This document describes applying flipped classroom principles to train new staff in e-resources and serials. Key aspects include: 1) Identifying training topics and assigning readings, videos for staff to complete independently before meetings to transfer knowledge outside of class time. 2) Holding meetings to discuss topics in more depth, demonstrate local tools, and assign new projects now that concepts are understood. 3) Benefits included staff coming up to speed more quickly, being able to discuss local practices in more depth, and fostering a collaborative culture.

1. Flipping Out: Applying Flipped Classroom Principles to On-Board New
Staff in E-Resources and Serials
Megan Kilb
UNC-Chapel Hill Questions or comments:
griffma@email.unc.edu
Purpose
•This case study applies basic “flipped classroom”
strategies and principles to a training program designed to
on-board new staff and graduate assistants in e-resources
and serials.
•This poster describes how supervisors can “flip” training
for new hires, allowing new staff members to come up to
speed on complex tasks and workflows more quickly.
Flipped Classroom
Principles
•Knowledge transfer happens outside of class at the
learner’s own pace and style
•“Homework assignments” occur in class, often in a small
group setting
•Peer teaching and problem solving
•Problem-based learning - apply concepts to specific
problems and tasks
•Assessment reinforces learning
Action Items
•9 training topics were identified, and the supervisors
reviewed both the formal and grey literature to identify
materials to read, watch, and review that fell under these
topics.
•Assigned materials mostly covered overarching concepts
and related case studies, rather than instructional
information on local tools or workflows Tools and workflows
will come and go, but concepts live on.
•Tools: Trello to track training material and tasks.
Qualtrics, Survey Monkey, or Google Forms for
assessment exercises.
•Supervisors set up meetings with new staff to review 1-2
topics at a time. In advance of those meetings, new staff
would independently review the assigned materials for the
corresponding topic(s) and complete any tasks or
assessment exercises.
•Supervisors involved in leading the F2F discussion
reviewed the assessment exercises to identify concepts
that might need closer attention in the F2F meeting.
•F2F meeting time was devoted to reviewing anything in
the assigned materials that didn’t make sense,
contextualizing the information by demonstrating local tools
and discussing local practices, and assigning new projects.
Results and Benefits
•New staff members had tasks and assignments they could independently complete that did not require constant oversight from supervisor(s) in
the first couple of weeks in a new position.
•New students came up to speed on complex topics (interpreting licenses to code ERM records) much more quickly than in previous
assistantships.
•During F2F sessions, we were able to “get further into the weeds” much more quickly on local workflow patterns and identify confusing
inconsistencies in our workflows and documentation.
•The discussion format of the F2F sessions helped foster a team culture that encouraged new staff to speak up in other settings.
•This training technique forces supervisors to periodically review the literature and continuing education options to keep the training content current
and fresh.
List of Training Topics Examples of Tasks
Assessment Exercises
Testimonials:
•“I liked using Trello to track my training. It made me feel
like I was accomplishing work, even though I was still new
and didn’t know anything.”
•“I was able to come to our meetings with lots of questions
and compare how we do things with what I saw in the
webinars.”
•(6 months after) “It might be helpful for me to go back and
re-do some of the modules and see if my perspective is
any different now that I actually know things.”
Tips and Takeaways
•Flip 1-2 topics at a time. Don’t try to overhaul your entire
training program all at once.
•Limit consumptive tasks (reading, watching recordings) to
5-6 items per topic.
•Limit readings to no more than 6 pages each and about
15 pages total.
•Limit recordings to clips no longer than 20 minutes.
•If longer recordings are necessary, break it up into shorter
sessions and ask questions about each section.
•For quizzes/assessment, ask no more than 6 or so
questions.
•In F2F sessions, ask specific, open-ended questions
about the material staff have reviewed.
•Periodically re-visit materials for training topics to identify
outdated information.
Further Reading
•Flipping the Class for Active Learning:
https://www.cmu.edu/teaching/technology/flippingtheclass/index.html
•Flipping the College Classroom Podcasts:
http://blog.cengage.com/tag/flipping-the-college-classroom-podcasts/
•4 Signs You Should Invest in a Flipped Classroom:
http://www.mindtickle.com/blog/4-signs-invest-flipped-
classroom/
•Flipped Learning: Maximizing Face Time:
https://www.td.org/Publications/Magazines/TD/TD-
Archive/2014/02/Flipped-Learning-Maximizing-Face-Time
•How Strategic Onboarding Helps Employees Thrive:
http://peopledevelopmentmagazine.com/2015/11/20/strate
gic-onboarding/
•Keywords: flipped classroom, flipped learning, blended
learning, onboarding, contextual learning