Flipped Classroom
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  • 1. Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
  • 2. Presentation overviewMelissa Castillo, Learning TechnologyServices• Overview of Flipped Model• UW-Stout Perceptions• Higher Education StudiesRich Berg, Learning Technology Services• Mini-lectures survey resultsDr. Todd Zimmerman, Physics• Reflection on classroom experiences Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 3. Overview of the Model/RelatedTerms• Blended/Hybrid Learning• Inverted classroom• Reverse Instruction Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 4. UW-Stout Interest in Model• STEM• Active Learning and Engagement• Diverse learners • Variety of materials, self- paced, anytime/anywhere• Learning outcomes• K-12 Impact, Publishers Investment Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 5. UW-Stout Reservations withModel• Flipped Classroom is a trend• Student resistance • Will students assume traditional roles? • Will students watch lectures or use additional materials? • Will students still come to class? • Will students contribute to discussion?• Need more time to prepare, plan Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 6. Higher Ed – Common Strategies (Before Class)•Readings•Video lectures/Narrated PowerPoint•Lecture slides•Quizzes – “gate-check”•Past exams/assignments, Optional quizzes•Animations, simulations•Extra examples, problems, solutions•Supplemental resources•Discussion forums Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 7. Higher Ed – Common Strategies (In Class)•Minute papers•Initial review/time for questions•10 min. mini-lecture•Experiments/labs•Worksheets /review questions•Case studies•Clickers/Smart Response Systems•Role playing•Games/Debates•Group discussion, then presentation•Final questions/discussion•Surveys (formative and summative) Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 8. Intro to Economics (40students)“Some watched the videos repeatedly, whereasothers never used them.”“majority of students were favorably impressedby the course”Preferred inverted classroom – 3.9Worksheets/Review questions – 4.1-Miami University (1996)
  • 9. Architectural Engineering (100 students)74% flipped class helpful; 24.7% somewhathelpful.76% - more time should be spent on review91.3% example at class start increasesunderstanding92% watched videos at least once“Preferred flipping half of the time.”“[Flipping] led to increased understanding of thesubject material and assigned projects”-Penn State U (2008) Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 10. Genetic Diseases (30)/Intro to Biology (400)GenDis• Exam 1: control 78.5%, flipped 86.2%• Exam 2: control 77.5%, flipped 90%• Exam 3: No difference (not flipped)• Attendance: Control - 93.3%, Flip 95.3%"large learning gains and positive student attitudes”GenBio• Exam 1 - control 74.4%, flipped 72.6%• Exam 2 - control 70.4%, flipped 74%• Attendance: Control - 74.6%, flipped 80%• Assignments: Control 71.2%, flipped 82.14%91% “improved my learning-U of Missouri (2010, 2012) Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 11. Computer Science/Engineering75% watched all or most videos78% - viewed eTEACH as more convenientTwo-thirds (531 surveyed) - easier to take notes59% - "placing lectures online . . . had a positiveeffect on learning"course evaluations - "statistically significanthigher ratings to all aspects of the course."-UW-Madison (2000) Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 12. Introductory Calculus22-question calculus concept inventory tests“[saw] gains at about twice the rate of those intraditional lectures at other institutions who tookthe same inventories.-University of Michigan - Ann Arbor (2008) Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 13. Works CitedBerrett, Dan. (Feb. 2012) How Flipping the Classroom Can Improve the Traditional Lecture. The Chronicle of Higher Education.http://tle.wisc.edu/tleblogs/jhenriqu/how-flipping-classroom-can-improve-traditional-lectureCannod, G. C., Burge J. E., & Helmick, M. T. (2007). Using the Inverted Classroom to Teach Software Engineering. ComputerScience and Systems Analysis Technical Reports. Miami University.http://sc.lib.muohio.edu/bitstream/handle/2374.MIA/206/fulltext.pdf?sequence=1Demetry, Chrysanthe. “Work in Progress – An Innovation Merging ‘Classroom Flip’ and Team-Based Learning” (2010).Proceedings, 40th ASEE/IEEE Frontiers in Education Conference, Washington, DC.http://fieconference.org/fie2010/papers/1321.pdfFoertsch, J., Moses, G., Strikwerda, J., & Litzkow, M. (2002). Reversing the Lecture/Homework Paradigm Using eTEACH® Web-based Streaming Video Software. Journal of Engineering Education, 267-274.Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment.Journal of Economic Education, 31(1), 30-43.Moses, G. (2012). eTeach History. University of Wisconsin-Madison.http://www.engage.wisc.edu/accomplishments/eteach.phpStone, B. (2012). Flip Your Classroom to Increase Active Learning and Engagement. 28th Annual Conference on DistanceTeaching and Learning, Madison, WI. ttp://www.uwex.edu/disted/conference/Resource_library/proceedings/56511_2012.pdfZappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H. W. (2009). “Flipping” the Classroom to Explore Active Learning in aLarge Undergraduate Course. Proceedings, American Society for Engineering Education Annual Conference &Exhibition, Austin, TX.
