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Learning Lunch Box Nov 2013 - Peter Wagstaff presentation



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  • 1. Business and Economics Flipping with Moodle Lessons Peter Wagstaff – Department of Marketing Learning Lunchbox, 14 November 2013
  • 2. Flipped classroom  “The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates” (Vanderbilt University, Center for Teaching)  Flipping with Moodle Lessons 2
  • 3. MKF1120 and Bloom’s Taxonomy Flipping with Moodle Lessons 3
  • 4. MKF1120 lessons      1 lesson per week, available from Friday of previous week Typically 6-7 videos (“Marketing Morsels”) Each video typically 10 minutes duration Links to digitised readings (from library) Interspersed with self-check quiz questions Flipping with Moodle Lessons 4
  • 5. What we tell students: Learning and Teaching approach  “Better Learning”: – No face-to-face “lectures” – Online weekly lessons in Moodle (compulsory) – Weekly workshop session (not compulsory) – Weekly tutorial (compulsory)  Requires you to be a disciplined independent learner Flipping with Moodle Lessons 5
  • 6. Moodle Lesson Module  A series of html pages within Moodle  Students are required to make a choice underneath the content  The choice will send the student to a specific page in the lesson  In its simplest form, “Continue” button sends students to the next page in the lesson Flipping with Moodle Lessons 6
  • 7. 2 Types of Page in a Lesson  Content page – html: customise with any content you wish  Question page – Multiple choice – Essay – Matching – Numerical – Short answer – True/false Flipping with Moodle Lessons 7
  • 8. Example lesson - Introduction Flipping with Moodle Lessons 8
  • 9. Example lesson – Video content Flipping with Moodle Lessons 9
  • 10. Example lesson – Formative assessment Flipping with Moodle Lessons 10
  • 11. Example lesson – Incorrect response Flipping with Moodle Lessons 11
  • 12. Example lesson – Correct response Flipping with Moodle Lessons 12
  • 13. Outcomes  Student engagement  Learning outcomes – Within-semester assessment tasks – Final examination  Student attitudes (SETU: formal student evaluation) Flipping with Moodle Lessons 13
  • 14. Student Engagement  Students typically spend 1:30 – 2:30 on each lesson  Many are now repeating lessons Flipping with Moodle Lessons 14
  • 15. Flipping with Moodle Lessons 15
  • 16. Moodle lesson data Flipping with Moodle Lessons 16
  • 17. Lesson activity snapshot (@ Monday of week 9) Lesson Number % Students Attempted (wk9) % Students Attempted (wk14) 1 98% 99% 2 95% 97% 3 90% 94% 4 74% 85% 5 78% 88% 6 77% 87% 7 75% 84% 8 62% 83% 9 21% 81% Flipping with Moodle Lessons 17
  • 18. Monash SETU: S1, 2013 (Overall) S1 2011: 4.06 S1 2012: 4.17 Flipping with Moodle Lessons 18
  • 19. Monash SETU: S1, 2013 (Learning Resources) S1 2011: 3.99 S1 2012: 4.15 Flipping with Moodle Lessons 19
  • 20. SETU Comments (+)  “I loved the online morsel videos rather than a lecture. They encouraged me to stay on top of everything and actively learn”  “I really enjoy the way the unit is run with the online classes, they are so flexible and allowed me to absorb the information in my own time and at my own pace”  “… it was really good to be able to pause and rewind”  “… online lessons are a great idea for those of us who live far away from campus and struggle to find motivation to travel all the way for one class”  “it was really good to be able to complete it in your own time and especially early when you knew you had multiple assignments, I feel I learnt more in the online lessons for marketing than the live lectures for other subjects” Flipping with Moodle Lessons 20
  • 21. SETU Comments (+)  “I found the weekly lessons very helpful because I was able to pause, replay, and understand certain concepts easier. If I was in an actual live-lecture this would have been very difficult”  “I can pause to make sure I have fully grasped a concept before moving on, or to finish my notes in that slide before moving on”  “… we could learn the content whenever we wanted at our own pace, in easily manageable chunks which increased my motivation”  “… flexibility to undertake the lesson at not only the time that best suited you, but at the time I was most willing and ready to learn”  “I think it is fantastic that we can stop and take notes and go back and forth to videos as we please. It's much more effective then a normal lecture environment” Flipping with Moodle Lessons 21
  • 22. SETU Comments (-)  “… it is inconvenient to students with a limited access to the internet”  “I didn't like the online lectures as I didn't feel as motivated to watch the lectures online as if it was a live lecture at uni, this made me feel more stressed and felt like I would get behind more easily”  “I find it hard to maintain attention to the online videos… I am a fan of textbooks as the information is all in one place”  “It is easy to fall behind with the online lessons and especially neglect readings. There was so much to read I often didn't read it because there was nothing forcing me to do it so maybe you could make it so that you have to at least open the reading document before you continue to the next stage in the lesson”  “… keep the videos short, even if there is more of them you feel like you are winning when you get through them quicker” Flipping with Moodle Lessons 22
  • 23. SETU Comments (-)  “Needs actual lectures. Not a fan of just the online lectures every week. Feel disengaged with the unit. I know its all meant to be progressive and stuff, but its really not working for me. I also don't feel like the workshop is a valid alternative, I just want an actual lecture”  “I find it hard to learn looking at a computer screen, and without an allocated time to do the lecture it was easy to fall behind with completing the lessons”  “I struggled to keep up with the lessons as I had no motivation to watch them. If it was a lecture I think I would be much more likely to attend. I think it was because there was nothing really forcing me to watch the video or no real incentive or need to keep up to date with them”  “I believe conventional lectures enable me to personally engage with the unit, i.e. I’m able to see familiar faces in the lecture theatre, have a set time and place to 'get in the marketing zone' which improves my concentration” Flipping with Moodle Lessons 23
  • 24. Q&A Flipping with Moodle Lessons 24
  • 25. Thank you! Flipping with Moodle Lessons 25