Flipping the Classroom


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  • Welcome to Flipping Your Classroom – a workshop to help instructors learn techniques to help them “flip” a portion or perhaps all of their course lessons in order to maximize time in the classroom.
  • Flipped learning means that students receive lectures and demonstrations through videos and other multimedia at home, allowing them to be more ready to participate in classroom discussion and activities during class time. This might happen through videos, podcasts, websites, DVDs, or other venues, but in this way, students can get more meaningful guidance during class time when you are with them, rather than spending most of that time listening to you explaining things to them. It can be a very powerful method for enhancing face-to-face and hybrid instruction.
  • There are many advantages to flipping the classroom. Students are able to learn at their own pace, and in a way that allows them to go back to parts of the lecture that they missed as many times as they need. Lessons are “front-loaded” as well, making more time for classroom discussion and activities, creating more face-to-face engagement. The additional bonus of this is that these materials are also available to students who are absent or otherwise unable to attend class, ensuring that they are not left out of instruction. In the case of K-12 schools, which are using this model more and more, parents can also be more involved in instruction as well, since they can watch lessons with their students at home. In the college setting, tutors could also assist students more in this same way, as they will be able to directly access the videos with their tutees and guide them more effectively. Flipped models can increase accountability, engagement, and collaboration by opening up class time and allowing learners to work within their own preferred learning styles. Teachers, in addition, become more like facilitators and do not have to spend so much of their time being the “sage on the stage, allowing them to support and talk with students while they are working on their activities. Instructors can become more involved with student learning as a result, and can also spent more time on what’s important. This may mean that class time becomes a time where students work individually or in small groups on projects, and the teacher works with different students individually during class. Or, it might mean that the teacher facilitates a lively discussion about what has been viewed and/or read outside of class, helping students create meaning and find answers. No matter what, flipped models have shown that when lectures and demonstrations are made available outside of class in a flipped model, teachers spend much less time tutoring and re-explaining what they have already said once already to those who did not understand the first time.
  • There are, of course, always both pros and cons to different teaching models and styles, and flipped learning is no exception. Students may need more help in understanding concepts than your videos and online materials can provide, leaving room for misconceptions to develop without your keen observation and attention during face-to-face instructional time. Also, just as some students do not read the book for homework, some will not review your learning materials for homework either. These students may lack the motivation or self-direction necessary for flipped learning to work, leaving them falling behind when it comes to assessments and projects conducted in class. It is important to monitor student progress as much as possible, as well to make learning materials engaging and interesting to encourage them to participate in the out-of-class requirements. Also, some may not have the technology or Internet access necessary to use your materials outside of campus. Luckily, the campus does have excellent wi-fi and access to labs, but this may not help those students who work full-time, live far away, or have strenuous home obligations.
  • To get past the potential pitfalls associated with flipped learning, it is highly recommended to keep students engaged and accountable through BlackBoard discussions and assignments to be submitted outside of class. When points are attached to the review of important materials and videos, students are far more likely to participate. You may also wish to help students form study groups or encourage them to make use of supplemental instruction if it is available, so that they have others they can talk to about course assignments. Students, especially our younger Net Generation students, enjoy collaborating and learning socially, so the more opportunity they have to do this, the better off they will be.
  • Students who do not have technology access outside of campus can be provided with lecture notes or transcripts of videos. This is an ideal thing to do regardless if there is a student with a disability present in your class, as some may prefer to read instead of watch the video, or some may wish to read alongside your presentation. Providing a PowerPoint with notes written in the Notes section of the PowerPoint slides is an excellent way to accomplish a “transcript” without having to do a lot of extra work. Camtasia also can provide automatic captions through its captioning tool by listening to what you say and using speech-to-text technology, if you wish. You can also consider putting your materials on a CD, DVD, or thumb drive for students to take with them if Internet access is an issue, or recommend other places around campus or in students’ local communities where they can participate online, such as local coffee shops or restaurants. You may also want to make sure that you are using more maintstream tools, such as Camtasia, which can publish to YouTube or Screencast.com, to ensure that the most students possible have access, even from iPads or mobile devices.