  • 14. Mini-Lecture Tips• Keep them short!• Plan ahead, start early• Caption lectures• Minimize use of webcam• Collect student feedback Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 15. Mini-Lecture Example• http://www.uwstout.edu/static/lts/streams/branda/relearning730.wvx Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 16. I listened to about _______% of the recorded lectures Percentage of recorded lectures watched by students 30.00% 28.57% 26.19% 25.00% 21.43% 20.00% 15.00% 10.00% 7.14% 7.14% 4.76% 4.76% 5.00% 0.00% 0% of lectures 1-20% of 21-40% of 41-60% of 61-80% of 81-99% of 100% of lectures lectures lectures lectures lectures lecutres Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 17. The audio quality of the recordings was satisfactory The audio quality of the recordings was satisfactory 0.45 39.53% 0.4 0.35 0.3 0.25 0.2 0.15 0.1 6.98% 0.05 0 0.00% 0.00% 0 Strongly Disagree Disagree Neutral Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 18. The video quality of the recordings was satisfactory The video quality of the recordings was satisfactory 70.00% 60.00% 58.14% 50.00% 40.00% 34.88% 30.00% 20.00% 10.00% 6.98% 0.00% 0.00% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 19. The recorded lectures played back without problems. The recorded lectures played back without problems 70.00% 60.47% 60.00% 50.00% 40.00% 30.00% 18.60% 20.00% 16.28% 10.00% 2.33% 2.33% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 20. The visual elements were easy to see in the playback. The visual elements were easy to see in the playback 70.00% 60.47% 60.00% 50.00% 40.00% 30.23% 30.00% 20.00% 10.00% 6.98% 2.33% 0.00% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 21. The player controls were easy to use. The player controls were easy to use60.00% 51.16%50.00%40.00% 30.23%30.00%20.00% 16.28%10.00% 2.33% 0.00% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 22. The length of the audio recordings was appropriate. The length of the audio recordings was appropriate 45.00% 41.86% 40.00% 37.21% 35.00% 30.00% 25.00% 20.00% 16.28% 15.00% 10.00% 4.65% 5.00% 0.00% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 23. If the length of the recorded lectures wasnot suitable, the problem was because the lectures were: If the length of the recorded lectures was not suitable, the problem was because the lectures were: 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Too Long Too short Neither. I thought the length was satisfactory Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 24. The optimal length for a recorded lecture is: The optimal length for a recorded lecture is: 35.00% 30.00% 25.00% 20.00% 15.00% 10.00% 5.00% 0.00% 5 Minutes or less 10 Minutes or less 15 minutes or less 30 minutes or less Length of the recorded lecture does not matter to me. Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 25. The recorded lectures added instructional value to the course. The recorded lectures added instructional value to the course. 60.00% 55.81% 50.00% 40.00% 32.56% 30.00% 20.00% 9.30% 10.00% 2.33% 0.00% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 26. Listening to the recorded lecturesreinforced my understanding of the course content. Listening to the recorded lectures reinforced my understanding of the course content. 60.00% 52.38% 50.00% 40.00% 30.00% 28.57% 19.05% 20.00% 10.00% 0.00% 0.00% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 27. The content in the recorded lectures was a good supplement to the other course materials. The content in the recorded lectures was a good supplement to the other course materials. 