In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14

1. Flipping Not Flopping:
Infusing Active Learning in Online
and Blended Courses
St. Mary’s University of Minnesota
September 19, 2014

2. Jason Rhode, Ph.D.
Director
Faculty Development and
Instructional Design Center
Northern Illinois University
jasonrhode.com
jrhode@niu.edu
@jrhode

3. Our Roadmap…
Photo credit: CC BY flickr.com/photos/jfxie/6448173183

4. Tenets of Flipping

5. Traditional Education
Transfer
In class
the easy part
Assimilation
Outside class
the hard part

6. Flipped Education
Transfer
Outside class
the easy part
Assimilation
In class
the hard part

7. Using technology in a new way to
maximize deep learning

8. Interaction = key to deep learning
experiences

9. Interaction Components

10. Interaction Matrix
Meaningful
& Memorable
Learning
CC BY Jason Rhode

11. Students Value Interaction
Photo credit: NIU Image Library, Media Services

12. Collaborative Learning

13. Informal Learning

14. Teaching Naked (Bowen, 2012)
Harnessing technology outside the classroom so more
Photo credit: NIU Image Library, Media Services
meaningful interactions can take place inside the classroom

15. Technology in Teaching

16. “Technology is a technique, not a
strategy” - Bowen

17. Technology as a Tool
Photo credit: CC BY flickr.com/photos/jrhode/4632887921
If the only tool you have is a hammer, you tend to see every
problem as a nail. – Abraham Maslow

18. Trends in Technology & Pedagogy
http://www.nmc.org/publications/2014-horizon-report-higher-ed

19. 19
Warburton’s 3D Matrix
http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html

20. 20
Warburton’s 3D Matrix
Active
Isolated Social
Formal
Informal
Passive
http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html

21. Shift Toward Online Learning
Face-2-Face
Online
Classroom
Supported
Online
Learning
Hybrid
or
Blended Learning
Diagram adapted from Rodney Murray’s, http://youtu.be/_yn7tIE5S_c
Fully
Online
Learning
Technology
Enhanced
Learning
Classroom
Learning
30%
online
80%
online
Flipping…

22. What it means to “flip” online?

23. Synchronous vs Asynchronous
Learning

24. Connected Learning

25. Increasing Pedagogical Richness
http://www2.warwick.ac.uk/services/ldc/resource/eguides/pedagogies

26. What makes a quality
online learning experience?

27. ..begins with course design

28. What constitutes quality online?

29. Baseline Standards a Must

30. Variety of Quality Definitions

31. HLC Expects Quality

32. Blackboard Catalyst Program
The Blackboard Catalyst Award Program honors
those who push the boundaries of their
educational programs and technology in order
to delivery innovative and effective learning
experiences.

33. Catalyst Award Categories
Exemplary
Course
Award
Staff
Development
Award
Student
Impact
Award
Innovation
Award
exciting and
innovative
courses that
represent the
very best in
technology and
learning
individuals
and/or
institutions that
successfully
increased levels
of student
engagement or
retention
those who
support and
enhance faculty
and professional
development
skills
those that think
outside the box in
such areas related
to teaching and
learning practices,
online program
management, etc.

34. Exemplary Course Program
Blackboard.com/ecp

35. Exemplary Course Program Rubric
Developed based on research and best practices, used for evaluating in four areas:
Course Design, Interaction & Collaboration, Assessment, and Learner Support

36. Exemplary Course Program Rubric
j.mp/bbecprubric14

37. Major Areas & Sub-Categories
Course
Design
Interaction &
Collaboration
Assessment
Learner
Support
• Goals &
Objectives
• Content
Presentation
• Learner
Engagement
• Technology Use
• Communication
Strategies
• Development of
Learning
Community
• Interaction
Logistics
• Expectations
• Assessment
Design
• Self-assessment
• Orientation to
Course and LMS
• Supportive
Software Plug-ins
• Instructor Role and
Information
• Policies & Support
• Accessibility
• Accommodations
• Feedback

38. Sample Online Course

39. Exemplary Course Award
Instructional Media and Technology – more info at jasonrhode.com/ett510exemplarycourse

40. Example Attributes to be Shared
Course
Design
Interaction &
Collaboration
Assessment
Learner
Support
• Goals &
Objectives
• Content
Presentation
• Learner
Engagement
• Technology Use
• Communication
Strategies
• Development of
Learning
Community
• Interaction
Logistics
• Expectations
• Assessment
Design
• Self-assessment
• Orientation to
Course and LMS
• Supportive
Software Plug-ins
• Instructor Role and
Information
• Policies & Support
• Accessibility
• Accommodations
• Feedback

