E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
Principles of effective activity based participative learning. - updated. pptxStephen Carrick-Davies
A series of slides presented as part of a 3 hour lecture to Indian university students as an introduction to Activity Based Learning. Uploaded here simply to share reflections and some of the activities we ran to introduce the importance of this topic.
The Four Pillars of Flipped Learning F-L-I-PKelly Walsh
Slide deck based on the formal definition of Flipped Learning, and associated publicatins, from the Flipped Learning Network: http://flippedlearning.org.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
Principles of effective activity based participative learning. - updated. pptxStephen Carrick-Davies
A series of slides presented as part of a 3 hour lecture to Indian university students as an introduction to Activity Based Learning. Uploaded here simply to share reflections and some of the activities we ran to introduce the importance of this topic.
The Four Pillars of Flipped Learning F-L-I-PKelly Walsh
Slide deck based on the formal definition of Flipped Learning, and associated publicatins, from the Flipped Learning Network: http://flippedlearning.org.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
Disruptive technologies are challenging traditional School Learning. Boundaries are blurring: formal mix up with informal, real with virtual, the teacher with the learner. Liquid modernity takes on school a great responsibility. Education became a lifelong learning journey. Learning experiences need to be designed and carefully projected. This article proposes a new way to set up learning activities using Open Resources, BYOD (Bring Your Own Device) and Flipped Classroom modality (OBF). The OBF project intends to rebuilt traditional didactics of Mathematics and Physics in two classrooms (third year of Scientific Lyceum). Learning Units will be restructured according to the Innovative Design of Didactics guidelines.
Flipped learning occurs when key learning materials are provided for study and review outside the traditional classroom environment, through audio, video, screen casts, online forums or reading.
Students’ satisfaction with a blended instructional design: The potential of ...Nuria Hernandez Nanclares
Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.
Presentation for integrating the flipped classroom in higher education with a focus on experiential learning with videos and other content supporting not driving the instruction.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Using Moodle to Support Blended Learning (When the Instructor Is Also the Pro...Saul Carliner
Presents the case of converting two graduate level courses in educational technology to a blended format. Describes the objectives and structures of the courses, the reasons for blending the courses, and the process and results of doing so.
Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations.
Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
Enabling professional development by letting go of the pedagogical paradigmsMatt Cornock
Annotated slides from reflective session paper presented at the ALT Conference, 4 September 2019, Edinburgh, UK. This presentation is relevant to all learning designers, learning technologists and online practitioners navigating the literature, research and data around online learning design for professional development. It concludes with an argument for open pedagogy, that is not defined on design, but is experienced based on learner choice.
How do you upskill a team in mooc design: a workshop-based approachMatt Cornock
workshop-based approach to team professional development. Applies to university technology-enhanced learning and faculty teams, and non-university institutions.
Strategies for supporting effective student engagement with lecture recordingsMatt Cornock
An approach to engaging students with lectures, lecture captures and using them effectively and efficiently as part of their private study practice. Presented at ALT-C 2016, University of Warwick, 8 September 2016. Abstract available at http://bit.ly/altc-2016-1359
Scaling up the service and supporting student learningMatt Cornock
A brief summary of the University of York's implementation of lecture capture, focusing on service team partnership, the significance to quality of service of data integrations, and engagement with staff and students. Presentation at the UK HE Lecture Capture Meeting, University of Manchester, 27 June 2016.
Supporting student learning with lecture captureMatt Cornock
A critical introduction to lecture capture and how it, as a learning technology, may be embedded to support student learning. Invited talk to the School of Physical and Geographic Sciences, Keele University, 9 June 2016.
Understanding how and why students use lecture capturesMatt Cornock
A recap of my ALT-C presentation on the research into students' use of lecture captures from a qualitative and context-centred perspective. Presentation to the TEL Research Group at the University of Liverpool. 6 June 2016.
Peer Assessment with Yorkshare Blackboard Learn VLEMatt Cornock
This webinar will look at the ways peer-assessment is facilitated using supported learning technologies, with a focus on the toolset of Blackboard Learn 9.1. The basic workflow for peer-assessment is where students submit a piece of work, then that work is assessed by another student, then the feedback is shared back. Peer-assessment can also operate for group-work and presentations.
