This is a presentation explaining a potential new product solution for the British Council Thailand's Professional Training Centre. It explains what flipped learning is, what are its benefits, and how it can be implemented.

1. Flipped Learning:
An E-learning solution for
British Council Thailand’s PTC

2. 1. What is it?
2. What are the benefits?
3. How can it be implemented?
4. Further considerations

3. What is it?
A flipped classroom is :
• A rearrangement of how and where learning
takes place
• A shift of focus from teacher-centred instruction
to student-centred learning
• Direct instruction takes place online
• Class time is dedicated to collaborative, project-
based, role-play learning activities

4. Traditional Classroom Lesson
Structure:
1. Activating schemata
2. Language in context
3. Language focus
4. Controlled practice
5. Freer practice
6. Feedback

5. Flipped learning structure :
1. Activating schemata (online)
2. Language in context (online)
3. Language focus (online)
4. Controlled practice (online)
5. Freer practice (in class)
6. Feedback (in class)

6. Traditional:
Present – Practice – Produce
Flipped:
Present – Practice – Produce

7. Example lesson structure
Online:
1. Reading text / video (with transcript) about John and how he got his job
2. Learners write or add voice recording to specific forum area on how they got their job and
read and comment on another learner’s writing
3. Learners watch a video of a recruitment consultancy meeting and answer a few general
comprehension questions
4. Video is segmented into smaller sections and learners are asked questions on the agree /
disagree, opinion, and interruption language used
5. Transcript given of conversation with language specific questions
6. Learners categorize phrases from conversation into agree / disagree, opinion, and
interruption
7. Statement / response matching exercise
8. Learners given job applicant profiles and potential jobs to read in preparation for the class
activity of matching candidates with profiles
1. Learners discuss in pairs the candidates and the jobs, explaining their opinions
2. Groups of 4-5 have a meeting to decide on their recommendations
3. Groups present their decisions and reasons
4. Teacher provides feedback on language use
In class:

8. What are the benefits?
1. Cost
2. Flexibility and convenience
3. Student-centred continued learning
4. Teacher and student engagement
5. Differentiation, matching, modernity

9. Cost
Online instruction does not necessitate a teacher to be
present. Digital materials, once created can be used again
and again but still generate revenue.
Example course scenario:
4 hours online study = 2 hours in-class activities with the
teacher
The PTC can therefore offer what is essentially 6 hours of
learning with only one third of the usual expense.

10. Flexibility and Convenience
Students can:
• Potentially* study wherever and whenever
they want – at home / in work / on the bus
• Use whatever devices they want
Clients do not need to:
• Allocate as much time*
• Free up rooms as often

11. Student-centred continued learning
Learners can:
• Learn at their own pace (good for mixed abilities
groups)
• Adopt and/or find their own learning strategies
• Be exposed to online resources to promote
continued learning and enhanced work skills
(connectivism)
• Benefit from materials presented via a wide range
of digital media that will appeal to a variety of
learning styles

12. Teacher and student engagement
Research regarding flipped learning
has shown that teachers:
• Associated Flipped Learning with
improved student performance
• Improved student attitudes
towards learning
• Experienced increased job
satisfaction*

13. Teacher and student engagement
70-80% of students agreed that they:
• Had greater opportunities to work at own pace
• Had increased access to course material and
instruction
• Had more choice in how they demonstrate their
learning
• Viewed learning as a more active process
• Were more likely to engage in critical thinking
and problem solving
• Teachers were more likely to take into account
their interests, strengths, and weaknesses

14. Differentiation, Matching,
Modernity
Flipped learning and supplemental* options:
• Provide differentiation from the great majority of the
competition
• Match and potentially beat the products of a few with
specific, intentional learning designs
• Promote the British Council as a modern service
provider at the cutting edge of our field

