Slides for flipped learning at the University of Gloucester, June 2015. Other resources are referenced within the presentation.

1. Why flip the classroom?
(and how to make it work)
Helen Beetham @helenbeetham

2. What we will be doing
13:00 Flipping. Is it a thing? Is it a new thing?
13:25 Discussion at tables: Why flip the classroom? How are we
doing it already?
13:45 Pairs/threes: Design activity using some principles of
effective flipped classes
14:15 Feedback and reflection: What have we learned? What
next?
14:30 Close

3. What is ‘flipped’ learning?
Whole-group
f2f teaching
Independent
study tasks
apprehending application,
understanding

4. What is ‘flipped’ learning?
Whole-group
f2f teaching
Independent
study tasks
apprehending application,
understanding

5. What is ‘flipped’ learning?
Independent
study tasks
Whole-group
f2f teaching
accessing online videos/lectures
accessing tutorials,
games and/or quizzes
doing, trying
reading/reviewing (with questions)
reflecting, planning reviewing, giving/getting
feedback
teach to the challenge/interest/difficulty
(co) tutoring, mentoring, coaching
answering questions, solving problems
finding, collating, summarising participating, discussing, contributing
presenting, sharing

6. In practice...
independent
whole
group
independent
whole
group
independent
whole
group
group project

7. In practice...
independent
whole
group
independent
whole
group
independent
whole
group
group project

8. Linking it together
Independent
study tasks
Whole-group
f2f teaching
recording learning and practice
curating, note-taking
reviewing, reflecting, planning
(e.g. e-portfolio, digital storytelling)
quizzes/polls to assess learning needs
organising and re-organising
sharing in an online group/community

9. Technology is everywhere...
‘We are not
rethinking some
part or aspect of
learning, we are
rethinking all of
learning in these
new digital
contexts’ (2007)

10. Technology is everywhere...
For a physical space of learning to exclude the virtual, digital devices would have
to be banned, switched off or inoperable. Otherwise the assumption must be that
learning in real space is penetrated with information and conversations from
elsewhere, and that real world learning events can be captured and amplified
into virtual spaces. (2014)

11. All settings are ‘blended’...
Settings are ‘porous’ or leaky
Boundaries between personal/institutional are blurring
(time, space, technology, content/services, tasks)
‣ learners are continuously
connected
‣ technologies are immersive
and intimate
‣ continuous record ->
‘instant memorialising’
‣ real world events are
constantly passing into/
being enriched with data

12. What (else) is blurring/blending?
independent taught/guided
personal institutional
online face-to-face
informal formal
...? ...?
What are the continuities with current learning/teaching
practice?
What are the potential disruptions?

13. Discussion at tables
‣ Why ‘flip’ the classroom?
three advantages
‣ How are we already doing this?
three ideas
‣ What are the challenges?
three issues to address
share via this padlet
bit.ly/glosflip

14. Feedback and reflection
© Guillaume Piolle / CC-BY-3.0

15. Design activity
1. Allow students to make sense of the subject matter
before the face-to-face session.
2. Assess students’ understanding at the start of the
face-to-face session
3. Teach responsively
4. Make the pre-class work essential to in-class activities
5. Use the valuable time/space of the class to its best
advantage
6. Build ongoing commitment through a community of
learning

16. Design activity
In pairs/threes:
‣ Choose one design principle
‣ Read through the practical details
‣ Consider how you could meet this principle in practice
‣ Share as many ideas as you can come up with
‣ Record your ideas (I will write up and share after the event)
bit.ly/glosflip1 (hand-out)
bit.ly/glosflip2 (googledoc for your own ideas)

17. Feedback and reflection
© Guillaume Piolle / CC-BY-3.0