  • The A to Z of flipping the classroom starts with ensuring that students understand the expectations and what they need to do, as well as how they will graded. Many flipped models use more of a mastery learning approach where learners are able to try and fail a few times in order to learn more and develop their skills further. This does not have to be the way you conduct your class, of course, but may be something to consider exploring. Textbooks and other readings can definitely help provide a foundation for learning and in fact, might be a very important part of the learning process depending on your content. You will also want to find a place to store your content, and for that, we recommend posting through Kaltura in BlackBoard, or posting links to content you have uploaded to YouTube.com or Screencast.com. Once you have the technology you will use, you will want to spend some time preparing your lesson, such as using PowerPoint or some other tool to record lecture notes. Videos should not be more than 15 minutes in length, and even shorter if you can manage it. Students typically start losing attention when videos run too long, and it can be a lot for someone to digest in one sitting. The idea is to make learning easier and more accessible, so minimizing those barriers that can cause students to disengage or become confused will definitely help, and one of those barriers can be video length. Videos should ideally also be accompanied by an assessment, assignment or discussion of some kind to keep them engaged and accountable for what they are learning. Activities in the classroom should also complement what was learned outside of class and use those skills and knowledges developed in order to maximize learning and the valuable time you have together during class. And yes, preparing flipped lessons may seem a little time-intensive, but the nice thing is that once a lesson is developed, it can be used every semester with only minor changes. The time and effort you put in now can pay off quite a bit in the long run!
  • Jing is a free tool that limits video to 5 minutes, but allows for quick, simple videos. As long as you have a microphone on your computer, you can narrate and show what’s happening on your screen, such as showing a PowerPoint presentation or demonstrating something inside your BlackBoard course. Jing makes things very easy because of the fact that it has few special features such as editing videos. What you see is truly what you get with Jing.
  • Camtasia also records videos captured from the screen and allows you to narrate with voice through a microphone and images through your Webcam as well if you desire. Camtasia is, however, a fully-featured editor as well, allowing you to edit your video, create captions, add transitions and effects, and even assess understanding through quizzes posted right inside your video. While these quizzes are merely self-checks or practice, they can aid in understanding quite a bit, and can also help keep students engaged while they are watching. They no longer need to be passive participants.
  • Camtasia is available free to Purdue staff on and off-campus, on both Mac and Windows platforms. It is able to publish to many formats and has features that make it worth learning and using. I personally use Camtasia for the many, many videos that I record for my students each semester, and receive good feedback on them. To request Camtasia, log in at itap.purdue.edu/learning/tools/camtasia and follow the prompts.
  • These resources contain tutorials and many other things to assist you with learning Camtasia. The video tutorials from Techsmith are quite good, as are some of their manuals and handouts. The tool is simple to learn and get along with as well, making it accessible even to those with limited computer or Web publishing skills.
  • Camtasia and Jing also make it easy to publish your work to YouTube or screencast.com, which are both free accounts that you can get. YouTube is of course something that many of us are familiar with, and Screencast.com is like YouTube, although it does not allow for surfing through similar videos or show any “related videos” while you are viewing. There are no comments or other social features with Screencast, making it ideal if you do not wish to expose students to these distractions during their learning experience. You can also publish your videos to a file and upload them through Kaltura in BlackBoard. The Kaltura tool is available under the “Build Content – Mashups” tool when you are creating any content in BlackBoard Learn.
  • Please contact us and visit http://pnc.edu/distance for all workshop notes, links, and training needs. Thank you!
  • These are some resources to help with flipped classroom models and planning your future flipped lessons. Enjoy and good luck!
  • Flipping the Classroom

    1. 1. FlippingYour Classroom Anastasia Trekles, Ph.D. Office of LearningTechnology
    2. 2. What’s Flipped Learning All About?  When students receive key instruction at home, and work on tasks and application at school, you are “flipping” your classroom  Instruction can happen in many forms: videos, podcasts, websites, DVDs  In this way, students can work together on more meaningful projects and activities more in the classroom, while under your guidance  You can gain back valuable class time and learning opportunities through this method!
