Flipping Higher Ed is a presentation for higher education faculty who are moving to blended instruction and teaching with eCompanions.

1. Flipped Teaching in
Higher Ed
Cynthia Chandler
National University
Teacher Education Department

2. What is a
Flipped Classroom?
 (Bergmann & Sams, 2007)
www.flippedclassroom.org
 K-12 Model
 Face-to-Face “in class” teaching
 Lecture-based shifted to new learning models
promoting interaction in the FTF environment
 Group--->> Individualized Instruction

3. Lecture
 Direct Instruction Shifts to video-based instruction
 Archived instructional videos online
 Individualized “just-in-time”
 Individualized “personalized” (PLN)
(Fulton, K., 2012, Reinventing Schools for the 21st
Century for the National Commission on Teaching and
America’s Future)

4. Shift from Lecture-Based
Inquiry Based
Learning
Problem Based
Learning
Experiential
Learning

5. Basic Tenets of the
Experiential FC
 The educator becomes a facilitator and tour guide of
learning possibilities – offering these possibilities to
the learners and then gets out of the way.
 Learning institutions are no longer gatekeepers to
information. Anyone with connections to the Internet
has access to high level, credible content.
 Lectures in any form, face-to-
face, videos, transcribed, or podcasts, should support
learning not drive it nor be central to it.

6. Basic Tenets of the
Experiential FC
 Informal learning today is
connected, instantaneous, and
personalized. Students should have similar
experiences in their more formal learning
environments.
 Almost all content-related knowledge can be found
online through videos, podcasts, and online interactive
learning objects, and is more often better conveyed
through these media than by classroom teachers.

7. Basic Tenets of the
Experiential FC
 Learners need to be personally connected to the
topic. Student engagement is the key to
learning. This is more likely to occur through
engaging experiential activities.
 A menu of learning acquisition and demonstration
options should be provided throughout the learning
cycle.

8. Doug Holton
Center for Teaching and Learning Excellence,
Embry-Riddle Aeronautical University, Daytona
Beach, FL.
Lectures do still have a place [in the traditional classroom]
and can be more effective if given in the right
contexts, such as after (not before) students have
explored something on their own (via a lab
experience, simulation, game, field experience, analyzing
cases, etc.) and developed their own questions and a
‘need to know.’
http://edtechdev.wordpress.com/2012/05/04/whats-the-problem-with-
moocs/

9. Experiential Engagement

10. The NU Model

11. Videos for Higher Ed
Faculty
 Khan Academy
 Youtube Education for Universities
 Academic Earth
 videolectures.net
 webcast.berkley
 MIT Opencourse
 iTunes-U

12. Recording
Lectures/Instruction
 Camtasia Relay
 Camtasia Studio (PC) or Camtasia for Mac
 Jing
 Snagit
 Screenflow
 Screencast-o-matic
 Screenr
 Educreations