41. Welcome – Start Here

42. Goals and Objectives
Easily Located

43. Goals and Objectives
Available in a Multiple Areas

44. Content Available or “Chunked”
in Manageable Segments

45. Consistent Unit Structure

46. Navigation Intuitive
Info needed at beginning of the course
Course news and updates
Social connections for building sense of community
Course content, activities, and assessments
Interaction
Reflection, feedback, & self-paced assistance
Collaboration in group

47. Content Flows in
Logical Progression

48. Content Presented in Variety of Appropriate
Mechanisms

49. Content Enhanced with Visual
& Auditory Elements

50. Content Maxim
“Do what you
do best and link
to the rest.”
– Jeff Jarvis

51. Guidance for Learners to Work with Content

52. Tools Available in LMS to Engage Students
with Course Content

53. Wide Variety of Delivery Media Incorporated
into the Course

54. Effort Made to Use Low-Cost or No-Cost
Materials When Available

55. Plentiful Opportunities for Synchronous
and/or Asynchronous Interaction

56. Asynchronous Communication Promotes
Critical Reflection

57. Asynchronous Communication Promotes
Critical Reflection

58. Synchronous Communication Activities,
Real-Time Interactions

59. Communication Activities Designed to Help
Build Sense of Community

60. Student-to-Student Interactions Required

61. Collaboration Activities Reinforce Learning
Outcomes

62. Guidelines Explaining Required Levels of
Participation

63. Rubric or Equivalent Grading Document is
Included

64. Instructor Actively Participates, Including
Providing Feedback

65. Instructor Uses Communication Tools to
Provide Course Updates

66. Instructions Written Clearly and with
Sufficient Detail

67. Assessment Activities Occur Frequently
Throughout Course

68. Multiple Types of Assessments
are Used

69. Opportunities for Self-assessment Provided

70. Contact Information for Instructor
Easy to Find

71. Links to Institutional Policies

72. Course Materials are Accessible
Transcript provided for videos
YouTube videos captioned

73. Supportive Mechanisms for Learners
with Disabilities

74. Learners Have Opportunity to Give Feedback
on Course Design

75. View Exemplary Course Tours
j.mp/bbecptours13

76. ECP Winners Gallery
ecpgallery.coursesites.com

77. Volunteer to Review
• Explore in-depth a variety of different online courses
and get ideas and inspiration for your own online
courses
• Apply lessons learned from the Exemplary Course
Rubric to your own courses or those you are helping to
develop
• Share your knowledge and experience with others by
providing feedback on their course designs
• Gain professional development experience and
recognition for your accomplishments and
participation in the program

78. Access Sample Shared Course
jrho.de/ett510ecp

79. Submitting Your Course
Blackboard.com/ecp

80. …realized through online teaching

81. Developing Online Learning
Community

82. Tips from St. Mary’s Faculty
facultyfocus.com/articles/online-education/building-community-creating-relevance-online-classroom/

83. Tips from Bowen (2012)
1. Establish in the syllabus how you will
communicate
2. Limit the forms of communication
3. Create a schedule for yourself, follow through
for the entire semester, then re-evaluate
4. It is ok to employ multiple methods of
communication, but be clear and consistent
5. Consider how students will communicate
with each other outside of class

84. Groups vs. Networks
Photo Credit: CC BY flickr.com/photos/stephen_downes/252157734

85. Idea: News via Text Message
Remind.com

86. Idea: Twitter Chat

87. Idea: Instagram #ETRAeyespy

89. slides : resources : conversations
jasonrhode.com/smumn14
@jrhode
jrhode@niu.edu

90. Credits
• Active Learning icon by Duke Innovation Co-Lab, The
Noun Project
• Flipped Classroom icon by Duke Innovation Co-Lab, The
Noun Project
• Informal Learning icon by Duke Innovation Co-Lab, The
Noun Project
• Education icon by Duke Innovation Co-Lab, The Noun
Project
• Synchronous Learning icon by Duke Innovation Co-Lab,
The Noun Project
• Asynchronous Learning icon by Duke Innovation Co-
Lab, The Noun Project

91. Credits (cont.)
• Connected Learning icon by Duke Innovation Co-Lab,
The Noun Project
• Collaborative Learning icon by Duke Innovation Co-Lab,
The Noun Project
• Question icon by Henry Ryder, The Noun Project
• User icon by Luis Prado, The Noun Project
• School icon by Ricardo Augosto Cherem, The Noun
Project
• Education icon by Claire Jones, The Noun Project
• Thinking icon by Michael V. Suriano, The Noun Project

92. Credits (cont.)
• Meeting icon by Slava Strizh, The Noun Project
• Meeting icon by Michael V. Suriano, The Noun
Project
• Architect icon by Luis Prado, The Noun Project
• Thumbs-Up icon by Yamini Chandra, The Noun
Project
• User icon by Max Hancock, The Noun Project
• Network icon by Matthew Hawdon, The Noun
Project