Edu 720 Week 6 Evaluating Blended Learning Approaches

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Last week, we focused on achieving good ‘convergence’ and integration in your blended learning designs. You were encouraged to engage in the following activities:

  • Evaluate and discuss flipped classroom case study examples and your own flipped classroom designs, in terms of their integration and convergence;
  • Progress your work for your EDU720 Assessment 1, by piloting your flipped classroom approach and gathering feedback on its impact and effectiveness;
  • Produce weekly reflection on your learning for your CRJ;
  • Explore Digital Resources and attend the weekly webinar.

This week we will continue with activities designed to help you with your Assessment 1, focusing on the final stages – evaluation of the effectiveness of your flipped classroom approach. The aim is to help you to:

  • Consolidate your learning so far in this module;
  • Enhance the quality of your evaluations of flipped classroom approaches;
  • Maximise the potential learning from this flipped classroom approach activity for your own personal and professional development as a reflective practitioner.

First, you will identify and discuss your current views about the key things to consider when evaluating a flipped classroom approach. You will engage with information and guidance to help you develop your flipped classroom evaluations. Then you will create, share and discuss flipped classroom evaluation checklists with your peers. Finally, there are the usual weekly opportunities to reflect on your learning, explore further reading and attend the webinar.

By the end of the learning activities for Week 6, you should be able to:

  • Identify criteria for making judgements about the impact and effectiveness of flipped classroom approaches, drawing on pedagogical scholarship and learning from PGCHE weekly activities;
  • Use criteria to evaluate the impact and effectiveness of your flipped classroom designs, drawing on experience, observations and feedback;
  • Identify strengths and generate ideas and actions for future development of your flipped classroom approaches;
  • Critically reflect on what and how you have learned this week, identifying potential implications for current and future practice of developing flexible learning environments, for your and your colleagues in your local teaching contexts.

If you think back to your learning over the last few weeks, you will start to realise there are a wide range of possible things we could consider when evaluating and making judgements about the potential effectiveness of a flipped classroom approach.

To get started, reflect on what you have learned about flipped classrooms so far and consider the following questions:

  • What three key things do you think are important to consider when evaluating and making judgements about the effectiveness of a flipped classroom approach? Why?

Provide a brief outline and explanation of your answers to the above questions (150 words). Post this to the discussion forum.

Comment on the posts of two fellow students, sharing any reflections prompted by their outlines and explanations.

Rachel Butt

3 Jul 2020 3 Jul at 16:27

Hi

  • did the asynchronous and synchronous component of the flipped classroom approach allow the student to meet the learning outcomes of the session? 
  • did the design and implementation of the blended learning approach allow for integration and convergence of the podcast content/learning activity/classroom element and assessment task?

both these questions relate to the alignment of course objectives with activities and assessment – constructive alignment.  As suggested by Macdonald (2008), learning by doing, to develop lifelong learners by engaging learners, by devising activities which they have to take active part. Thus, designing a teaching method that aligns with the learning activities and learning objectives (Biggs 2003). 

  • did the students feel they were supported through this approach to learning?

whilst research suggests that students feel blended and flipped classrooms offer flexibility (Littlejohn and Pegler 2007), with increased access and convenience, (Stein and Graham 2014), and meet students varied learning styles (Rigby et al 2012). I would like to know if my personal approach/sessions contributed to the students learning and level of support.  Reply Reply to comment (1 likes)

Lifelong learners = so important! Especially in a subject such as yours Rachel, you need your students to take the gained knowledge with them and put it into daily practice. The personal side is very important too – but I can see it as a positive. Digital learning can be impersonal, but having a warm engaging live session with someone like you will help soften the edges of online material. Reply Reply to comment (1 likes) Collapse Sub discussion Dario Faniglione

Dario Faniglione

7 Jul 2020 7 Jul at 7:10

Hi Rachel,

Very good idea to get feedback on the session alignment with learning outcomes, the integration, and tutor support.