How students use lecture captures as part of their studyingMatt Cornock
Nine study workflows that use lecture capture to enhance student learning. Suggestions and quotes from students interviewed as part of our lecture capture research in 2015, updated based upon focus group feedback Spring 2016. Further information at http://bit.ly/replay-research-nov15
Is there a place for Blackboard Collaborate in blended learning design?Matt Cornock
Durham Blackboard Users Conference 2016. Does Blackboard Collaborate and similar synchronous collaborative technology has a justifiable place contributing to blended learning and teaching or will forever remain in the distance learning
domain? Please feel free to share your suggestions to the padlet at http://bit.ly/durbbu-collab-ws - abstract available at http://bit.ly/1UzRQJ1
Justifying lecture capture: the importance of student experiences in understa...Matt Cornock
Cornock, M. (2015). Justifying lecture capture: the importance of student experiences in understanding the value of learning technologies. Extended paper, #867, ALT-C 2015 – Shaping the future of learning together. Annual Conference of the Association for Learning Technology, 8-10 September 2015, University of Manchester, UK. Abstract [PDF].
An overview of Blackboard Collaborate online seminar (webinar) and synchronous learning platform. Collaborate is available to all Departments, including non-academic teams, who are looking for an online presentation, discussion and collaboration tool. If you are an instructor on a Yorkshare VLE site, you can already use the tool. Simply follow the guidance at https://bit.ly/eldt-webinars.
If you haven't got instructor access to a VLE site, or you would like a separate space to manage Collaborate, contact us at vle-support@york.ac.uk.
The Paperless Student - Skills and Confidence Reading on ScreenMatt Cornock
Presented at ALT-C 2014, University of Warwick, 1-3 September 2014. Paper 592. The Paperless Student: The impact of an intervention addressing digital study competencies. Matt Cornock and Blayn Parkinson, University of York, UK. Do we make too many assumptions about students' confidence and competence with digital literacy? Are the problems reading on screen based on technology or behaviours? What approaches can we use to support students and help them realise new skills to engage with digital documents? This paper aims to address these questions drawing upon survey and small scale feedback from the readingonscreen.com website.
Social media for social policy: working together for creative employability s...Matt Cornock
Session presented at the University of York Learning and Teaching Conference, 8 May 2013. Overview of the social media project which gives students the opportunity to learn new skills within a social science subject context.
Creating rich resources with free tools: Customised Google Maps for Learning & Teaching. Presented at the Durham Blackboard Users Conference, January 2013.
Tablets run the risk of being gimmicky or misused for the likes of Facebook without a well-structured learning activity that has a defined output. This activity needs to relate to the lecture/seminar and the output then needs to be fed back to the tutor/rest of the class to create a meaningful learning experience. This presentation shows seven ways that tablets can be used with free Apps or web-based resources to encourage engagement and interaction in teaching sessions. The screenshots use an Android tablet, but the Apps are also available on iPads.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Definitions
“The flipped classroom is a pedagogical
model in which the typical lecture and
homework elements of a course are
reversed.
The term is widely used to describe
almost any class structure that provides
pre-recorded lectures followed by in-
class exercises”
EDUCAUSE (2012)
“Face-to-face time is then used
more effectively to develop a
deeper understanding.”
Loch and Borland (2014)
“[Students] come to the live event
immediately ready to discuss in more
depth the issues
raised or apply those ideas in practical
problem solving or group work
supported by the academic. .”
Young and Moes (2013)
See Rudd (2015) for an overview
of flipped definitions
3. Student-led?
“confident in class but
struggled when I got home”
Enfield (2013)
Perhaps a common case is students self-confidence in lectures is greater
than when revisiting content after the lecture. Can the Flipped approach
enable students to self-check early on and provide more supportive
approaches in class that address knowledge and understanding gaps?
4. Blended design
• Identify rationale for approach
• Link online and face-to-face learning activities
1. Preparation
• Setting expectations, learning outcomes and technical induction
2. Socialisation
• Mechanisms for checking learning
• Tutor-led and peer-led support
3. Supporting participation
• Active engagement
• Reinforcing connections and learning outcomes
4. Sustaining participation
• Provide feedback, encourage reflection on performance and
understanding
• Enable students to provide feedback on their learning experience
5. Closing
Adapted from: Richard Walker (2009) Five Phase Blended Learning Model
Available at: http://bit.ly/ytelhb-4-2
Flipped approaches
are just one form of
blended learning.
