Flips, double flips and advanced flips: next steps in flipping the - - PowerPoint PPT Presentation

Flips, double flips and advanced flips: next steps in flipping the classroom

Dr Fiona J. L. Handley Centre for Learning and Teaching

What is flipping the classroom?

• A pedagogic model where the “typical classroom and homework

elements are reversed” (EDUCAUSE 2012)

• “Flipped learning is a pedagogical approach in which direct

instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (Bergmann and Sams 2014 p. 6 taken from www.flippedlearning.org)

Lots of variety within this concept

• Started in US schools – original flip was videos viewed at home, and

then homework (e.g. answering questions) done in class

• A broader concept in HE – content is looked at before sessions which

frees up time for more active learning in face-to-face sessions

• What it is not:
• Recording lectures for students to re-view
• Making videos of all sessions to flip entire courses in one go
• A way to reduce face-to-face contact time (hopefully!)

The University of Brighton Flipping Initiative

• Approved by BLSC and LTC in autumn 2014
• Aims were to identify:
• The impact on student learning as perceived by the students and indicated

by their levels of engagement both online and F2F

• Levels of support required
• Technology requirement
• Time commitment

Case studies – a total of 7 flips

• Education
• Brighton Business School
• Brighton Language Institute
• Art Design and Media (Screenwriting)
• Art Design and Media (Visual Communication)

6 Steps to Blended Learning

The 6 Key Steps to Blended Learning are:

• 1. Identify the learning objectives
• 2. Look at the curriculum to decide what is best face-to-face and what

is best online

• 3. Consider the integration and relationship between face-to-face and

eLearning

• 4. Develop the most appropriate eLearning activities to achieve the

learning objectives

• 5. Decide how you will assess these activities
• 6. Choose the most appropriate technology

Results of the flip initiative

Flip Face to face

Students watch videos sourced from the internet (2 examples) 1 Discussion and poster presentation 2 Students undertake the skills based task demonstrated in the video Students read ejournal articles (2 examples) with an activity e.g. addressing particular questions 1 Nearpod interactive sessions, and groupwork to create a presentation 2 Discussion in groups applying theory to case study Students read online articles, visit websites and watch videos Students visit exhibitions in London having chosen appropriate information to help them engage. Students do internet research on a visiting speaker Speaker spends less time on introduction and more time on question and answer session Students watch videos created by the tutor, and apply skills to a set reading, completing a form Group discussion on the form

Evaluation

• The time taken to support staff was less than envisaged – 1 hour
• Main support was giving advice on face-to-face sessions e.g. starting

with seminar groups rather than big lectures

• The average time taken to create the flip was about 150 minutes

Feedback - positive

• “They all took the time to watch the video clips. They all engaged

very positively in the post viewing tasks and the brainstorming and mingle activities during class”

• “Students fed back in student-staff meeting that they really enjoyed

it”

Improvements for next time

• “Find ways of engaging all students with the content before the

lesson, not all of the students looked at the content before the lesson”.

• “Ensuring that students follow the logical process of learning and not

shortcut/avoid more challenging elements… further exposure to flipped learning would help.”

Advantages of flips…

• Updates a traditional teaching model
• Makes good use of technology - new kinds of resources, accessible

anywhere, that collect learning analytics

• Increases students’ ‘time on task’, at their own pace
• Makes best use of tutor’s skills and knowledge in face-to-face time
• Increases time spent on active learning

Issues…

• Feedback from students can be mixed
• Students may not do out of class activity, or turn up to class
• Can be initially time consuming for staff
• Can involve a big change of role for staff: “control freaks need not

apply” Bergmann and Sams 2012 - but neither should last minute planners!

• Very little direct empirical research on how it improves student

learning

Next steps in flipping – the double flip

• Students’ in-class activity results in a product that forms the out-of-

class activity – creating another flip

Next steps in flipping – the double flip

Pre-session activity Output from in-class activity 2nd pre-session activity In-class activity 2nd in-class activity…

For example

Students watch presentation on theory …and create 4 slide presentation

• n their case study

Online, students look at all case studies, and look at patterns between theories and case studies. In class groups apply theory to case studies… In-class activity discusses these patterns

Next steps in flipping – advanced flips

• For more advanced students try to make even more time for really

high order cognitive skills to take place in class

The traditional flip/session divide

Flip Session

Advanced flip 1

Students read an eJournal article then do group work via a discussion forum to prepare a presentation In session each group does 5 min presentation, then class discusses to create overview presentation

Advanced flip 2

Students watch presentation on theory …and create 4 slide presentation

• n their case study

Online, students look at all case studies, and look at patterns between theories and case studies. In class groups apply theory to case studies… In-class activity discusses these Patterns and creates new presentation on theory for next year’s students to view

In summary…

• New roles for staff:
• Using new technologies
• Planning over several sessions
• Better communication
• More facilitation
• New roles for students:
• Accessing different resources in different ways
• Doing more things, inside and outside the classroom
• Greater understanding of how they learn
• Challenging, but increases sense of community and is more

interesting for both?

Interested in doing a flip?

We are looking for staff to participate in the next phase of the flipped initiative:

• To trial our Absolute Basics materials
• n the CLT Resources website
• To try some approaches using content creation e.g. screencasts or

lecture capture

• To trial some more advanced flips
• Please contact f.handley@brighton.ac.uk

References

• Bergmann, J. and Sams, A. 2012 Flip Your Classroom: Reach every

student in every class every day Arlington, VA: ISTE

• Educause, 2012, 7 Things you should know about flipped classrooms

http://www.educause.edu/library/resources/7-things-you-should- know-about-flipped-classrooms

• O’Flaherty, J. and Craig, P. 2015 The Flipped Classroom: A Scoping
• Review. In Internet and Higher Education 25 (2015) 85-95