This document provides an overview of flipped learning, which involves students watching video lectures or completing other instructional content before class so that class time can be used for hands-on learning activities. It discusses the advantages for both educators and students, such as increased engagement and opportunities for collaboration. It also addresses common concerns about flipped learning, such as students not completing pre-class work or not having access to technology. Overall, the document aims to introduce readers to flipped learning and provide guidance on how to implement it in the classroom.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
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.
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.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
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.
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.
Learner centered teaching n flipped classroom- paper presented at mct on 7th ...DrAnsari MQ
‘Guide more, teach less.’ ‘From sage on the stage to guide on the side.’ ‘I do, I learn.’ These quotes clearly indicate that the role of teacher has gone a sea change from sage on the stage to guide on the side of the students. For well over a decade, the focus of the classroom has steadily shifted from a teaching-centric approach to a learning-centric approach (Barr & Tagg, 1995). This approach warrants for a rethinking of the traditional way of teaching still prevalent in our institutions. Active learning is anything that students do in a classroom other than merely passively listening to the lecture. All genuine learning is active, not passive. It involves the use of mind, not just the memory. A paradigm shift is occurring in teaching-learning activities and the world has moved ahead but our educational institutions still caught in a web of old, traditional methods originated a century ago. It is time for teachers and administrators to think, analyze and steer ahead with the integration of the approaches blended with the tools of technology leading to better learning of our students. Today’s gathering is a step in this direction.
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,
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
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.
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Reportengedukamall
Craig, D. (2014, September). Challenges and opportunities in flipped writing classrooms: A preliminary report. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
This study evaluates the implementation of a Flipped Classroom approach
in two academic English writing courses at a Korea nuniversity. The Flipped
Classroom approach inverts a traditional class design with students viewing
lectures at home and doing homework in class. It was developed in response
to a perceived lack of classroom time for engagement and an increase in
access to computer and Internet technologies.
Two writing courses for 67 English majors at a Korean university were
flipped with the intention of reducing lecture time and increasing students’
discussion of and engagement with writing concepts and practice during class
time. Instruction was designed to match these goals. For each major topic,
students watched a video and took an online quiz to assess their recall of
ideas from the video lecture prior to attending class. In class, students were
given time to ask questions about the lectures and assignments. They were
then asked to do class activities that encouraged them to come to a deeper
understand of the course content. These activities included worksheets, a
range of group activities, self- and peer-review of essays, and writing.
PowerPoint presentations were created for major topics in the course (7
total). From these presentations, video lectures were created. Four different
screencasting programs were used (Movenote, ActivePresenter, knovio, and
Present.me) in order to evaluate which of the programs best fit the
development needs of the instructor and the viewing preferences of the
students.
This research was conducted as a type of action research (Lewin, 1946).
The researcher was also the lecturer for the two writing courses. As such, the
focus of the research was to better understand and improve on the
instructional design of the course. To accomplish this, data were collected
from numerous sources, including quizzes, one-on-one and whole class
interactions, a research journal, and student survey responses. Preliminary
findings will be presented in three categories: student perceptions, teacher perceptions, and instructional design.
Based on student and teacher experiences, the there are a number of
instructional design changes that will take place in future classes. Videos will
be shorter. This will be accomplished by making more videos that focus on
fewer elements in each. Quizzes remain a good way to encourage students to
watch the video lectures and to assess their understanding of the content
prior to coming to class. It is clear, however, that a better way to push
students to both view the videos and take the quizzes is needed. Lastly,
more/better activities need to be developed for classes.
The flipped classroom model is an instructional strategy that uses blended learning to reverse where lecture and learning take place. This strategy enables students to access content more flexibly, increasing engagement and active learning, and gives teachers the opportunity to better assist, engage, and differentiate learning for students during class time.
Learn what the flipped classroom model really means and how to implement it in your classroom.