15. How can we do it?
1. LMS Platforms
2. Implementation

16. LMS Platforms
Learning
Management
System

18. LMS Platform options:
1. Paid LMS such as LearnDash
– Annual expense
– Visually quite boring lesson pages
+ Specific user support
+ Menu pages more attractive if theme is applied

19. LMS Platform options:
2. Open source platform (Moodle)
– Visually, very unengaging
– little specific personal support
+ often offer great functionality
+ vast innovative community to draw on

20. LMS Platform options:
3. Use authoring tools (Adobe Captivate or Articulate) to
create lessons
and the LMS to structure the
course.
– Likely greatest learning
curve
+ Better tailored and branded
+ Very flexible
+ Far more attractive
+ ‘Learning objects’ can be imported into different platforms,
platforms, courses, media

23. Implementation (ideal scenario)
1. Planning
2. Content Creation
3. Evaluation
4. Training
5. Rollout
6. Target audience

24. Planning
1. Planning meetings - The wisdom of crowds and
engendering a community of practice.
• Identification of learning objectives (skills,
language points etc.)
• Discussion on approach
• Lesson design
2. Storyboarding
Visual representations of learning design - screen by
screen for clear objectives.

25. Content Creation
1. Creation of materials in a variety of media achieved through
mixture of delegation / collaboration:
• Reading texts
• Videos
• Audio recordings (variety of accents, men and women
important)
• Quizzes
• Games
Locally generated content equates to greater contextuality which
is more effective and engaging and is in-keeping with BC’s efforts
at cost reduction and sustainability.
2. Inputting into learning designs and course structure on LMS.

26. Evaluation
Evaluation would incorporate testing across three areas:
1. Technical evaluation
• Performance - error identification and correction
• Robustness – usability evaluation across devices, operating systems,
browsers and with assistive technologies (screen readers)
2. Functional evaluation
• End-user evaluation – ease of use, intuitiveness
3. Pedagogic evaluation
• Subject matter expert evaluation (ELT professionals)
• Qualitative and a quantitative surveys to measure the success of the
content from the learners perspectives

27. Training
Sales – Features / Advantages / Benefits
Admin – Logins / Overview
Teachers – Product awareness / lesson fit / pedagogy / Functionality
Clients & Students – Logins / Overview / Simulation videos
https://www.youtube.com/watch?v=fe00vDI7yvk

28. Rollout
• Courses can be made available as and when they are
individually completed.
• There is no need to wait for a full catalogue of flipped
learning courses.
• The choices of the courses that are created and
therefore ready for clients can be decided according to
business requirements / or potential for uptake.

29. Target Clients
Flipped learning courses can be made available to any
prospective clients. However, there are some considerations:
• IT competence of learners
• Access to devices
• Learners’ expectations / scepticism of new methods
Ideal client candidates would likely:
• Use computers on a daily basis
• Consist of a younger, more dynamic, IT savvy workforce
Companies such as Agoda, Asiarooms, Dtac, True in
Thailand. This product represents an effective learning
solution for a number of clients that have either perceived BC
as beyond their budget or are attracted by blended learning’s
convenience and methodology.

30. Further Considerations
Branding – some degree of cross-departmental collaboration will be
required to ensure branding is accurate etc.
Integration with existing website – as above, there will need to be
communication with the responsible parties. One additional
peripheral benefit can be an enhancement of the PTC’s web
presence in relation to SEO.

31. Further Considerations
Software – What software (Captivate 8, Storyline) does the British
Council already have at its disposal?
Learner expectations – With the British Council’s prestigious
reputation, there will be an expectation for highly interactive and
attractive content. If this gets done, it should be done well, and
doing it well is within our capabilities.

32. To conclude….
Technology is resulting in radical
changes in how learning is facilitated by
providers and undertaken by learners.
Wall Street has shown the appetite is
there for blended learning interactions.
Business consultancies in Bangkok are
applying this method.
We have the talent, the resources, and
the need. This product can potentially
give us a great competitive edge and
ensure we are at the forefront of how
learning provision is changing.

33. Any (more) questions?