\"font-weight: 400;\">For my flipped workshops materials, I offer basic videos to introduce and reinforce particular techniques. I try to keep each video short, less than 25 minutes.\u00a0 At the same time I offer <a href=\"https:\/\/warpwire.duke.edu\/w\/n_YDAA\/\">plenty of additional videos<\/a> on different topical details. More in-depth videos can cover important details that may feel ancillary or even demotivating, even if those details improve task efficiency. Sometimes the details are easier to digest when the student is engaged. This means students start at their own level and gain background when they&#8217;re ready.\u00a0 Students may not return to the background material for weeks, but the materials will be ready when they are.<\/span><\/p>\n<h2><span style=\"font-weight: 400;\">Flipping a consultation?<\/span><\/h2>\n<p><span style=\"font-weight: 400;\">The Center for Data &amp; Visualization Sciences provides open workshops <\/span><i><span style=\"font-weight: 400;\">and <\/span><\/i><span style=\"font-weight: 400;\">Zoom-based <\/span><span style=\"font-weight: 400;\">consulting. The flipped workshop model aligns perfectly with <a href=\"https:\/\/library.duke.edu\/data\/consulting\">our consulting services<\/a> since students can engage with the flipped workshop materials (recordings, code, exercises) at any time. When the student is ready for more information, whether a general question or a specific research question, I can refer to targeted background materials during my consultations. With the background resources, I can keep my consultations relevant and brief while also reducing the risk of under-informing.\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">For my flipped workshop on R, or other CDVS workshops, please see our <\/span><a href=\"https:\/\/library.duke.edu\/data\/workshops\"><span style=\"font-weight: 400;\">workshop page<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>John Little is the Data Science Librarian in Duke Libraries Center for Data and Visualizations Sciences. Contact him at askdata@duke.edu. The Center for Data and Visualization Sciences is and has been open since March! We never closed. We\u2019re answering questions, teaching workshops, have remote virtual machines available, and business is booming.\u00a0\u00a0 What\u2019s changed? Due to &hellip; <a href=\"https:\/\/blogs.library.duke.edu\/data\/2020\/09\/15\/flipping-data-workshops\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Flipping Data Workshops<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":191,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[79,39],"tags":[106,71,81,105],"class_list":["post-2543","post","type-post","status-publish","format-standard","hentry","category-data-science","category-workshops","tag-ggplot2","tag-r","tag-tidyverse","tag-workshop"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Flipping Data Workshops - Duke Libraries Center for Data and Visualization Sciences<\/title>\n<meta name=\"description\" content=\"For Fall 2020, the Center for Data and Visualization Sciences has moved many workshops online employing flipped learning strategies.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.library.duke.edu\/data\/2020\/09\/15\/flipping-data-workshops\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Flipping Data Workshops - 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