Flips,doubleflipsandadvancedflips:nextstepsin

flippingtheclassroomDr FionaJ.L.Handley

CentreforLearningandTeaching

Whatisflippingtheclassroom?

• Apedagogicmodelwherethe“typicalclassroomandhomeworkelementsarereversed”(EDUCAUSE2012)

• “Flippedlearningisapedagogicalapproachinwhichdirectinstructionmovesfromthegrouplearningspacetotheindividuallearningspace,andtheresultinggroupspaceistransformedintoadynamic,interactivelearningenvironmentwheretheeducatorguidesstudentsastheyapplyconceptsandengagecreativelyinthesubjectmatter” (BergmannandSams 2014p.6takenfromwww.flippedlearning.org)

Lotsofvarietywithinthisconcept

• StartedinUSschools– originalflipwasvideosviewedathome,andthenhomework(e.g.answeringquestions)doneinclass• AbroaderconceptinHE– contentislookedatbeforesessions whichfreesuptimeformoreactivelearninginface-to-facesessions

• Whatitisnot:• Recordinglecturesforstudentstore-view• Makingvideosofallsessionstoflipentirecoursesinonego• Awaytoreduceface-to-facecontacttime(hopefully!)

TheUniversityofBrightonFlippingInitiative

• ApprovedbyBLSCandLTCinautumn2014

• Aimsweretoidentify:• TheimpactonstudentlearningasperceivedbythestudentsandindicatedbytheirlevelsofengagementbothonlineandF2F• Levelsofsupportrequired• Technologyrequirement• Timecommitment

Casestudies– atotalof7flips

• Education• BrightonBusinessSchool• BrightonLanguageInstitute• ArtDesignandMedia(Screenwriting)• ArtDesignandMedia(VisualCommunication)

6StepstoBlendedLearning

The6KeyStepstoBlendedLearningare:

1.Identifythelearningobjectives2.Lookatthecurriculumtodecidewhatisbestface-to-faceandwhatisbestonline3.Considertheintegrationandrelationshipbetweenface-to-faceandeLearning4.DevelopthemostappropriateeLearningactivitiestoachievethelearningobjectives5.Decidehowyouwillassesstheseactivities6.Choosethemostappropriatetechnology

ResultsoftheflipinitiativeFlip Facetoface

Studentswatchvideossourcedfromtheinternet(2examples)

1Discussionandposterpresentation2Studentsundertaketheskillsbasedtaskdemonstratedinthevideo

Studentsreadejournal articles(2examples)withanactivitye.g.addressingparticularquestions

1Nearpod interactivesessions,andgroupwork tocreateapresentation2Discussioningroupsapplyingtheorytocasestudy

Studentsreadonlinearticles,visitwebsitesandwatchvideos

StudentsvisitexhibitionsinLondonhavingchosenappropriateinformationtohelpthemengage.

Studentsdointernetresearchonavisitingspeaker

Speakerspendslesstimeonintroductionandmoretimeonquestionandanswersession

Studentswatchvideoscreatedbythetutor,andapplyskillstoasetreading,completingaform

Groupdiscussionontheform

Evaluation

• Thetimetakentosupportstaffwaslessthanenvisaged – 1hour• Mainsupportwasgivingadviceonface-to-facesessionse.g.startingwithseminargroupsratherthanbiglectures• Theaveragetimetakentocreatetheflipwasabout150minutes

Feedback- positive

• “Theyalltookthetimetowatchthevideoclips.Theyallengagedverypositivelyinthepostviewingtasksandthebrainstormingandmingleactivitiesduringclass”• “Studentsfedbackinstudent-staffmeetingthattheyreallyenjoyedit”

Improvementsfornexttime

• “Findwaysofengagingallstudentswiththecontentbeforethelesson,notallofthestudentslookedatthecontentbeforethelesson”.• “Ensuringthatstudentsfollowthelogicalprocessoflearningandnotshortcut/avoidmorechallengingelements…furtherexposuretoflippedlearningwouldhelp.”

Advantagesofflips…

• Updatesatraditionalteachingmodel• Makesgooduseoftechnology- newkindsofresources,accessibleanywhere,thatcollectlearninganalytics• Increasesstudents’‘timeontask’,attheirownpace• Makesbestuseoftutor’sskillsandknowledgeinface-to-facetime• Increasestimespentonactivelearning

Issues…

• Feedbackfromstudentscanbemixed• Studentsmaynotdooutofclassactivity,orturnuptoclass• Canbeinitiallytimeconsumingforstaff• Caninvolveabigchangeofroleforstaff:“controlfreaksneednotapply”BergmannandSams 2012- butneithershouldlastminuteplanners!• Verylittledirectempiricalresearchonhowitimprovesstudentlearning

Nextstepsinflipping– thedoubleflip

• Students’in-classactivityresultsinaproductthatformstheout-of-classactivity– creatinganotherflip

Nextstepsinflipping– thedoubleflip

Pre-sessionactivity

Outputfromin-classactivity

2nd pre-sessionactivity

In-classactivity

2nd in-classactivity…

Forexample

Studentswatchpresentationontheory

…andcreate4slidepresentationontheircasestudy

Online,studentslookatallcasestudies,andlookatpatternsbetweentheoriesandcasestudies.

Inclassgroupsapplytheorytocasestudies…

In-classactivitydiscussesthesepatterns

Nextstepsinflipping– advancedflips

• Formoreadvancedstudentstrytomakeevenmoretimeforreallyhighordercognitiveskillstotakeplaceinclass

Thetraditionalflip/sessiondivide

Flip

Session

Advancedflip1

StudentsreadaneJournal articlethendogroupworkviaadiscussionforumtoprepareapresentation

Insessioneachgroupdoes5minpresentation,thenclassdiscussestocreateoverviewpresentation

Advancedflip2

Studentswatchpresentationontheory

…andcreate4slidepresentationontheircasestudy

Online,studentslookatallcasestudies,andlookatpatternsbetweentheoriesandcasestudies.

Inclassgroupsapplytheorytocasestudies…

In-classactivitydiscussesthesePatternsandcreatesnewpresentationontheoryfornextyear’sstudentstoview

Insummary…

• Newrolesforstaff:• Usingnewtechnologies• Planningoverseveralsessions• Bettercommunication• Morefacilitation

• Newrolesforstudents:• Accessingdifferentresourcesindifferentways• Doingmorethings,insideandoutsidetheclassroom• Greaterunderstandingofhowtheylearn

• Challenging,butincreasessenseofcommunityandismoreinterestingforboth?

Interestedindoingaflip?

Wearelookingforstafftoparticipateinthenextphaseoftheflippedinitiative:• TotrialourAbsoluteBasicsmaterialsontheCLTResourceswebsite

• Totrysomeapproachesusingcontentcreatione.g.screencastsorlecturecapture• Totrialsomemoreadvancedflips

• Pleasecontactf.handley@brighton.ac.uk

References

• Bergmann,J.andSams,A.2012FlipYourClassroom:Reacheverystudentineveryclasseveryday Arlington,VA:ISTE• Educause,2012,7Thingsyoushouldknowaboutflippedclassroomshttp://www.educause.edu/library/resources/7-things-you-should-know-about-flipped-classrooms• O’Flaherty,J.andCraig,P.2015TheFlippedClassroom:AScopingReview.InInternetandHigherEducation 25(2015)85-95