Learner centered teaching n flipped classroom- paper presented at mct on 7th ...DrAnsari MQ
‘Guide more, teach less.’ ‘From sage on the stage to guide on the side.’ ‘I do, I learn.’ These quotes clearly indicate that the role of teacher has gone a sea change from sage on the stage to guide on the side of the students. For well over a decade, the focus of the classroom has steadily shifted from a teaching-centric approach to a learning-centric approach (Barr & Tagg, 1995). This approach warrants for a rethinking of the traditional way of teaching still prevalent in our institutions. Active learning is anything that students do in a classroom other than merely passively listening to the lecture. All genuine learning is active, not passive. It involves the use of mind, not just the memory. A paradigm shift is occurring in teaching-learning activities and the world has moved ahead but our educational institutions still caught in a web of old, traditional methods originated a century ago. It is time for teachers and administrators to think, analyze and steer ahead with the integration of the approaches blended with the tools of technology leading to better learning of our students. Today’s gathering is a step in this direction.
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,
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
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.
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Reportengedukamall
Craig, D. (2014, September). Challenges and opportunities in flipped writing classrooms: A preliminary report. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
This study evaluates the implementation of a Flipped Classroom approach
in two academic English writing courses at a Korea nuniversity. The Flipped
Classroom approach inverts a traditional class design with students viewing
lectures at home and doing homework in class. It was developed in response
to a perceived lack of classroom time for engagement and an increase in
access to computer and Internet technologies.
Two writing courses for 67 English majors at a Korean university were
flipped with the intention of reducing lecture time and increasing students’
discussion of and engagement with writing concepts and practice during class
time. Instruction was designed to match these goals. For each major topic,
students watched a video and took an online quiz to assess their recall of
ideas from the video lecture prior to attending class. In class, students were
given time to ask questions about the lectures and assignments. They were
then asked to do class activities that encouraged them to come to a deeper
understand of the course content. These activities included worksheets, a
range of group activities, self- and peer-review of essays, and writing.
PowerPoint presentations were created for major topics in the course (7
total). From these presentations, video lectures were created. Four different
screencasting programs were used (Movenote, ActivePresenter, knovio, and
Present.me) in order to evaluate which of the programs best fit the
development needs of the instructor and the viewing preferences of the
students.
This research was conducted as a type of action research (Lewin, 1946).
The researcher was also the lecturer for the two writing courses. As such, the
focus of the research was to better understand and improve on the
instructional design of the course. To accomplish this, data were collected
from numerous sources, including quizzes, one-on-one and whole class
interactions, a research journal, and student survey responses. Preliminary
findings will be presented in three categories: student perceptions, teacher perceptions, and instructional design.
Based on student and teacher experiences, the there are a number of
instructional design changes that will take place in future classes. Videos will
be shorter. This will be accomplished by making more videos that focus on
fewer elements in each. Quizzes remain a good way to encourage students to
watch the video lectures and to assess their understanding of the content
prior to coming to class. It is clear, however, that a better way to push
students to both view the videos and take the quizzes is needed. Lastly,
more/better activities need to be developed for classes.
The flipped classroom model is an instructional strategy that uses blended learning to reverse where lecture and learning take place. This strategy enables students to access content more flexibly, increasing engagement and active learning, and gives teachers the opportunity to better assist, engage, and differentiate learning for students during class time.
Learn what the flipped classroom model really means and how to implement it in your classroom.
7 Ways Video can Enhance the Student Experience DrFrankONeillCOI
This presentation covers the top 7 ways that adding video to online courses can enhance the student experience. This is a presentation that I give regularly at schools and online learning conferences. Find out more about my work at www.OnlineTeacherYOUniversity.com
PRESENTED TO: DR. SAMINAMALIK
PRESENTED BY: TAHIRARAFIQ
REG. NO. : 161-FSS/PHDEDU/F19
DEPARTMENT OF EDUCATION
INTERNATIONAL ISLAMIC UNIVERSITY, ISLAMABAD
OBJECTIVES
• Students will able to understand that
• What is the flipped classroom?
• Traditional vs flipped classroom
• What the flipped classroom enables the teacher to do?
• What are the benefits of the students?
• How do we implement the flipped classroom with our students?
Presented as part of our "Blended Learning" month at PLU, this presentation covers the basics of blended learning and why it is an effective means of instruction.
Developing study skills through online interactive workshops by karen foley, ...EADTU
Blended and Online Edcuation webinar week, Day 1: Developing study skills through online interactive workshops by karen foley, The Open University, The United Kingdom
Top Opportunities for Flipped Classroom Platform Innovation
Flipping the classroom is a fast-growing trend in education. At Useagility, we believe that the best digital product strategy starts with uncovering unmet user needs and gathering insights that drive innovation.