Have you thought about how you could “translate” these questions into feedback prompts for your learners? Reply Reply to comment

Collapse Sub discussion Harriet Beesley

Harriet Beesley

4 Jul 2020 4 Jul at 16:15

When evaluating and judging the effectiveness of a flipped classroom approach, the student’s reactions to the material is key. Do they engage? Are they managing to achieve the learning outcomes of the course? Is the technology supporting or hindering their performance? As much as we as tutors do not want to be the “sage on the stage”, we also don’t want the technology to take the limelight away from the learning material itself. 

The accessibility of the learning material needs to be easy, with as few digital complexities as possible. As pointed out in the Cofa Online video last week, “you can’t assume digital literacy”. Videos are a great way of making content more dynamic and easier to digest. 

With all content, it is important to assess it’s relevance against the learning outcomes that the students will need to work towards. This makes me think about how they document their learning and personal development, as this needs to be intuitive for them, but also easy for educators to formatively and summatively assess. I would like to learn about more formats in this context, and how to introduce these into existing courses.

It is important to think about the students on the course – are they full or part time? What other commitments might they have, which they need to fit their learning around? The flipped classroom needs to support students to be flexible in their engagement with the course, so that they don’t feel overwhelmed or intimidated by the challenges set. Reply Reply to comment

Hi Harriet,

All very good points here, with a good mix of curriculum design, implementation, and accessibility/usability areas of evaluation. Reply Reply to comment Collapse Sub discussion Alex Bailey

Alex Bailey

7 Jul 2020 7 Jul at 15:49

  • Hi Harriet, It’s interesting how everyones teaching experiences contrast:  My first consideration or concern with the FC was the technology and students access to the resource. Although slightly perversely, I wanted my students to be a little challenged – enough to be thought provoking by accessing or, more to the point engaging with the digital on line resource for this session. This is because technology plays a major and very significant role in my profession and one of the main LO’s of this FC session is for the students to start seriously engaging with contemporary digital platforms with a view to designing and developing their own web site. Using a web page with links and downloads and  correctly sized reference images and podcast started a subliminal engagement with the students about the importance of a web site it’s function and functionality which in itself is aligned with the next module LO.  This (for want of a better expression… followed through) as a number of my pilot students commented on, and reacted to, the interface for the FC session – a web page with links etc. This bodes well for the target cohort.  Reply Reply to comment

Collapse Sub discussion Dejan Levi

Dejan Levi

6 Jul 2020 6 Jul at 12:11

My initial thoughts would be to focus on the following;

1. Did the students demonstrate successful learning against the session’s objectives?

I guess this is more of a generic evaluation question which can apply to all session types, but it seems like the most important & high-level question to ask.

2. Did the flipped nature of the session enhance the effectiveness or hinder it? If the latter; why and how could it be fixed?

I’m wary of thinking about this as a gimmick which appears desirable simply because it’s modern. So I want to make sure I can evaluate whether the particular flipped method is actually justified or not.

3. Was the session practical from a tutor time perspective (especially regarding resource creation) and what are the implications for future use of the approach within the day-to-day practice?

I already know that creating my resource took a fair bit of time and that careful thought would be needed about what is realistic in my day-to-day practice in the future around repeating these sorts of activities. Reply Reply to comment (1 likes)

Your second question is really insightful – is a flipped approach the most effective for the course content and learning objectives? Needs to be substance over style. And the third question is relevant to all teaching methods – are we being efficient with our time and that of the students?  Reply Reply to comment Collapse Sub discussion Dario Faniglione

Dario Faniglione

7 Jul 2020 7 Jul at 7:15

Hi Dejan,

You make very good points here. While we are now living exceptional times, therefore the answer this query might also be exceptional, I feel it’s really important to evaluate whether the flipped classroom approach has been effective for a particular topic/session when compared to other strategies. Reply Reply to comment (1 likes) Collapse Sub discussion Katie Welch

