Flipped Learning Model

Editor's Notes

• #2: I’m Jo Kori, UK Learning Consultant for Tata Interactive Systems (TIS).To set the scene for why I’m talking to you about the flipped learning model today I’ll explain a little about myself and my role.I have worked as an instructional designer for nearly 15 years. When I’m brought in at the beginning of a project, I conduct a training needs analysis to ensure a proposed solution will answer the learning and evaluation needs of the client.
• #3: My background includes PGCE at M-level and I use pedagogical research and educational learning models to ensure there is a sound learning and evaluation structure.
• #5: I have found that educational learning models when applied to blended learning, for example, helps with: Clarifying the learning approach Giving the solution a clear shape - often in visual form, such as a diagram and Providing assurance of best practice in areas of evaluation and accreditation Here is a diagram of one of those models - the flipped learning model - which we’re going to take a closer look at.
• #9: Technology-based educational research increasingly has to respond to the fact that there are now many students (‘digital natives’)who have not known life without the internet, and do not see technology as something separate from their lives, or from learning. Online social communications are a huge factor that cannot be ignored.
• #10: Flipped learning is a more recent technology-based educational learning model which took off around 2007.Many educators are familiar with this model which is also known as flipped classroom. So what is flipped learning and why is it useful to consider it within the context of training?
• #11: Flipped learning inverts traditional teaching methods, delivering instruction online outside of class and moving ‘homework’ into the classroom.The educator’s role changes from being the ‘Sage on the Stage’ to the ‘Guide on the Side’.
• #14: Within the educational context, students watch lectures and access online information at home at their own pace, communicating with peers and educators via online discussions.Concept engagement takes place in the classroom with the help of the instructor.
• #16: There are two key factors driving increased adoption of the flipped learning model within education in the US which are filtering through to the UK.
• #17: The traditional one-size-fits-all model of education often results in limited concept engagements and severe consequences – drop outs, having to relearn etc.
• #18: The availability of online video and increasing student access to technology has paved the way for flipped learning (classroom) models.
• #20: I have found the flipped learning model useful in clarifying some of the larger and more complex blended learning solutions I have had to consider.Let’s go through a TIS training example. A client wants three stages of training for their new employees Each stage is of increasing complexity and further challenges understanding of the core concept There is internal accreditation for each level The training is to take place over a 6-9 month period and the employees will be out in the field during that time.
• #26: At TIS we can talk to our client about an exciting blended learning solution using: Mobile learning Online interactive learning assets Virtual classrooms Use of the client’s VLE to post responses to activities and peer sharing/social communication This all sounds good as a set of ingredients – but we need to define the recipe.
• #32: A theoretical framework is what will help us define the recipe.Educational (or learning) technology and activity learning have been identified as being needed. They are two key components of the flipped learning model and they both influence learning environments in fundamental ways.
• #33: So using the flipped learning model I can sharpen the clarity of the proposed solution. Here is a reminder of the model.
• #34: So this is the first stage of the solution: Information and Concept exploration.To help manage expectations in terms of evaluation and accreditation for this particular example, I’ve also included a comparative pedagogic definition of levels alongside the solution.
• #35: The second stage of the solution: Experiential engagement.
• #36: The third stage of the solution: Demonstration and application.
• #37: Reflection and evaluation: this allows learners to progress beyond the training.
• #38: There were a few questions from the audience: Q: What duration would be advised for applying a flipped learning model to a blended learning solution?A: I gave the duration for the example project (6-9 mths) but explained that this wasn’t fixed – clearly the duration depends on the amount of content to be covered and the number of learners. Q: The concept of the flipped learning model – is this new?A: No, I can match it to a combination of other learning models that were defined a lot earlier in the 20th century – but the technologies and people’s use of them are new, and the flipped learning model accommodate this in terms of best practice. Q: We didn’t realise TIS invested in this kind of research/learning consultancy – is this something new?A: Tata has always invested extensively in R&D in all areas of its services. For example, the specialist teams for Simulations/TOPSIM, Mobile/Tablet Apps, Serious Games, 3D Animations, Portal and Custom Apps, and Products such as LMS, PTS and Cybertest have 40% of their time put aside for R&D. As the largest e-learning company in the world we need to be continuously aware of developments and be able to respond accordingly. That’s why we’re able to offer products such as LEARNow©, our own mobile authoring tool which uses responsive design technology – we see R&D as essential, to ensure we can answer specific issues in a timely fashion.