This document describes a flipped classroom model used in a GIS course. In a flipped classroom, instructional content is delivered outside of class time through online videos and readings. Class time is used for hands-on activities and addressing students' questions. The author flipped her introductory GIS course by having students watch lecture videos and complete readings, quizzes, and discussions through an online wiki before class. This allowed for more lab and interactive work during class to reinforce concepts. Student reviews of this approach were positive, noting benefits like learning at their own pace and having more one-on-one support from the instructor.

1. REVOLVING THE CLASSROOM
An Experiment to Increase Learning and Comprehension Using a “Flipped Classroom” Model
Jennifer Muha
GIS Faculty
Front Range Community College

2. WHAT IS A “FLIPPED CLASSROOM”?
 A “Flipped classroom” is an
instructional strategy and a type of
blended learning that reverses the
traditional learning environment by
delivering instructional content
outside of the classroom, often
online. It moves activities, including
those that may have traditionally
been considered homework, into
the classroom.

3. WHAT IS A “FLIPPED CLASSROOM”?
A Flipped Classroom is NOT:
 A synonym for online videos.
 About replacing teachers with videos.
 An online course.
 Students working without structure.
 Students spending the entire class staring at a
computer screen.
 Students working in isolation.
A Flipped Classroom IS:
 A means to INCREASE interaction and personalized contact time
between students and teachers.
 An environment where students take responsibility for their own
learning.
 A classroom where the teacher is not the "sage on the stage", but the
"guide on the side".
 A blending of direct instruction with constructivist learning.
 A classroom where students who are absent due to illness or extra-
curricular activities such as athletics or field-trips, don't get left behind.
 A class where content is permanently archived for review or remediation.
 A class where all students are engaged in their learning.
 A place where all students can get a personalized education.

4. WHY I FLIPPED MY INTRODUCTIONTO GIS
COURSE (GIS 101)
 Red Rocks Community College has a locked GIS room, open only when I am there
 I teach night classes, where most students have already worked an entire day
 Not everyone learns at the same speed, so flipping allows them to learn at their
own speed
 Flipping the classroom allows for more interactive material for student use
 Spending lecture time at home allows for more lab time, which means more
complex lab material

5. ASSUMPTIONS
 Students have internet access
 Students can be expected to spend 2 – 3 hours
outside of class for every credit hour
 Introduction is a 3 credit course, meaning students
can expect to spend between 6 and 9 hours outside
of class

6. METHODS

7. LEARNGIS.ORG – “THEWIKI”
 LearnGIS.org
 Conference Login:
 User: GISITR / Password: gisiscool
 “TheWiki”
 Utilizes theTikiWiki FOSS CMS framework
 Students can translate the reading into 30
languages
 Students can read the week’s material, watch
sections of the lecture, and take concept
quizzes
 A project that started out as an “extra help”
section grew into a full-blown text and help
 Students participate in a “Reading
Discussion”

8. VIDEOS
 Students watch pre-recorded
lecture videos
 Each lecture video has a
questions section below it for
them to ask questions while the
lecture plays
 CCCS requires all video material
is captioned for students
 Videos are captioned in English
and Spanish (so far)

9. VIDEO CREATION
 Videos are recorded on a Canon handheld camera
 Recorded to the hard drive of my computer utilizing a BlackMagic Design
UltraStudio Mini Recorder ($187 gift card on Amazon) (HDMI toThunderbolt)
 Green screen setup ($62.99 on eBay)
 eBay - screen, frame, lights, light stands, umbrellas
 iPad on a gooseneck stand ($20 used on Amazon – the stand, not the iPad)
 Edited/Captioned in Camtasia 2 for Mac
 Played with jwplayer (HTML5 player)

11. CONCEPT QUIZZES
 Uses the H5P FOSS framework (H5P.org)
 Drills/Covers the concepts recently covered in the reading/lecture materials
 Use:
 Matching
 Drag and Drop
 Fill in the blank
 Multiple Choice
 True/False
 Not graded/recorded
 All points = star!

12. CHECKPOINT QUIZZES / LABS
 Checkpoint Quizzes
 Completed in class
 Concept Quizzes
 3 – 5 questions covering the main topics of the reading/lecture
 Graded in the LMS (Desire 2 Learn, D2L)
 Labs
 Focus on main concepts and tools
 Completed in class with instructor help (the point of the flip)

13. CHAPTER IN REVIEW
 A series of topics and questions that students should be taking away from each
chapter
 Discussed in class/lecture method
 But it only lasts 20 – 30 minutes per chapter instead of 75 – 90 per chapter
 Questions are answered/clarifications are made
 The beauty is: students know the main concepts and discussion can move forward
instead of focusing on the basics
 Questions will eventually make up the exams

14. THE STUDENT EXPERIENCE
 The expected experience is:
 The student reads a section of text
 They watch a section of lecture (5 – 18 minutes)
 They take a concept quiz
 The pattern repeats
 In class, we cover the Chapter in Review, interacting and asking questions to
better understand the concepts and ideas presented
 The rest of class was spent on lab time

15. STUDENT REVIEWS

16. STUDENT REVIEWS

17. STUDENT REVIEWS

18. STUDENT REVIEWS

19. FUTURE GOALS / LESSONS LEARNED
 Create “interactive videos” with internal quizzes
 Work on creating the Remote Sensing wiki
 Take your time flipping
 Only flip one portion at a time, like a lesson, lab, or lecture
 Prepare, plan, get ready, and go.

20. QUESTIONS?