45.00% 41.86% 39.53% 40.00% 35.00% 30.00% 25.00% 20.00% 15.00% 11.63% 10.00% 4.65% 5.00% 2.33% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 28. Listening to the recorded lectures helpedme to feel confident that I understood the course materials well. Listening to the recorded lectures helped me to feel confident that I understood the course materials well. 50.00% 44.19% 45.00% 40.00% 35.00% 32.56% 30.00% 25.00% 20.93% 20.00% 15.00% 10.00% 5.00% 2.33% 0.00% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 29. Listening to the recorded lectures helped me to master the course content. Listening to the recorded lectures helped me to master the course content. 60.00% 53.49% 50.00% 40.00% 30.00% 25.58% 20.00% 16.28% 10.00% 4.65% 0.00% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 30. Having the captions on the recorded lecture was helpful. Having the captions on the recorded lecture was helpful.70.00% 62.79%60.00%50.00%40.00%30.00% 25.58%20.00% 11.63%10.00% 0.00% 0.00% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 31. I used the recorded lectures to prepare for tests and exams. I used the recorded lectures to prepare for tests and exams. 60.00% 51.16% 50.00% 40.00% 30.00% 27.91% 20.00% 13.95% 10.00% 4.65% 2.33% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 32. Listening to the recorded lectures helped me to do better on tests and exams. Listening to the recorded lectures helped me to do better on tests and exams. 50.00% 44.19% 45.00% 40.00% 34.88% 35.00% 30.00% 25.00% 20.00% 16.28% 15.00% 10.00% 5.00% 2.33% 2.33% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 33. Listening to the recorded lectures helped me to get a better grade in the course. Listening to the recorded lectures helped me to get a better grade in the course 45.00% 41.86% 40.00% 34.88% 35.00% 30.00% 25.00% 20.93% 20.00% 15.00% 10.00% 5.00% 2.33% 0.00% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 34. If given a choice in the future, I would optto have recorded lectures instead of face- to-face lectures. If given a choice in the future, I would opt to have recorded lectures instead of face-to-face lectures. 35.00% 32.56% 30.00% 25.00% 23.26% 20.93% 20.00% 15.00% 11.63% 11.63% 10.00% 5.00% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 35. If given a choice in the future, I would opt to have recorded lectures in addition to face-to-face lectures. If given a choice in the future, I would opt to have recorded lectures in addition to face-to-face lectures. 60.00% 48.84% 50.00% 40.00% 30.00% 27.91% 20.00% 18.60% 10.00% 4.65% 0.00% 0.00% Strongly Disagree Disagree Neutral Agree Strongly Agree Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 36. What aspects of the recorded lectures appealed to you? 100.00% 93.02% 93.02% 90.00% 83.72% 86.05% 81.40% 80.00% 70.00% 65.12% 62.79% 60.00% 50.00% 37.21% 40.00% 30.00% 20.00% 6.98% 10.00% 0.00% Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 37. Your Experience with Flipped Classes?• Who has tried flipping?• What have you done?• What worked? What didn’t work? Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 38. Why I Flipped• Class time spent reintroducing book material• Students don’t read book Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 39. Flipping Physics – DIY Lectures“Home made” hour long lectures Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 40. Flipping Physics – SmartPhysicsProfessional quality mini-lecturesStudents earn points for watching Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 41. Flipping Physics – Learning Objectives BasedAssessmentNo pointsMini-lectures with and without quizzes Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 42. Flipping Physics – Lessons Learning• Keep it short• Refer to them during class• Example problems• Incentives needed Learning Technology Services Inspiring Innovation. Learn more at www.uwstout.edu
  • 43. Contact InformationMelissa Castillo, castillom@uwstout.eduRich Berg, bergr@uwstout.eduDr. Todd Zimmerman, zimmermant@uwstout.edu