Katie Welch

8 Jul 2020 8 Jul at 12:21

Great 2nd point there. It’s easy to drink the blended learning Kool-Aid, but we do have to consider that it’s one approach among many, which might not be right for everyone in every situation, despite the positive criticism.  Reply Reply to comment Collapse Sub discussion Mia Tedjosaputro

Mia Tedjosaputro

13 Jul 2020 13 Jul at 11:12

  • Hi Dejan, I am going through Week 6 after I delivered the micro-teach session so I have an experience to contribute to the forum. Absolutely agree on all three points, and in parallel with my first thoughts on my individual opinion on the 3 key things. As a considerably new approach, to me, as facilitators we need to be really sure that the approach improves teaching and learning experience. Otherwise it is not practical. I concur point no 2, as I spent a full day on material creation of the 3 podcasts (totalling 12 minutes) I made for the micro-teach. It was a fruitful experience (and I really like what I produced) with a relatively new software (I used Videoscribe- Sparkol), but thought afterwards it is perhaps better suited for a small chunk of topic rather than new concept in 1.5 hour of lecture. Reply Reply to comment

Collapse Sub discussion Suzanne Strudwick

Suzanne Strudwick

6 Jul 2020 6 Jul at 19:57

Three elements to consider when evaluating the effectiveness of an FC approach is:

1. The flow and organic growth of the class, and the module as a whole. Do the aims, LO’s and assignments flow with the student’s growth from learning into the six forms of assessment knowledge that best demonstrates the aims of the module: procedural knowledge, declarative, metacognitive, quality, contextual and conceptual knowledge.  

2. Will the flipped class make sense in respect to the resource available to the LO’s, the environment where the students will be learning, the time management between sessions, the technology available to students etc. The considerations for the teacher must be for all student learners their learning environments, access to technology etc; and not what is best just for the teacher and minority of students. 

3. The information provided prior to the face to face session must enhance the student’s ability to fully grasp the concepts the teacher is centred on, and lead the student to additional research if the student is inclined. During the face to face session, the opportunity for the concepts to come alive and develop in the mind of the student should be achieved. This should not be a revision of the work already achieved during the students own time. If this happens due to poor planning or a lack of some students prior homework, the danger will be for boredom and poor evaluation of the class.  Reply Reply to comment (2 likes)

  • Hi Suzanne, Very good points here, particularly around the (perceived) value of the live/face-to-face session. I guess this could be explored and evaluated from both learner’s and tutor’s perspectives. Reply Reply to comment (1 likes)

Collapse Sub discussion Toby Carr

Toby Carr

7 Jul 2020 7 Jul at 14:46

Hi All, 

Considering feedback to measure the effectiveness of the FC approach, I would think about the following: 

– What the students have achieved, how does this map to the ILO’s both for the session and any knock on effects for the course (eg. helping with a key bit of understanding or feeding into an assessment task) this could be measured by observing progress through the module and gaining feedback from students.  I was interested in the benefits raised by Katie Gimblar that using a FC should move away from teaching to the middle and support both the high achievers and lower performing students. 

– Levels of engagement with both the online and F2F sessions as a sign of the students motivation and levels of enjoyment as well as how much they see the materials as useful and relevant.  This could also be a measure of how well aligned the activities are and the level of convergence.

–  My/your own teaching practice and how this has changed. Has it freed up time to support students in a better way and use the class time effectively? What impact has it had on my own enjoyment and engagement? Also what are the outcomes in terms of content and materials, can these be reused or adapted? This could also involve feedback from other teaching colleagues. Reply Reply to comment (1 likes)

Enjoyment is so important, isn’t it? I was interested in an online course a while back, and the intro (rather sale-sy) webinar was so, so tedious I lost the will to live. Maybe something to consider – make sure your first one’s a good one! Their enjoyment will impact so much on how we feel we’re doing too…their enjoyment is like a pat on the head for us. Hopefully it motivates them to like us more,  work extra hard, and hand their work in on time.  Reply Reply to comment (2 likes)

