![Definitions
“The flipped classroom is a pedagogical
model in which the typical lecture and
homework elements of a course are
reversed.
The term is widely used to describe
almost any class structure that provides
pre-recorded lectures followed by in-
class exercises”
EDUCAUSE (2012)
“Face-to-face time is then used
more effectively to develop a
deeper understanding.”
Loch and Borland (2014)
“[Students] come to the live event
immediately ready to discuss in more
depth the issues
raised or apply those ideas in practical
problem solving or group work
supported by the academic. .”
Young and Moes (2013)
See Rudd (2015) for an overview
of flipped definitions](https://image.slidesharecdn.com/flippedclassroomapproaches-151102141243-lva1-app6892/85/Flipped-classroom-approaches-2-320.jpg)
Flipped classroom approaches
- 1. Flipped classroom approaches (Design) Matt Cornock E-Learning Development Team Lunchtime Webinar – 2 November 2015
- 2. Definitions “The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. The term is widely used to describe almost any class structure that provides pre-recorded lectures followed by in- class exercises” EDUCAUSE (2012) “Face-to-face time is then used more effectively to develop a deeper understanding.” Loch and Borland (2014) “[Students] come to the live event immediately ready to discuss in more depth the issues raised or apply those ideas in practical problem solving or group work supported by the academic. .” Young and Moes (2013) See Rudd (2015) for an overview of flipped definitions
- 3. Student-led? “confident in class but struggled when I got home” Enfield (2013) Perhaps a common case is students self-confidence in lectures is greater than when revisiting content after the lecture. Can the Flipped approach enable students to self-check early on and provide more supportive approaches in class that address knowledge and understanding gaps?
- 4. Blended design • Identify rationale for approach • Link online and face-to-face learning activities 1. Preparation • Setting expectations, learning outcomes and technical induction 2. Socialisation • Mechanisms for checking learning • Tutor-led and peer-led support 3. Supporting participation • Active engagement • Reinforcing connections and learning outcomes 4. Sustaining participation • Provide feedback, encourage reflection on performance and understanding • Enable students to provide feedback on their learning experience 5. Closing Adapted from: Richard Walker (2009) Five Phase Blended Learning Model Available at: http://bit.ly/ytelhb-4-2 Flipped approaches are just one form of blended learning. Similar principles should be applied to both. Consider these phases when designing and delivering Flipped modules.
- 5. Learning Activity Flipped approaches Content Delivery Before Class During Class What different approaches could be used for Content Delivery and Learning Activities? If video is used before class, think of the different forms of video. Some videos will be talking heads, others handwritten content, others slides, others software demonstrations. Each attempts to deliver content and meet learning objectives in different ways.
- 6. Edited/Reshot Lectures Lecture Capture Knowledge/ information with discussion Activity using video clips Live webinar or video conference Student- generated video Adapted from: Young. C. and Moes, S. (2013) Figure 8: The REC:all framework. How to move beyond lecture capture: Pedagogy Guide. REC:all. Media & Learning Association. Available at http://association.media-and-learning.eu/sites/default/files/how_to_move_beyond_lecture_capture_pedagogy_guide.pdf Positioning the use of video Remembering Understanding Applying Analysing Evaluating Creating LearnerIndependence Higher Order Learning
- 7. Knowledge/ information with discussion Activity using video clips Edited/Reshot Lectures Lecture Capture Live webinar or video conference Student- generated video Adapted from: Young. C. and Moes, S. (2013) Figure 8: The REC:all framework. How to move beyond lecture capture: Pedagogy Guide. REC:all. Media & Learning Association. Available at http://association.media-and-learning.eu/sites/default/files/how_to_move_beyond_lecture_capture_pedagogy_guide.pdf Positioning the use of video Remembering Understanding Applying Analysing Evaluating Creating LearnerIndependence Higher Order Learning Flipped approaches cannot just be about traditional lecture capture. Recordings must be specific and designed-in.
- 8. Can I just send students to YouTube? Specific videos Undefined learning outcomes Links on Yorkshare This approach can lead students to take different learning points away from a video. There is no connection between the video and the overall learning objective. Therefore there is no method for supporting students’ understanding and checking of their understanding of content. The lecturer’s role is of curator here, but also of learning designer.
- 9. Can I just send students to YouTube? Specific videos To judge/measure understanding against specific learning outcomes Intended learning outcomes Links to previous content CONTEXT ACTIVITY CLASS Prepared Demonstrate understanding It’s clear to see in this revised model, how videos offer structured content delivery within the scope of a module.
- 10. This is a very basic example of how a video may be incorporated into a VLE site. There is clearly room for improvement here. How might this page better support students learning, linking to the module and in-class activities?
- 11. The quiz format doesn’t have to be just about factual recall. Use quizzes to provide feedback and use questions that test students’ interpretation and understanding.
- 12. Learning Activity Flipped approaches Content Delivery Before Class During Class Short Video Lecture Documents Self-check quiz Summary paragraph Artefact creation Problem solving Passive Active Mini- Lectures In-class polls Debate and discussion Knowledge gaps Documents Application
- 13. Flipped approaches Bringing into the classroom knowledge, interpretation and experience from different students … and doing something with them.
