Brief exploration of our experience developing and delivering on a Flipped Classroom model for educators focused on the Science of Learning

1. Chief Learning Officer
To Flip or Flop?
Best Practices Learned Over
Three Years of Flipping
Educational Interventions
Brian S McGowan, PhD, FACEhp
Chief Learning Officer
ArcheMedX, Inc

2. Chief Learning Officer
The Flipped Workshop
1. Learners consume foundational content as “pre-
work” prior to a live meeting
2. Pre-work generates interim learning data that
informs Faculty
3. Faculty customize content and strategies for
learners to apply content at the live meeting
4. Face-to-face time is saved for deeper learning
and/or application

3. Chief Learning Officer
Theoretically, Why Flip?
1. Predisposes learners
2. Offers sequential experiences
3. Improves learner homogeneity
4. Allows data-driven design,
planning, and customization by
faculty/planners
5. Optimizes in-cla$$ time

4. Chief Learning Officer
Flipped Classroom Experience
2014: ACEhp Pre-Conference Workshop
2014: ANCC CNE Symposium
2015: ANCC CNE Symposium
2016: Internal Staff Training

5. Chief Learning Officer
Learning Actions Model

6. Chief Learning Officer
2014 ACEhp Flipped Classroom
• Target audience:
– CME educators (n = 110+)
• Strategies:
– 11, Webcam videos of Faculty
– Learning Actions Model
– Hoped to launch~ 4 wks prior to event
• Outcomes:
– ~50% pre-work participation
– Live meeting became a refresher

7. Chief Learning Officer
Content
Launches
2nd
Notice
3rd
Notice
Final
Notice
Live
Meeting
Our ‘Designed’ Plan of Action: Flipped Classroom
Participation

8. Chief Learning Officer
What did we actually do?
Content
Launches
2nd
Nudge
Content
Launches
2nd
Notice
Live
Meeting
Participation

9. Chief Learning Officer
2014 ANCC Flipped Classroom
• Target audience:
– CNE educators (n = 125+)
• Strategies:
– 11, Webcam videos of faculty
– Learning Actions Model
– Started ~ 4 wks prior to event
• Outcomes:
– 80% pre-work participation
– ~4,900 documented learning actions
– Innovation of the Year Award

10. Chief Learning Officer
2015 ANCC Flipped Classroom
• Target audience:
– CNE educators (n = 120+)
• Strategies:
– 11, Narrated PowerPoints
– Learning Actions Model
– Launched 4 wks prior to event
– ‘Meet the Faculty’ webinar 2 wks prior
• Outcomes:
– 90% participation in pre-work
– ~2,000 documented learning actions
– Among the highest rated interventions in
association’s history!

11. Chief Learning Officer
2016 Staff Flipped Classroom
• Target audience:
– Departmental Staff (n=12)
• Strategies:
– 7, Narrated PowerPoints
– Learning Actions Model
– Hoped to launch ~4 wks prior to event
– Capstone session ~4wks after event
• Outcomes:
– 100% pre-work participation
– Close-knit culture drove engagement

12. Chief Learning Officer
Experience with the Flipped Classroom
McGowan, Chappell, & Balmer. J Contin Educ Nurs. 2014 Nov;45(11):477-8

13. Chief Learning Officer
Impact of Pre-Work: Attitudes Before
McGowan, Chappell, & Balmer. J Contin Educ Nurs. 2014 Nov;45(11):477-8

14. Chief Learning Officer
Impact of Pre-Work: Attitudes After
McGowan, Chappell, & Balmer. J Contin Educ Nurs. 2014 Nov;45(11):477-8

15. Chief Learning Officer
Commitment to Change
McGowan, Chappell, & Balmer. J Contin Educ Nurs. 2014 Nov;45(11):477-8

16. Chief Learning Officer
Flipped Experience: Participant Reflection
“As I looked at the content within the flipped
classroom, I realized by participating in the
flipped classroom, as a learner, I was gaining
insight into my own learning needs based on my
responses as compared to others. “

17. Chief Learning Officer
Flipped Experience: Participant Reflection
“As a learner and educator, the flipped learning
model requires that we function as both a
teacher and as a learner…SIMULTANEOUSLY. “

18. Chief Learning Officer
The “Flipped” Workshop: Take Aways
1. Learners consume foundational
content as pre-work prior to mtg
2. Pre-work generates interim
outcomes data that informs Faculty
3. Faculty incorporate strategies for
learners to apply content in class
4. Face-to-face time is saved for
deeper learning and application
Do not make assumptions
that learners will do their
work
Without data you can not
understand what learners
have done or learned
You must remain open
and listen to what data
tells you about learners
The hours and days
before the live meeting
will be filled with all new
levels of stress and
redesign