Race mentions this – making learning fun is important (although not alwasy possible, depending on the subject matter!). Reply Reply to comment (1 likes) Collapse Sub discussion Angela Coskey

Angela Coskey

25 Jul 2020 25 Jul at 4:34

  • Hi Katie,   I couldn’t agree more. It seems that enjoyment seems to be the make or break of any session.  Whilst it’s not the most important I believe it’s ‘A start to success’.  Onsite discussions are also credited with greater spontaneity, (Jared Stein, 2017)    1. Jared Stein, 2017, Essentials for Blended Learning, pg. 154. Reply Reply to comment

Collapse Sub discussion Nick Raven

Nick Raven

10 Jul 2020 10 Jul at 14:02

Hi Toby, thanks for reminding of the Katie Gimblar notion for supporting the higher and lower performing students and not just the middle. One important aspect, and quite a challenging one I think, is the use of a flipped approach to widen engagement and participation through differentiation. Reply Reply to comment (1 likes) Collapse Sub discussion Mia Tedjosaputro

Mia Tedjosaputro

13 Jul 2020 13 Jul at 11:26

Hi Toby,

I absolutely agree on the level of engagement, motivation and levels of enjoyment. I really hate looking at videos of myself, and decided to make three fun podcasts (Links to an external site.) using Videoscribe- Sparkol for pre-classroom activities. It is really fun (and my participants said they enjoyed watching them) to watch with the whiteboard animation, although it was time consuming to produce. Verbally during the micro-teach session, the F2F participants mentioned that this approach is better instead of a regular teaching approach as it gave them time to prepare. I asked 4 F2F learners and 3 virtual learners to fill in an online questionnaire, providing me feedback on the flipped approach. The flipped elements of the class seemed to be positive, although the simultaneous F2F and virtual approach needed improving. 

Mia Reply Reply to comment (1 likes) Collapse Sub discussion Angela Coskey

Angela Coskey

25 Jul 2020 25 Jul at 4:26

  • Hi Toby, I agree with when you say ‘Levels of engagement with both the online and F2F sessions as a sign of the students motivation ………. and relevant’.  This is very much inline with how I feel could be thrashed out in a pre quiz (Jared Stein, 2017). Reply Reply to comment

Collapse Sub discussion Alex Bailey

Alex Bailey

7 Jul 2020 7 Jul at 16:08

My peers have nailed it already with what I also believe is important, at the end of the day making sure the learners achieve the LO’s seems to be the census of opinion, FC or not, and that the asynchronous and synchronous components are aligned with the LO’s – really they need to be in order for the session to be successful.

The only other key thing that I think is important is the time invested in creating and the quality of the digital resource. I know there can be challenges with that not least the time investment involved. 

The only way to evaluate properly is by: Engagement, feedback and if it translates into tangible learning / acquired skill results.

If? I had time I would have incorporated an interactive online poll at the end of the digital resource for comments and feedback. Something I intend to do with most / all of my digital resources in the future as I develop these assets.  Because the resources are designed in a web page I will be able to make updates to the resources that will immediately be available for the cohort, improvements that the cohort can all benefit from, bit like being the lead learner according to Aaron Sams in his book the ‘Flip your Classroom’. Essentially the cohort will be interacting with the deliverable digital resource and improving it for the benefit of their peers. 

I am also thinking about designing multiple web pages with learning resources that are interrelated and integrated this results in large sections of each module becoming aligned back *& forth which I think is not wholly dissimilar to the way this PGCHE course is deigned in Campus?  Reply Reply to comment (1 likes)

Good point re the poll Alex. I was one of the learner for Nick’s session and we had the live version yesterday. He had a simple quiz/questionnaire following his online resource and I found it really useful for checking understanding. He asked us what our ‘ take-away’ was from the session and then used these to start discussion in the live session. It worked really well so I’m going to steal it for my students next term (sorry Nick!)  Reply Reply to comment

Collapse Sub discussion Joel Ferguson

Joel Ferguson

8 Jul 2020 8 Jul at 10:12

I agree with what seems to be the general consensus: Did students demonstrate the learning outcomes? I think question will always be the most important regardless of strategy you’re using.