Similar principles
should be applied to
both. Consider these
phases when designing
and delivering Flipped
modules.
5. Learning Activity
Flipped approaches
Content Delivery
Before Class During Class
What different approaches could be used for Content Delivery and Learning
Activities? If video is used before class, think of the different forms of video.
Some videos will be talking heads, others handwritten content, others slides,
others software demonstrations. Each attempts to deliver content and meet
learning objectives in different ways.
6. Edited/Reshot
Lectures
Lecture Capture
Knowledge/
information with
discussion
Activity using
video clips
Live webinar or
video conference
Student-
generated video
Adapted from: Young. C. and Moes, S. (2013) Figure 8: The REC:all framework. How to move beyond lecture capture: Pedagogy Guide. REC:all. Media & Learning
Association. Available at http://association.media-and-learning.eu/sites/default/files/how_to_move_beyond_lecture_capture_pedagogy_guide.pdf
Positioning the use of video
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
LearnerIndependence
Higher Order Learning
7. Knowledge/
information with
discussion
Activity using
video clips
Edited/Reshot
Lectures
Lecture Capture
Live webinar or
video conference
Student-
generated video
Adapted from: Young. C. and Moes, S. (2013) Figure 8: The REC:all framework. How to move beyond lecture capture: Pedagogy Guide. REC:all. Media & Learning
Association. Available at http://association.media-and-learning.eu/sites/default/files/how_to_move_beyond_lecture_capture_pedagogy_guide.pdf
Positioning the use of video
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
LearnerIndependence
Higher Order Learning
Flipped approaches cannot just be
about traditional lecture capture.
Recordings must be specific and
designed-in.
8. Can I just send students to YouTube?
Specific videos
Undefined
learning
outcomes
Links on
Yorkshare
This approach can lead students to take different learning points away from
a video. There is no connection between the video and the overall learning
objective. Therefore there is no method for supporting students’
understanding and checking of their understanding of content. The
lecturer’s role is of curator here, but also of learning designer.
9. Can I just send students to YouTube?
Specific videos To judge/measure
understanding against
specific learning
outcomes
Intended learning
outcomes
Links to previous
content
CONTEXT ACTIVITY CLASS
Prepared
Demonstrate
understanding
It’s clear to see in this revised model, how videos offer
structured content delivery within the scope of a module.
10. This is a very basic example of how a video may be incorporated
into a VLE site. There is clearly room for improvement here. How
might this page better support students learning, linking to the
module and in-class activities?
11. The quiz format doesn’t have to be just about factual recall.
Use quizzes to provide feedback and use questions that test
students’ interpretation and understanding.
12. Learning Activity
Flipped approaches
Content Delivery
Before Class During Class
Short Video
Lecture
Documents
Self-check
quiz
Summary
paragraph
Artefact
creation
Problem
solving
Passive
Active
Mini-
Lectures
In-class
polls
Debate and
discussion
Knowledge
gaps
Documents
Application
13. Flipped approaches
Bringing into the classroom
knowledge, interpretation and
experience from different students
… and doing something with them.
14. Learning
Activity
Flipped approaches
Before Class During Class
UnderstandingNew Content
After Class
Next Topic
Connections
But the Flipped approach is a form of blended learning, therefore
MUST also consider what happens AFTER the lecture. In
particular how it links to subsequent topics and assessment.
15. Constraints
Time Accessibility
Class sizeExpectations Technical support
Complacency
Engagement
Cognitive leap
Sources: Enfield, J. (2013); Flipped Learning Network (2014); Loch and Borland (2014); Slomanson, W. R. (2014); Strayer (2012);
These constraints are explained in the references below
and worth considering as part of the design phase.
16. Case study: Chemistry Lab Skills
Source: Nigel Lowe (2014) Ensuring essential prior knowledge for lab work, ELDT Case Study.
Available at: https://elearningyork.wordpress.com/learning-design-and-development/case-studies/ensuring-essential-prior-knowledge-for-lab-work/
17. Case study: Chemistry
Lab task Video Quiz Practical
Topic
identified
Video lecture
Fill-in
handout
Questions
arising from
independent
study
Collaborative
in-class
discussion
Lab skills
Small-cohort module
Source: Andy Parsons (2015) Flipping a Chemistry lecture course, FORUM Magazine, University of York. No.39.
