Active learning methods are known to improve academic achievement. Flipped learning takes advantage of preparation activities to increase student engagement. But how do we approach the design of such experiences?

1. Abelardo Pardo (@abelardopardo)
Faculty of Engineering and IT
slideshare.net/abelardo_pardo
Queen’sUniversityflickr.com
Designing flipped learning experiences
University of Edinburgh
27 April 2016

2. Designing flipped learning experiencesAbelardo Pardo 2
About me
RishiSflickr.com
Teaching
First year engineering course
Computer systems
350 students
Plenary 2 hour lecture +
2 hour tutorial +
3 hour laboratory session
Active learning
Heavy use of technology
Research
Educational technology
Learning analytics
Data-guided feedback
Naturalistic experiments

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Istvanflickr.com
The
Parts
The
Design
Examples
What?
Why?

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Istvanflickr.com
What?
Why?

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KreativeKewlflickr.com
Flipped
Learning does
not exist!

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Simple information transfer is not working
Mazur, E. (2009). Farewell, lecture. Science, 323(5910), 50-51.
Krugazorflickr.com

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JuantanKwonflickr.com
Unprecedented amount
of learning opportunities:
resources, spaces,
formats, devices, etc.

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HungarianSnowflickr.com
Unlimited choices
• Recorded lectures
• Lecture notes
• Collections of previous questions/answers
• etc.
More complex decision making process

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Philhearingflickr.com
Gawronski, B., & Creighton, L. A. (2013). Dual Process Theories. In D. E. Carlston (Ed.), The Oxford handbook of social cognition
(pp. 282-312). New York, NY: Oxford University Press.
CarstenTolkmitflickr.com
Automatic Rational

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Face to face time is very valuable
InternationalMonetaryFundflickr.com

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Felder, R. M., & Brent, R. (2009). Active Learning: An Introduction. ASQ Higher Education, 2(4).
Active
Learning
“anything course-related that
all students in a class
session are called upon to
do other than simply
watching, listening and
taking notes”
BrandiReddflickr.com

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Active Learning Works

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Istvanflickr.com
The
Parts
What?
Why?

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-NACH-flickr.com
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
InLectureTutorial/Assignments
Revised Bloom’s Taxonomy
Pohl, M. (2000). Learning to think
thinking to learn: Models and strategies
to develop a classroom culture of
thinking. Hawker Brownlow Education.
Cognitive Skills

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-NACH-flickr.com
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
PrepareLecture/Tutorial
Revised Bloom’s Taxonomy
Pohl, M. (2000). Learning to think
thinking to learn: Models and strategies
to develop a classroom culture of
thinking. Hawker Brownlow Education.
Cognitive Skills

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ChandraMarsonoflickr.com
Does it work?
O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher
Education, 25, 85-95. doi:10.1016/j.iheduc.2015.02.002
Indirect evidence emerging of improved academic
performance and student and staff satisfaction

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Could/Should you improve how your students learn?
NicolaOsborneflickr.com
Is it more work?

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Istvanflickr.com
The
Parts
The
Design
What?
Why?

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TomHawkflickr.com
• Approach the design as if you were a
choice architect.
• Help students to make the right
decisions.
• Every small detail counts!

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DanKlimkeflickr.com
“Students’ reluctance to engage in class
activities is not surprising if classroom
exercises are passive and not
consistently well designed or
executed as active learning exercises
that students perceive as enhancing
their learning through collaboration.”
(Emphasis added)
White, C., Bradley, E., Martindale, J., Roy, P., Patel, K., Yoon, M., & Worden, M. K. (2014). Why are medical students 'checking
out' of active learning in a new curriculum? Medical Education, 48(3), 315-324. doi:10.1111/medu.12356

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1. Think in three spaces
Towards higher order skills

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2. Keep the outcome in mind while designing
After this lecture/week
students should…
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3. Design previous activities (Be Prepared!)

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Videos*
MCQ*

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Beware of technology pushing us
away from rational thinking
JenRflickr.com

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4. Design face-to-face activities
26
hijukalflickr.com
Think outside of the box

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Istvanflickr.com
The
Parts
The
Design
Examples
What?
Why?

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Example 1: Engineering

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Preparation

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Preparation

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Preparation: Summative assessment

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Example 2: Professional Practice of Radiography (PG). A/Prof. Mark McEntee
“The interactive quizzes during
class are excellent”
“I love the quizzes”
‘Learning was supported by useful
electronic learning resources’
Agreement increased from 78% to
98%

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In class activities

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Schell, J. (2012). Can you flip large classes? https://blog.peerinstruction.net/2012/04/06/can-you-flip-large-classes/
Used in large classes

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1.Use the theatre areas (five)
2.Assign an identifier to each area
3.Assign a digital gate to each area
4.Show input values. Students raise hand if output is 1
5.Acknowledge the fastest area in the theatre
6.Repeat from step 3 changing the assignments
Outcome: Understand how digital gates work

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A word on feedback
1.Increased student engagement,
increased feedback.
2.Sustained participation in
activities, sustained feedback.
3.Maintain the dialogue

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1.Active learning works
2.Start gradually (one topic) but aim big
(whole course)
3.Identify the spaces in which learning
occurs
4.Be creative. Design useful resources
for the students
5.Make the most of the face-to-face time
6.Provide frequent feedback about
progress
SeanDreilingerflickr.com

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Flip your classroom
Where to start
bit.ly/youflip

41. Abelardo Pardo (@abelardopardo)
Faculty of Engineering and IT
slideshare.net/abelardo_pardo
Queen’sUniversityflickr.com
Designing flipped learning experiences
University of Edinburgh
27 April 2016