However in an effort not to repeat what everyone else has contributed:

Do your asynchronous and synchronous components help support each other and students learning? These two components should feel valuable to students: they should feel the time spent learning online in their own time had value of its own that is separate from, but also supports, the synchronous learning. Otherwise students might think that your asynchronous content is valuable.

Does the asynchronous content make sense on its own without the face-to-face session? I think one of the additional values of a flipped classroom strategy is that students can refer back to the online content after the session to refresh that learning, or engage with it if they have missed it due to circumstance. How can your online content support future learning and re-learning?

These are potentially additional considerations that could go into the planning phase, but I think these items are helpful when considering the potential effectiveness and value to students of future flipped classes you might plan. Reply Reply to comment (1 likes)

  • I like the idea of synchronous and asynchronous communication, and leveraging it to aid in student learning. It’s a concept I had not considered before this module, but it works well Reply Reply to comment

Collapse Sub discussion Katie Welch

Katie Welch

8 Jul 2020 8 Jul at 12:12

1. Ease of engagement: were the materials relevant and appropriate?; Were they good quality, and accessible and suitable for all participants?; What were the barriers preventing better engagement?; Does the online component align with and feed into the face to face activity, so that students can hit the ground running?; Were the right resources provided/available? 

2. Achievement of LOs and beyond: Seems obvious, but probably because it’s fundamental. Is each component of the blended material/activity aligned with the LOs?;  How well did the students achieve them?; Did any of the students not achieve them? If not, why not, and what could be changed to resolve this?; How have the students benefitted overall?; 

3. Was the planning good enough? We can’t be expected to foresee every spanner hurtling towards the works, but was the planning thorough enough to compensate, or to allow enough flexibility at every stage?; What pedagogy supported the plan? Was it insightful? (is that important?)

Can I have 4?

4. Longevity: Is the design robust enough to pervade? Hopefully, if the planning is considered and informed, then it should be infinitely useable, until trends change, that is.  Reply Reply to comment (1 likes)

  • Hi Katie, I think you got a lot more in there than 4! Well thought through and complrehensive coverage. I like your point about longevity, which reminds me of the long-terms issues around information storage and access (software and hardware change so rapidly – it’s hard to access VHS video content now unless it’s been digitised; will the same apply in 10 years time to our online content?). Reply Reply to comment

Collapse Sub discussion Anna Dovey

Anna Dovey

9 Jul 2020 9 Jul at 16:34

1. Were the LO’s logical, clear and met? Did the students have the opportunity to demonstrate that, formatively in any of the sessions?

2. Were the sessions constructively aligned and clearly linked? Was there ‘flow’ between the asynchronous and synchronous elements? Did what was delivered asynchronously and synchronously make sense- was it logical that that content was delivered in that way?

3. Was it accessible and inclusive? Was it made as easy as possible for students to access (given not all students will necesarily have access to or afford some of the software that’s available). Was it engaging without being too ‘gimicky’?

I’ll add a fourth if I may…

4. Was there a ‘social learning’ element to it, particularly given the C-19 situation? Was there opportunity for students to engage with each other to share and discuss ideas?

As Race states, learning is best achieved when it’s ‘fun’ and excites students – using online technology does offer some alternatives for making learning fun. Reply Reply to comment

  • Your first three were the same as mine! I think these are common lessons across learning, in general, and we just need to find the way to best apply them to whatever methods of teaching we are using 🙂 Reply Reply to comment (1 likes)

Collapse Sub discussion Nick Raven

Nick Raven

10 Jul 2020 10 Jul at 14:06

1. Constructive alignment

To consider construction of the learning and alignment to ensure the design of the activities, whether synchronous or asynchronous, in person or student-led, is blended and most appropriate for the intended learning outcomes.