Available at: http://yorkforum.org/2015/10/27/flipping-a-chemistry-lecture-course/
Source: Nigel Lowe (2014) Ensuring essential prior knowledge for lab work, ELDT Case Study.
Available at: https://elearningyork.wordpress.com/learning-design-and-development/case-studies/ensuring-essential-prior-knowledge-for-lab-work/
18. Case study: In-class activity
Source: McLaughlin et al. (2014) The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School.
Available at: http://journals.lww.com/academicmedicine/toc/2014/02000/
These examples focus on the “complex concepts” introduced before the
lecture, with assessment of students’ understanding throughout the session
directing the lecturer to focus on particular topics. The micro-lecture is a
useful tool targeting misconceptions and addressing threshold concepts.
Before
Interactive self-paced content
and assigned reading
During
In-class quiz using clickers, leading to
focused micro-lecture and peer-instruction
activities, time for discussion
After
Formative assessment
and projects
19. Case study: Student-led learning
Source: Gombrich (2012) Flipping lectures – reflections on a term of learning.
Available at: http://www.carlgombrich.org/flipping-lectures-reflections-on-a-term-of-learning/
Teacher-led
webinars /
stimulus
resources
Voting on
topics to
discuss
Lecturer
preparation
In-class
plenary
Approaches to Knowledge course on Arts and Sciences BASc at UCL
Cohort 80 students
Gobrich’s useful blog post works through the lessons learnt from this
approach. Of note is the need to ‘tie these together in a take-home bundle’ at
the end of the plenary. This relates back to the final phase of the blended
learning model, linking to learning outcomes and assessment.
20. Suggestions for design
Videos
Short (10 mins). Be focused.
Identify learning objective/
include questions at start
that will be addressed
during the video.
Quizzes
Use most appropriate form
of question; consider what
can be automatically marked
with feedback.
Questions can be about
interpretation or application
to a case study, not just
factual recall.
Include time to address
misconceptions.
Consistency
Language and style of
flipped resources aligns with
face-to-face content.
Avoid changing the pattern
of weekly activity and
relationship between online
and face-to-face tasks.
Create links between topics
where possible.
Link to assessment.
Sources: Enfield, J. (2013); Flipped Learning Network (2014); Slomanson, W. R. (2014); Strayer (2012)
In-Class
Enable interaction.
Support reflection.
21. References
Aronson, N., Arfstrom, K. M., Tam, K. (2013) Flipped Learning in Higher Education. http://bit.ly/1M6qnK1
EDUCAUSE (2012) '7 Things You Should Know About... Flipped Classrooms', EDUCAUSE Learning Initiative, February 2012.
https://net.educause.edu/ir/library/pdf/ELI7081.pdf
Enfield, J. (2013) 'Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN',
TechTrends, 57, 6, 14-27. http://link.springer.com/article/10.1007/s11528-013-0698-1
Flipped Learning Network (2014) The Four Pillars of F-L-I-P™.
http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf
Gombrich, C. (2012) Flipping lectures – reflections on a term of learning. Available at: http://www.carlgombrich.org/flipping-lectures-
reflections-on-a-term-of-learning/
Rudd, P. (2015) What is Flipped Learning? https://www.academia.edu/17034298/What_is_Flipped_Learning
Slomanson, W. R. (2014) 'Blended Learning: A Flipped Classroom Experiment', Journal of Legal Education, 64, 1, 93-102.
http://www.swlaw.edu/pdfs/jle/jle641slomanson.pdf
Strayer (2012) 'How learning in an inverted classroom influences cooperation, innovation and task orientation,' Learning Environments
Research. http://link.springer.com/article/10.1007/s10984-012-9108-4/fulltext.html
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., Esserman, D. A. and Mumper, R. J. (2014) 'The
Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School', Academic Medicine, 89, 2, 236-
243. http://journals.lww.com/academicmedicine/toc/2014/02000
Walker. R. (2009) Five Phase Blended Learning Model. Available at: http://bit.ly/ytelhb-4-2
Young. C. and Moes, S. (2013) How to move beyond lecture capture: Pedagogy Guide. REC:all. Media & Learning Association.
http://association.media-and-learning.eu/sites/default/files/how_to_move_beyond_lecture_capture_pedagogy_guide.pdf