We recently conducted an independent study to better understand how educators are using technology to flip their classrooms and to explore gaps and unmet needs. Research shows clear opportunities for eLearning companies seeking to improve their platforms and grow business through improved support of flipped learning.
1. Most are not using a single platform, which makes it harder. Teachers are darn resourceful. On average instructors are using at least three separate (often free) tools to create flipped lesson assignments and to deliver them for students to use. It’s not seamless and not integrated with other systems.
2. Lack of feedback loop to inform instructors. One of the biggest gaps for instructors is not knowing which students actually watched the lessons. Instructors want more insight into what students do or don’t understand before they come to class.
3. Student-side experience can be difficult. In most cases, there isn’t a centralized place for students to find lessons and homework for different classes. This creates a burden for parents and lowers student completion. In addition, video lessons are usually accompanied by a note worksheet or sample problems. Student need multiple technologies - which are not currently integrated - to complete the work.
This presentation includes the full research findings and product design recommendations.
How Flipping your Classroom Can Improve InstructionElizabeth Nesius
Flipping a classroom is a type of blended learning that allows instructors more time to interact with their students by placing traditional classroom activity, such as lectures, outside of class time. Watching lectures in class leaves class time for hands-on activities, small group work, and one-on-one interactions between professor and student. Flipping can be done through LMS forums, Khan Academy, lecture capture software, VoiceThread, etc. This presentation will discuss benefits of the flipped classroom model, provide ideas and best practices for successful classroom flipping, and give participants an opportunity to start planning how to flip their own classes.
Patterns Of Organization Compare Contrast Cause Effect
Flipped learning workshop kys (1)
1. Professional Development Workshop
Using Flipped
Learning in
the College
Classroom
Karen Silvestri and Steven Byrd
The Learning Center at Robeson Community College
2. Also called
• Flipped Lesson
• Flipped Learning
• Flipping the Classroom
• Inverted Learning
• Balanced Learning
3.
4. What is Flipped Learning?
• Becoming increasingly popular in many academic arenas from
primary school to university.
Traditional mode of instruction:
• lesson content (lecture) during class
• brief in-class practice
• homework
Flipped mode of instruction:
• lesson content (lecture) before class
• class time to practice concepts (do homework)
• Students participate in learning activities with the instructor
present to help them.
5. Introduction
• This short video briefly introduces you to the founder of flipped learning,
Sal Khan and how flipped learning works.
• We ask that you write down questions and thoughts during and directly
after viewing.
• This is an example of what instructors would ask
students to do before coming to class.
60 minutes video on YouTube 13:27 minutes
http://youtu.be/zxJgPHM5NYI
6. Some Advantages for Educators
• Students who enjoy your class are more likely to not only
attend but to be more involved
• Less time spent behind the laptop lecturing
• Time for hands-on learning and creative projects
• Excellent video lectures are freely/easily available
• Less time planning lessons (once you’ve made your videos or
screencasts, you can use them over and over)
• The direct, face-to-face interaction of flipped learning
provides a workaround for situations where classroom
technology is unavailable, unreliable, or otherwise not ideal
7. Encourages student engagement
• A successful flipped learning classroom gives
students no choice BUT to become involved;
student preparation, engagement, and
participation become even more necessary
parts of student success
• The flipped classroom environment, with its
new focus on practical exercises and creative
activities, makes student engagement easier,
more fun, and more rewarding
8. Advantages of Flipping for
Students
Promotes peer Fosters
interaction and independent
Makes
collaboration learning
learning
skills
central,
rather than
teaching
Encourages Provides
higher increased
student individualized
engagement attention
9. The Homework Dilemma
•Student gets frustrated and •Teacher is there to help student
gives up when they get stuck
•Teacher reviews homework in •Review takes place in class with
class peers and teacher
•Many students are afraid to •Teacher is present to watch for
ask for help or didn’t do the students who are struggling and
homework offer immediate help
•Student does not read the •Students get immediate verbal
comments teacher puts on feedback while they are working
graded homework
11. Timing the Flipped Lesson
• Flipping a lesson does not have to be a total restructure of your classroom
environment. It is a learning strategy that you choose when and where to
incorporate. It may work great for some lessons and not so great for
others.
• You don’t have to flip your whole semester at one time. Start small with a
single lesson!
