The document discusses the transition to flipped classroom learning in a large first-year engineering course. It outlines the criteria for redesigning the course, including providing authentic education and integrating theory and practice. A case study is presented of the redesigned ENGG1200 course, which uses online modules, workshops, and team-based projects to scaffold learning. Analysis of student performance data found a correlation between engagement measures like watching online videos and formative quiz attempts and higher assessment results, supporting the effectiveness of the new approach.

1. Learning
Pathways
–
Aligning
the
Cloud
to
the
Campus
The ENGG1200 Flipped Classroom
Experience
Carl
Reidsema

2. Outline
• Where
are
we
at?
• What
should
we
do?
• Our
case
study
• What’s
next?

3. Where
are
we
at?

6. Educa:on:
public
good
or
private
commodity?
h@p://www.evolllu:on.com/opinions/darwin-­‐disrup:on-­‐cycle-­‐reframing-­‐higher-­‐educa:ons-­‐proposi:on/

9. There
are
new
paradigms
and
change
agents
…

10. Industry
“The
future
is
no
longer
simply
about
knowledge
transfer.
It
is
more
about
behavioural
change.”
Dr.
Jason
Armstrong
Brisbane
Technology
Centre
Manager
Boeing
Research
&
Technology
Australia

11. Research
…
the
world
may
call
for:
• a
will
to
learn;
• a
will
to
engage;
• a
preparedness
to
listen;
• a
preparedness
to
explore,
to
hold
oneself
out
to
new
experiences;
• a
determina:on
to
keep
going
forward.
Ronald
Barne?

12. Professional
Accredita:on
Bodies
Knowing
Ac:ng
Being

13. What
should
we
do?

15. Times
Higher
Educa:on
If
your
lecture
can
be
replaced
by
a
video,
perhaps
it
should
be!
h@p://www.flippedclassroomworkshop.com

16. Ac:ve
Learning
Works
Richard
Hake
(1998)
Interac:ve-­‐engagement
vs
tradi:onal
methods:
A
six-­‐
thousand
student
survey
of
mechanics
test
data
for
introductory
physics
courses.
American
Journal
of
Physics

21. Our
case
study

22. Our
context
Large
fundamental
1st
year
engineering
course:
• Materials
• Problem
solving
• Modelling
• Design
• Prac:ce
• Self
development
• 1200 students/y
• 20% international
• 20% female
• 95% from high school

23. Our
team

24. Design
Thinking
Situated
Learning
Context
before
Content
Knowing
and
Doing

25. Criteria
• Providing
a
reason
to
come
to
campus
• Providing
authen:c
educa:on
to
large
cohorts
• Integra:ng
theory
and
prac:ce
• Encouraging
ownership
of
learning
• Student
engineers
(not
engineering
students)

26. Authen:city
Collabora:ve
technology
has
opened
up
new
opportuni:es
in
Educa:on,
but
in
the
end
it’s
not
the
tools
that
drive
learning.
The
design
of
authen:c
learning
tasks
is
a
first
step
towards
encouraging
self-­‐regula:on.
create
space
for
students
to
pracEce
applying
the
informaEon
of
the
discipline
with
their
peers.
(Lave
&
Wenger,
1991)
"Appren:ces
must
organise
and
take
responsibility
for
their
own
learning
(curriculum)
and
recruit
teaching
or
guidance
for
themselves."

27. Week
1
Week
7
Week
13
Theory/Content
Team-­‐Based
Learning
Week
10
Tools
Online
Learning
Integrated
Learning
UQ
Centre
Workshops
Build/Test/
Teamwork
Design
Brief
Problem
Defn
Team
Performance
Design
Ambiguity
Concept
Genera:on
Solu:on
Evalua:on
Detailed
Design
Implementa:on
Delivery

28. Structure
and
scaffold
and
…

30. Devise
projects
A
Mechanical/
Mechatronic/
Aerospace
Torque
Rod
B
Chem/
Mech/
Elec
Torque
Rod
C
Civil/Elect/Mech
Beam
D
Mining/
Elec/
Mech
Torque
Rod

31. Find
spaces
and
equipment

32. The
usual
stuff
…
but
what
else?

34. 34

35. 35
Working
in
Teams
(online
module)
Purposeful
Team
alloca:on
Inten:onal
selec:on
of
team
members
to
maximise
student
poten:al
and
performance
Teamwork
(workshop)
Belbin
roles
Poten:al
conflicts,
project
stages
and
aQributes
Team
charter
Team
mentoring
PAF1
(forma:ve)
to
iden:fy
teams
at
risk
Team
mentoring
session
Peer-­‐evalua:on
Project
delivery
PAF2
(summa:ve)
to
derive
individual
mark
Team
feedback
mee:ngs
Considered
Task
Design
(Kavanagh
et
al
2011)

36. 36
Set
Goals
Materials
Teams
Modelling
Evaluate
Goals

37. And
what
happened?

38. Let
the
students
in
…
~1200
students:
~200
teams,
50
course
staff

40. Where
to
from
here?

41. Evidence
Based
Prac:ce
Lave
and
Wenger
(1991)
Situated
Learning:
Legi:mate
peripheral
par:cipa:on.
John
Seeley-­‐Brown
Students
should
be
able
to
design
their
own
curriculum
and
and
be
able
to
acquire
their
own
resources
as
well
as
criEcally
evaluate
their
progress.

42. UniversiEes
are
gathering
unprecedented
amounts
of
informaEon
about
students'
online
acEviEes
and
backgrounds,
helping
to
predict
those
most
likely
to
fail
their
courses.
Many
universiEes
are
introducing
programs
that
monitor
how
long
students
use
internet
course
materials
and
libraries,
and
track
students'
digital
interacEons
with
others.
But
students
are
likely
to
be
concerned
that
informaEon
about
their
personal
study
habits
could
wind
up
in
the
hands
of
future
employers.

46. Framework

47. 100
90
80
70
60
50
40
30
20
10
0
PAF
below
0.95
(78
Students)
PAF
above
0.95
(959
Students)
Podcast
minutes
watched
PAF1
vs.
Podcast
minutes
watched
P
<
0.0001
66
64
62
60
58
56
54
52
PAF
vs
Mid-­‐Semester
Result
PAF
below
0.95
(71
Students)
PAF
above
0.95
(932
Students)
120
100
80
60
40
20
0
PAF
below
0.95
(78
Students)
PAF
above
0.95
(961
Students)
Number
of
Forma:ve
Quiz
A@empts
PAF
vs.
Forma:ve
Quiz
aQempts
P
<
0.0001
80
70
60
50
40
30
20
10
0
PAF
below
0.95
(77
Students)
PAF
above
0.95
(960
Students)
Summa:ve
Quiz
Result
(%)
PAF
vs.
Summa:ve
Quiz
Result
P
<
0.0001

48. Summary
• Value
Proposi:on
Needs
Addressing
• It’s
a
Brave
New
World
• Radical
Transforma:on
is
Possible
• Learning
is
More
Than
Content
• Technology
Can
Bridge
The
Gap
– Student
Voice
– Assessment
– Evalua:on

49. Thank
you!
h@p://www.uq.edu.au/tediteach/flipped-­‐classroom/olt-­‐transforming/