2. Integration and convergence

To ensure that any (and all) range of activities and content, communications and interactions, and environments are holistically considered and that they converge with the intended learning of the design.

3. Flexibility and Motivation

To facilitate flexibility and engagement with student motivation through a student-led, student-focussed and empathic approach to the particular set of learners.

4. (I know!) To, as a teacher, be actively learning and transformatively reflective through practice and collaborative engagement with peers. Reply Reply to comment Collapse Sub discussion Michael Berthaume

Michael Berthaume

11 Jul 2020 11 Jul at 16:13

Three things that I think are important to consider are integration of the learning outcomes, consistency, and differentiation. If your lessons are not in line with your learning outcomes, students will have trouble learning what they need to learn, and understanding why they need to do the work at all. By having your lesson plans in-line with the learning outcomes, this will promote student engagement and improve student learning.

Consistency is also important, as it provides students a framework through which they can effectively learn. By following a set pattern from week to week, within lessons, and/or within courses, students know what to anticipate and can therefore prepare for modules and learn better.

Finally, although differentiation has not been explicitly stated, it has been made apparent that it is important through the lessons we have learned. For example, by providing students with audio podcasts and write ups of what is said in the podcasts, students can choose the platform that works best for them for learning and digesting the information. This type of flexibility maximizes student learning. Reply Reply to comment

  • Hi Michael,  I have not thought much related to consistency, really good point, thanks for pointing it out. Mia Reply Reply to comment

Collapse Sub discussion Mia Tedjosaputro

Mia Tedjosaputro

13 Jul 2020 13 Jul at 10:54

Hi all, I waited until I have delivered the micro-teach class to contribute to Week 6’s activities so it can help  me to reflect on the FC approach. There are what came to mind related to effectiveness of the approach. I usually start with a reflection without looking at peers’ opinion, then I scroll up and go through your thoughts.

  1. Better learning experience from learners’ perspective

Apart from a more efficient way of teaching from the facilitator’s perspective, better utilisation of flipped classroom approach resulting in a better experience for learners.

  1. Achieving the learning outcomes

Effectiveness of the approach can be analysed by how LOs are achieved.

  1. How well the pedagogical elements integrate with other elements of curriculum.

As part of a module and the course. Reply Reply to comment Collapse Sub discussion Chris Esh

Chris Esh

15 Jul 2020 15 Jul at 12:36

As a first time implementing this type of approach i think these are 3 key evaluations: 

1) Student engagement – did they engage in the session, did the group discussion flow easily without too much spoon feeding form me? Were the tasks completed by the students? 

If the students were not engaged and the session was more of a failure than a success then why? The teacher has to evaluate if it was the implementation of the approach by themselves. Was it that the topic did not lend itself to be taught via this approach. Was the content and/or set tasks not appropriate or engaging for the students. Was the approach well defined by you to them, do they understand why this approach is beneficial to them?

2) Student feedback – did the student cohort you have like this approach or was not suited to them as a group. 

When implementing a new approach i think it should be determined by the students if you should continue or not, if they do not see the value in the approach they are unlikely to engage throughout. Plus their feedback may offer you the missing piece that will make your sessions work. 

3) Strengths and limitation of the session – particularly, does what happened in your session align with the teaching literature, if not, why? It’s an obvious one but it is important to understand what you need to keep and continue with and what elements need work or need to be left out of future sessions.   Reply Reply to comment Collapse Sub discussion Angela Coskey

Angela Coskey

25 Jul 2020 25 Jul at 4:17

Q:  What three key things do you think are important to consider when evaluating and making judgements about the effectiveness of a flipped classroom approach? Why?