• “During class, you want to limit the amount of time you lecture, and
increase the time students spend applying the day’s material to
interesting problems. Leverage the fact that everyone is in the same place
at the same time by asking students to work collaboratively on problems,
giving each other support and feedback. Give yourself opportunities to
circulate among your students to check in on their understanding, answer
their questions, and prompt them to think more deeply.” (Bruff, 2012)
12. When Should You Flip ?
• When the content is challenging
• When students struggle with a concept
• When the students need greater differentiation, support, review,
remediation, and engagement
• When you know students will benefit from plenty of face to face
interaction
• When you have a highly interactive involved activity. Students get
to apply, discuss, and make connections with the topic.
• When you are teaching topics that need greater depth of
understanding.
• It is NOT for memorizing procedures.
http://www.edtechtips.org/2012/09/18/flip-classroom-instruction-1/
13. Learning Objects
• Many teachers already use Learning Objects whether they
realize it or not.
• Basically, a learning object consists of instructional content,
practice, and assessment of a single learning objective. One
example might be a learning object on Sentence Fragments.
• When flipping a lesson, you are essentially offering the
instructional content (IC) of the learning object (LO) BEFORE
the actual class.
14. The Process
• Start with your Learning Object. Recall that this is simply the outline (instructional content,
practice, assessment) of a single learning objective.
• Write out your learning objective. What do you want the students to learn in this lesson?
• Decide how you will deliver the instructional content (video, podcast, reading, website,
DVD, audio, etc.)
• Decide how you will assess that the instructional content has been viewed, read, or
completed. Will you use a short quiz or ask students to complete a reading journal? Keep
the assessment short. You are only assessing whether or not they did what you asked of
them.
• Plan an in-class learning activity that supports the learning objective. This can be a
complex project or as simple as students working in groups or individually on strategies.
• In class, circulate among students offering feedback and assistance. Encourage students to
work together to solve complex problems.
• Wrap up the learning experience by having the students reflect on the lesson as a whole.
15.
16. Creating Instructional Content
• Make your own
• Access thousands of learning tutorial videos already available.
• Power Point: slideshows, screencasts
• Learning Object Repositories
• Video (You Tube, School Tube, Camtasia)
• Screencasts (Sophia, Camtasia, Screen-o-matic)
• Podcasts (Voice Thread, Podomatic)
• Link to videos or screencasts directly within your Moodle or
Blackboard site by embedding video code or providing the
link to your video.
17. Screencasts
• Since most teachers
use Power Points in
the classroom, this a
great way to go.
• Simply pull up your
Power Point and go •Don’t worry about um’s and other
missteps; these you have in your normal
through it delivering classroom delivery anyway, and they
your lecture as you actually let your personality show
through.
would in class. •My students say they like the lectures
• http://www.sophia.org/playlists/main-ideasrather than
with me just talking normally
the videos that are monotone.
18. Moodle
• Our college uses the Moodle learning platform, and you can upload
videos right into Moodle or host your videos at YouTube or Sophia
(more on Sophia later).
• The students are already required to go online to complete half of the
class (in a hybrid) or all of the class (fully online), so flipped learning
works very well.
• Courses that are taught completely offline are also good venues for
flipped learning as educators are encouraged more and more to use
technology in the classroom.
• With just about everyone having a smartphone these days, the
majority of students have no problem accessing the Internet and
YouTube on their phones.
20. Sophia.org
• Sophia.org is an online learning community that allows you to
create tutorials (learning objects) in all kinds of formats. A typical
Sophia tutorial will include a screencast lecture (ppt with audio),
a handout (pdf or word), a short lesson (use Google Forms or just
directions to complete an assignment), and a quiz. Sophia allows
you to create a quiz right in the tutorial.
• Sophia also has a free screencast program, so you can record a
screencast directly from Sophia and it will be hosted there for
free. I use a program called SnagIt to record screencasts and
then I can upload my screencast other places as well. SnagIt is
only $29.99 for educators and has a lot of other really cool tools.
22. Providing an Assessment
You can check for completion of the
tutorial ‘homework’ by
letting students know they will have a quiz the next
day
asking them to try out two or three of the problems
they learned in the tutorial
telling them to write a journal about the lesson
asking them to list a minimum of
questions/comments concerning what they viewed
23. Common Arguments Against Flipping
• At this point, you probably have some questions and concerns
about this technique, so let’s take a moment to brainstorm
what you think some common arguments are.
