Presentation at Designing our Learning Futures: Technology-Enhanced Learning Symposium, Centre for Learning Futures, Griffith University, Australia, 31 October-1 November, 2013

1. The Flipped Classroom:
How to Flip and not Flop
(Including 10 Tips for New
Players)
Designing our
Learning Futures:
Technology-Enhanced
Learning Symposium
31 Oct 2013
Source: flickr.com/photos/kevinkendaru/

2. #DoLF13
slideshare.net/jembwilliams

3. 1. So what is a
flipped classroom
anyway?

4. In the higher education context:
• A form of
in which students access content
online (e.g. short videos, podcasts
and readings), and interact with
peers and faculty in asynchronous
discussion activities
• This frees up time previously
allocated to lectures for more
, interactive
F2F (face-to-face) sessions

5. 2. Why flip in
the first place?

13. Sleeping in Class
Level: Beginner

16. Jody Steel

22. Source: http://fyspringfield.tumblr.com/post/40611085814/can-we-just-take-a-moment-to-appreciate-the-issues

27. “The world of MOOCs is creating a
competition that will force every
professor to improve his or her pedagogy
or face an online competitor … When
outstanding becomes so easily available,
average is over.”
Thomas L. Friedman

28. 3. What do you
have to do to be
able to flip?

35. A curator is an
information
chemist. He or
she mixes atoms
together in a way
to build an infomolecule.
Robert Scoble

37. 4. So what happens
once you’ve created
and curated?

44. 5. How to avoid
flopping

45. Tip # 1:
• Consider starting with an
open Q&A session (15-20
mins) on the module
currently being studied

46. Tip # 2:
•
Don’t make cosmetic
changes to give the
appearance of flipping
•
Resist the urge to lecture
•
Pull up material curated/
created to explain/ clarify

47. Tip # 3:
• Develop authentic learning
activities around
unstructured problems that
invite multiple responses
• Open-ended problems can
be asynchronous online
discussions or in-class
activities

48. 7508GBS: Managing Sustainable
Enterprise
• Identify three organisations and the progress (or
otherwise) that they have made in becoming more
sustainable enterprises
• Which is ‘good’, which is ‘bad’, and which is plain ‘ugly’?
• Put together a 15-minute presentation, summarising how
you would go about managing these organisations.

49. Tip # 4:
• Some students will come to
class and expect you to do
all the work
• Also expect students to
come unprepared
• Peer pressure will ensure
they pull their weight in

50. Tip # 5:
Facilitate,
prompt,
probe
Flipping ≠
bludging

51. Tip # 6:
• Ensure assessment
activities are aligned with
the pedagogy
• Multi-choice tests at the end
of semester are inconsistent
with a problem-based
learning approach

52. Tip # 7:
• You are the SME but new
content comes thick and
fast
• Encourage learners to share
materials they find
• Acting as co-contributors to
the curriculum increases

53. Tip # 8:
• Learning is creation, not
consumption.
• Knowledge is not something a
learner absorbs, but
something a learner creates

55. Tip # 9:
• Rethink timetabling of classes
• High quality online content
may mean fewer F2F classes
• F2F classes may be blocks of
time once a month, for
example

59. SUMMARY:
participatory
authentic
flexible
Learner centric: student as consumer
and producer of knowledge
Assessment of learning grounded in reality:
outcome driven learning; learning that lasts
beyond the test
Multi-modal in format: catering to different
learning styles and different life styles

60. authenticlearning.wordpress.com
Thank you for not
sleeping
profjeremybwilliams