Flipping Out Concepts of Inverted
Classrooms for Teaching and Training with Paul Gordon Brown and Susan Marine

Susan Marine Assistant Professor Merrimack
College marines@merrimack.edu Paul Gordon Brown Adjunct Faculty Merrimack College www.paulgordonbrown.com paulgordonbrown@gmail.com @paulgordonbrown.com

#SAflipped This session is Twitter-friendly.
@paulgordonbrown

Goals for this session. Participants
will be able to: 1. Recall research that supports the need for new approaches to student learning and integration of technology into teaching and training programs. 2. Detail the benefits and concerns related to the use of classroom flipping concepts and digital technology in their teaching and training environments 3. Identify classroom flipping platforms and related digital tools that can be used in teaching and training and strategies for their deployment. 4. Articulate the time, resource, and human capital investments that must be made in order to create flipped learning environments.

Outline. Background Example from Teaching
Example from Training Technology Q&A

Background.

With the traditional methods... The
learning is up here!

Lectures are
common

Structures divide the student and
the teacher

Technology and flipping helps break
down these barriers

Diverse learners and diverse learning
styles are better accommodated

learning becomes a
co-constructed experience.

What is flipping?

Flipping uses class time smartly…
focusing on what it is best suited for.

http://edumorphology.com/2013/12/unbundling-higher-education-a-doubly-updated-framework/

Easiesttoreplicateonline:

Hardertoreplicateonline:

Harder-ertoreplicateonline:

Hardesttoreplicateonline:

Why flipping, why now? •
Lecture technology vastly improved • Greater calls for accountability • Michigan study showed appreciable gains for students who flipped (Barrett, 2012)

Problem-based learning • Flexible knowledge
development • Effective problem solving • Self-directed learning skills • Collaboration skills • Intrinsic motivation (Hmelo-Silver, 2004)

the catch • Student evaluations
may be lower • Students learn more • Is ‘not liking it’ worth the tradeoff of better student learning?

The holy lecture: time to
go? • Video lecture is as effective as in-person lecture for conveying information (Zhang, Zhou, Briggs and Nunamaker, 2006) • Students do watch the videos and come to class better prepared (DeGrazia, et al., 2012) • Shorter is better, and quizzes are essential (Toto and Nguyen, 2009)

Comparison: Flip vs. Non-Flip Day
and Foley (2006) found significant gains in achievement among students who watched video lectures and completed a pre-class worksheet versus the traditional in-class lecture model

Example from Teaching.

Flipping the Graduate Classroom ED630:
Higher Education and American Society

Why did we flip? •
Heavy content made the course lecture heavy, often unengaging • Short time span (6 weeks) necessitated rapid ability to process information • Intro course, so setting the tone is essential • Wanted to ‘mix it up’

Elements of the Flip •
Pre-class lecture • Intro quiz at the beginning of each class session • Revisiting concepts after ‘instant scoring’ the quiz • Three graduated activities per class period

Graduated learning example • Pre-class
lecture (history, 1800-1920) • Jeopardy Game (learning/remembering) • ‘nevermore college’- applying • Democratization exercise– designing effective inclusion strategies (evaluating/ creating)

Example from Training.

Components of a student conduct
training… • Understand the Student Code of Conduct and the Conduct Process • Be able to confront an incident successfully and write an incident report

Read through the Code and
be able to successfully answer a quiz Review results with your supervisor during a subsequent 1-on-1 meeting

View a video of an
incident. Review a sample report that highlights important components of a successful report. Write your own report. Get into groups lead by pro staff and returning RAs. Review video. Discuss the video- RA’s approach to confronting the incident. Review each other’s reports and rewrite.

Behind
Closed
Doors

Technology

Blogs, Wikis, Podcasts and Facebook:
How Today’s Higher Education Faculty Use Social Media 1 BLOGS, WIKIS, PODCASTS AND FACEBOOK Mike Moran Pearson Author and Chief Strategist Converseon Jeff Seaman, Ph.D. Co-Director, Babson Survey Research Group Babson College Hester Tinti-Kane Vice President of Marketing Pearson Learning Solutions A LWAY S L E A R N I N G how today’s higher education faculty use social media OCTOBER 2012

Blogs and Wikis Podcasts Facebook
LinkedIn Twitter 3% 4% 8% 14% 22% Faculty social media use in teaching

Institutional support Time (learning or
use) Lack of integration with LMS Inability to measure effectiveness Grading and assessment Separate course and personal accounts Concerns about privacy Integrity of student submissions Perceived barriers to social media use by faculty 70% 66% 63% 54% 48% 42% 37% 33%

You don’t Expert have to
be an

it takes
TIME

Q&A

Susan Marine Assistant Professor Merrimack
College marines@merrimack.edu Paul Gordon Brown Adjunct Faculty Merrimack College www.paulgordonbrown.com paulgordonbrown@gmail.com @paulgordonbrown.com

Flipping Out Concepts of Inverted
Classrooms for Teaching and Training with Paul Gordon Brown and Susan Marine