- 14. Learning Activity Flipped approaches Before Class During Class UnderstandingNew Content After Class Next Topic Connections But the Flipped approach is a form of blended learning, therefore MUST also consider what happens AFTER the lecture. In particular how it links to subsequent topics and assessment.
- 15. Constraints Time Accessibility Class sizeExpectations Technical support Complacency Engagement Cognitive leap Sources: Enfield, J. (2013); Flipped Learning Network (2014); Loch and Borland (2014); Slomanson, W. R. (2014); Strayer (2012); These constraints are explained in the references below and worth considering as part of the design phase.
- 16. Case study: Chemistry Lab Skills Source: Nigel Lowe (2014) Ensuring essential prior knowledge for lab work, ELDT Case Study. Available at: https://elearningyork.wordpress.com/learning-design-and-development/case-studies/ensuring-essential-prior-knowledge-for-lab-work/
- 17. Case study: Chemistry Lab task Video Quiz Practical Topic identified Video lecture Fill-in handout Questions arising from independent study Collaborative in-class discussion Lab skills Small-cohort module Source: Andy Parsons (2015) Flipping a Chemistry lecture course, FORUM Magazine, University of York. No.39. Available at: http://yorkforum.org/2015/10/27/flipping-a-chemistry-lecture-course/ Source: Nigel Lowe (2014) Ensuring essential prior knowledge for lab work, ELDT Case Study. Available at: https://elearningyork.wordpress.com/learning-design-and-development/case-studies/ensuring-essential-prior-knowledge-for-lab-work/
- 18. Case study: In-class activity Source: McLaughlin et al. (2014) The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School. Available at: http://journals.lww.com/academicmedicine/toc/2014/02000/ These examples focus on the “complex concepts” introduced before the lecture, with assessment of students’ understanding throughout the session directing the lecturer to focus on particular topics. The micro-lecture is a useful tool targeting misconceptions and addressing threshold concepts. Before Interactive self-paced content and assigned reading During In-class quiz using clickers, leading to focused micro-lecture and peer-instruction activities, time for discussion After Formative assessment and projects
- 19. Case study: Student-led learning Source: Gombrich (2012) Flipping lectures – reflections on a term of learning. Available at: http://www.carlgombrich.org/flipping-lectures-reflections-on-a-term-of-learning/ Teacher-led webinars / stimulus resources Voting on topics to discuss Lecturer preparation In-class plenary Approaches to Knowledge course on Arts and Sciences BASc at UCL Cohort 80 students Gobrich’s useful blog post works through the lessons learnt from this approach. Of note is the need to ‘tie these together in a take-home bundle’ at the end of the plenary. This relates back to the final phase of the blended learning model, linking to learning outcomes and assessment.
- 20. Suggestions for design Videos Short (10 mins). Be focused. Identify learning objective/ include questions at start that will be addressed during the video. Quizzes Use most appropriate form of question; consider what can be automatically marked with feedback. Questions can be about interpretation or application to a case study, not just factual recall. Include time to address misconceptions. Consistency Language and style of flipped resources aligns with face-to-face content. Avoid changing the pattern of weekly activity and relationship between online and face-to-face tasks. Create links between topics where possible. Link to assessment. Sources: Enfield, J. (2013); Flipped Learning Network (2014); Slomanson, W. R. (2014); Strayer (2012) In-Class Enable interaction. Support reflection.
- 21. References Aronson, N., Arfstrom, K. M., Tam, K. (2013) Flipped Learning in Higher Education. http://bit.ly/1M6qnK1 EDUCAUSE (2012) '7 Things You Should Know About... Flipped Classrooms', EDUCAUSE Learning Initiative, February 2012. https://net.educause.edu/ir/library/pdf/ELI7081.pdf Enfield, J. (2013) 'Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN', TechTrends, 57, 6, 14-27. http://link.springer.com/article/10.1007/s11528-013-0698-1 Flipped Learning Network (2014) The Four Pillars of F-L-I-P™. http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf Gombrich, C. (2012) Flipping lectures – reflections on a term of learning. Available at: http://www.carlgombrich.org/flipping-lectures- reflections-on-a-term-of-learning/ Rudd, P. (2015) What is Flipped Learning? https://www.academia.edu/17034298/What_is_Flipped_Learning Slomanson, W. R. (2014) 'Blended Learning: A Flipped Classroom Experiment', Journal of Legal Education, 64, 1, 93-102. http://www.swlaw.edu/pdfs/jle/jle641slomanson.pdf Strayer (2012) 'How learning in an inverted classroom influences cooperation, innovation and task orientation,' Learning Environments Research. http://link.springer.com/article/10.1007/s10984-012-9108-4/fulltext.html McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., Esserman, D. A. and Mumper, R. J. (2014) 'The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School', Academic Medicine, 89, 2, 236- 243. http://journals.lww.com/academicmedicine/toc/2014/02000 Walker. R. (2009) Five Phase Blended Learning Model. Available at: http://bit.ly/ytelhb-4-2 Young. C. and Moes, S. (2013) How to move beyond lecture capture: Pedagogy Guide. REC:all. Media & Learning Association. http://association.media-and-learning.eu/sites/default/files/how_to_move_beyond_lecture_capture_pedagogy_guide.pdf