    3. 3. Advantages of Flipping The Classroom
    4. 4. Now the Bad news…  The same benefit for flipping instruction can also work in reverse when it comes to being there for your students while they work  When you are not there for instructional time, students may develop misconceptions about key ideas, and will not be able to instantly ask questions of you  Some students may not be motivated enough to participate in the instruction at home on their own  Others may not have the resources necessary at home to access what you need them to
    5. 5. Navigating the Pitfalls  Ensure that students can reach you outside of the face-to-face classroom through email, phone, or through BlackBoard discussions  Help students form study groups for better accountability and collaborative learning  Hold students responsible for their outside learning by grading participation and access – BlackBoard’s tracking and reporting can help
    6. 6. What About Students who Don’t have access at home?  Provide transcripts and/or lecture notes (this is essential for ADA accessibility!)  Provide downloads of videos or other learning materials on a thumb drive or CD/DVD  Recommend to students places to study on and off-campus, such as in an open computer lab, the cafeteria, or a local coffee shop  Use tools that allow for media to be accessed and/or downloaded onto mobile devices that students may very well have available to them, like smartphones and iPads
    7. 7. FlippingYour Class:The basics A-Z of Flipping the Classroom: 1.Students need to understand the flip and the expectations 2.Provide textbooks for a reference 3.Provide overview of grading (e.g. most flipped classrooms use "Mastery Learning”) 4.Locate a place to post your videos (e.g. Katura, Screencast.com,YouTube) 5.Get Camtasia or Jing for your computer 6.Storyboard and transcript your lesson 7.Create videos which are no more than 15 minutes each (lengthy videos lose attention) 8.Create online assignments and assessments to accompany video 9.Provide meaningful classroom activities so that students are engaged during class time rather than doing homework without learning **This may sound time intensive, but REMEMBER! Once you have created these materials, you can upload and use them for years to come (of course, editing as needed) http://www.21things4teachers.net/21--flipping-the-
    8. 8. Jing  Free, but only limits your video to 5 minutes  No editing – one shot deal  Shows images and videos of what you see on your computer screen  Narrate  Overview of Jing - http://www.techsmith.com/jing.html
    9. 9. Camtasia  Capture what you are doing on the screen  Step-by-step assignments  Projects  Lectures using PowerPoint, Prezi, or other visual aides  Editing enabled  Published video can be viewed on multiple devices  Computer  Tablet  Smart Phones  Assess Understanding  Develop quizzes inside of your video  Must purchase, but a 30-day free trial is offered  Overview of Camtasia - http://www.techsmith.com/camtasia.html
    10. 10. Getting Camtasia  Purdue has a university license for you to have Camtasia in your office and on your home machine (Mac andWindows)  Visit http://www.itap.purdue.edu/learning/tools/camtasia/ to download the license request form and wait approximately 24-48 hours for response  You will be able to download from a secure Filelocker the Camtasia version of your choice, along with SnagIt – a great tool for capturing and editing still, single-frame screen captures
    11. 11. Getting Along with Jing and Camtasia  Great resource: http://www.techsmith.com/tutorial.html  More help:  Full Manual (300 pages): http://assets.techsmith.com/Docs/pdf-camtasiaStudio/ Camtasia_Studio_8.1_Online_Help.pdf  Custom Media with SnagIt and Camtasia: http://assets.techsmith.com/Docs/pdf-camtasiaStudio/ Camtasia_Studio_8.1_Create_Library_Media.pdf  Tips for engaging screencasts: http://assets.techsmith.com/Docs/pdf-camtasiaStudio/ Camtasia_Studio_8.1_Create_Engaging_Screencasts.pdf
    12. 12. Publish It!  YouTube  Screencast.com  Kaltura in BlackBoard See http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy
    13. 13. Thanks!  Staci: atrekles@pnc.edu  Alex: acrisw00@pnc.edu  Twitter: @PNCOLT  http://pnc.edu/distance for all workshop notes, links, and training needs
    14. 14. Resources  Teachers Using Technology to Flip Classrooms: http://www.techsmith.com/flipped-classroom.html  Screen capture in the classroom ideas: http://prezi.com/a81jjsnnnjiu/using-screen-capture-tools-in-the-classroom/  10Tools to FlipYour Class (tip: most are screen-capture related!): http://electriceducator.blogspot.com/2011/04/10-tools-to-help-you-flip- your.html  Flipped classroom design: http://digitalsandbox.weebly.com/flipped-classroom- design.html  Flipped class best practices: http://www.edutopia.org/blog/flipped-classroom- best-practices-andrew-miller  Flipped classroom in math: http://www.sophia.org/school-of-thought/the-flipped- classroom-wsqing-into-twirls--2
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