24. This is too much like homework; students won’t do it.
• You are introducing a learning strategy to students that they may
not be familiar with. Be patient. If they insist on calling the
‘preview’ homework, let them. Some students (and teachers) find it
easier to think of it this way in the beginning.
For instance, “Watch this video on YouTube and write down at least
three comments or questions regarding the video. Come to class
tomorrow with your comments/questions prepared to discuss the
video.”
• Sound like homework? Sure it does. No matter. Let’s call it ‘new’
homework. After a time, students will realize that the boring
lectures are disappearing, class time is more interactive, and the
actual application of the material is happening IN the classroom
rather than at home.
25. A lecture on video is just as boring to a student as a
classroom lecture.
• All lectures have the potential of being boring, whether in class or
online. It is the personality and creativity of the educator that gets
the student’s attention.
• Most colleges already use a learning platform like Moodle or
Blackboard. Your instructional content can be a Power Point
presentation rather than a video. You can upload your PPT directly
into most learning platforms or you can save it at SlideShare.com.
• Teachers report that “faster-paced students were less bored and
frustrated with the pacing of the whole class. Slower-paced
students felt like they had control over the lesson and were less
confused and frustrated.”
http://theinnovativeeducator.blogspot.com/2012/12/why-flips-flop.html
26. Some students don’t have access to technology.
• Not every tutorial is going to entail intensive technology. There are
many different ways to present the lecture, just as there are many
different ways of delivering on-campus instruction.
• Almost all students have cell phones that they can access YouTube
with or they can use the computer lab on campus.
• You can count on there being at least one student who has a
technology issue. Decide ahead of time how you will deal with that
issue. Perhaps offer the student the option to view a DVD or give
them a flash drive that has the tutorial on it.
• If all else fails, that student can be given a transcript of the video to
read, but strive to make them responsible for the original
assignment.
27. Students are not going to do the work before class.
• You will probably have some who won’t do the work, as always.
But when they come to class and other students are jumping into
the project or the hands-on activity of the day, they are going to
wish they had watched that short video or whatever other tutorial
activity you assigned. It only takes one or two times before students
realize they are missing out.
• I hear you saying, “Well, some students won’t care about that.”
True; but that is true with the traditional lecture as well. You need
to be prepared to step in and lead these students during class. Do
not just let them sit there clueless. Send them to the side of the
room and make them watch the video, look up the website,
whatever your lesson was, and then allow them to jump into the
class activity.
28. Your Flipped Lesson
• Take a few moments to brainstorm with members in
your department.
• What lesson that you normally teach do you think
would work well as a flipped lesson?
• What format would you use? Screencast? Video?
• How would you assess that the student watched the
‘homework’?
• How would you handle students who did not do the
‘homework’?
29. Bibliography
• Bruff, D. (2012, September 15). The Flipped Classroom FAQ. Retrieved
March 4, 2013, from Center for the Integration of Tresearch, Teaching and
Learning Network (CIRTL): http://www.cirtl.net/node/7788
• White, R. (2012, June 30). How to Flip Your Classroom. Retrieved March 4,
2013, from Hybrid Classroom: http://hybridclassroom.com/blog/?p=819
• Flipped Learning. Retrieved March 2, 2013. http://flipped-learning.com/?
p=1073#more-1073
• The Innovative Educator. Retrieved March 1, 2013.
http://theinnovativeeducator.blogspot.com/2012/12/why-flips-flop.html
30. Resources
Educating the Net Generation http://www.educause.edu/Educatingthe NetGeneration/5989
Learning Object Repositories
NWMSU Center for Information Technology in Education (http://cite.nwmissouri.edu/nworc/)
MERLOT (http://www.merlot.org)
Wisc-Online Learning Object Repository (http://www.wisc-online.com)
Campus Alberta Repository of Educational Objects (http://www.careo.org)
EOE (http://www.eoe.org)
NMC Listing of Repositories (http://www.nmc.org/projects/lo/repositories.shtml)
ExploreLearning Gizmos (http://www.explorelearning.com)
Sophia http://www.sophia.org/
Screencast and Video Creation and Hosting
SnagIt http://www.techsmith.com/snagit-customer-stories.html
Sophia http://www.sophia.org/
YouTube http://www.youtube.com/
Camtasia http://www.techsmith.com