  1. Did the learners achieve the LO’s of the session?
  2. What support was given to the learners for them to meet the LO’s?
  3. If the learnings did not meet the LO’s what can be changed to improve this going forward?

Overly reliant on student trust

What I’ve learned in a short time is that what a student can do is not quite the same as what the student will do.  I often make the mistake of thinking that what suits me will suit the learners. When handing over the assignment or task to the learners it shouldn’t be a case of just posting the content on the group thinking the students know how to do this and I don’t need to get involved with that.  I think I ought to know when I design the activity what could possibly go wrong and what could possibly go right. I should not be overly reliant on student trust. (Nikos Andriotis, 2018). A pre quiz should be a good way to avoid throwing caution to the wind and get a true sense of what the best way forward should be. Creating small amendments in the design can pay off later on (Jared Stein, 2017).

References:

  1. Yagcioglu, O. (2017). ESSENTIALS FOR BLENDED LEARNING: A STANDARDS-BASED GUİDE – by JARED STEİN AND CHARLES R. GRAHAM – BOOK REVIEW. European Journal of Education Studies. Retrieved 7 25, 2020, from https://oapub.org/edu/index.php/ejes/article/view/776
  2. (Nikos Andriotis, 2018), http://www.efrontlearning.com/blog/author/nikos-andriotis

Reply Reply to comment Collapse Sub discussion Stanley Mbelu

Stanley Mbelu

28 Jul 2020 28 Jul at 11:59

I have to constantly be aware on how engaged are my students with the material they have. This is very important as to be sure that all learning outcome are achieved.

Furthermore, knowing fully well, that they might have network issue, per their place of residence, I have to also ensure that the podcast I produced will not be saved it a way that it will not be difficult for the students to access nor download when the need might arise.

I prepared an overview of the revision session, I also have to ensure that the materials and steps they are to take are clear and easy to follow, since the class that I prepared the FC session with are beginners. Reply Reply to comment

A lot to take away from this forum. general consensus that aside from the standard pedagogical concerns, online presents new challenges:

  • Choosing the tech to use is critical to ensure accessibility and differentiation
  • Choose tech, where possible that suits your subject.
  • Tutors’ time to create resources
  • Mia makes an interesting point around not liking videos of herself – I can empathise with that. However, for me then there’s the whole lip-reading thing… there’s no perfect solution, is there?!
  • LISTEN TO WHAT YOUR LEARNERS ARE TELLING YOU. Take on board their feedback.

Evaluation

Step One: Identify evaluation criteria

  • Reflect on what you have learned about the flipped classroom approach, to identify evaluation criteria

Step Two: Use criteria to make judgements about what is effective or not

  • Identify and clarify what is working well and could be continued
  • Identify and clarify what is not working well and could be improved

Step Three: Plan the way forward

  • Generate ideas for further improvement
  • Evaluate and refine ideas for improvement
  • Develop ideas into specific actions and plans for future improvement

Step One: Identify evaluation criteria

  • Reflect on what you have learned about the flipped classroom approach, to identify evaluation criteria

It is easy to consider only your first impressions, feelings and thoughts about how effective a flipped classroom approach might be. These are still useful, but the evaluation process will help you to produce a more thorough, systematic, rigorous, balanced and hopefully more accurate evaluation.

We know from psychological research in decision-making, that better quality decisions and judgements tend to take into consideration a range of possible options, rather than just immediately settling on the first possible conclusion. So it makes sense to consider a wide range of different things that are deemed important to the design and implementation of flipped classroom and blended learning approaches.

It would also be sensible to consider a range of different things that have claimed to be good practice in supporting student learning more generally, regardless of the particular teaching approach. You have learned a lot from the PGCHE so far, which you can draw on.

Take a moment to review the different topics and learning activities you have done so far. For each of them, ask yourself:

What did I learn that could be relevant for making a judgement about whether a flipped classroom is effective or not?

More specifically, think about what you have learned in EDU710 and EDU720:

  • Introduction to Learning Design
  • Assessment and Feedback
  • Theories of Learning
  • Inclusive Teaching and Learning
  • Embedding Employability, Enterprise and Professional Practice
  • Reflective Teaching Practice and Learning Conversations
  • Flipping the Classroom
  • Designing and Evaluating Podcasts
  • Designing a Flipped Classroom
  • Integrating Online and Face-to-Face Activities

What did you learn in each of these that could be relevant for making a judgement about whether a flipped classroom is effective or not?

Consider all the different learning activities you have done too, for example:

  • Designing, conducting and evaluating micro-teach sessions
  • Learning conversations, observations and giving and receiving peer feedback
  • Discussions in webinars
  • Different discussion forums in different learning topic weeks
  • Designing and evaluating an assessment strategy
  • Evaluating your practice in relation to different learning theories
  • Engaging with different specific sources of scholarship
  • Reviewing and analysing case study examples from different practitioners

Again, what did you learn in each of these that could be relevant when making a judgement about whether a flipped classroom is effective or not?

Please also go back to the earlier discussion forum for your thoughts on evaluation criteria – which may or may not have changed at this stage.

If reviewing these has given you new ideas for the evaluation criteria, make some notes of them.

This exercise is also useful for the upcoming Challenge Activity, where you will generate, share, discuss and perhaps further revise a more extensive evaluation checklist.

Introduction

Step Two: Use criteria to make judgements about what is effective or not

  • Identify and clarify what is working well and could be continued
  • Identify and clarify what is not working well and could be improved

Once you have completed the Step One activity, where you generate a checklist of evaluation criteria, you can then use this checklist to produce a thorough and rigorous evaluation of your flipped classroom approach. What seems specifically to be working well, and what could be further improved?

Reflect / Produce

Draw on a range of sources of information to make and support your critical evaluation against each criteria. For example:

  • Feedback from your learners in your flipped classroom pilot;
  • Feedback from any observers (eg colleagues who observed your pilot);
  • Feedback from other staff colleagues, who may have noticed evidence of any effectiveness or current limitations with your approach (eg when teaching those same learners in other classes);
  • Your own observations, feelings and thoughts prompted by your experience of designing and piloting your flipped classroom approach.

Now ask yourself:

  • What does information from any of these sources suggest, relevant to each of your evaluation criteria, about the potential effectiveness of your approach? What specifically seems to be working well? What specifically does not seem to be working well?
  • Are there any agreements or contradictions between the different sources relevant to each of the criteria? (eg between learner feedback and your own feelings and thoughts as an educator?)
  • If there is a contradiction, which sources and views will you privilege and treat as most valid, and for what reason(s)?

Keep a note of your answers to these questions.

Introduction

Step Three: Plan the way forward

  • Generate ideas for further improvement
  • Evaluate and refine ideas for improvement
  • Develop ideas into specific actions and plans for future improvement

This is the final step of the evaluation process.

The whole point of doing a high quality, thorough evaluation of your flipped classroom approach is to help you maximise the learning from that classroom session, so you can improve and move forward with your next flipped classroom approach design and implementation.

Even if your current flipped classroom approach was a complete disaster, it doesn’t matter. What matters is that you use this opportunity to learn as much as you can – what specifically seemed to work well and thus should be continued, and what specifically did not seem to work well and so could be targeted for improvement.

It’s all very well to reflect on this, but if you don’t go on to do something about it, then it becomes a wasted opportunity. You need to make a clear plan for what you will do in the future, and take action on this plan by having another go at a flipped classroom approach. We don’t require you to do this here in the EDU720 module, but we strongly urge all of you to use the learning you gained here and apply it to your next flipped classroom session, in the near future.

For now, let’s engage in some action planning for the way forward for your flipped classroom approach. This involves generating ideas for further improvement; evaluating and refining those ideas; and finally, developing them into specific actions and plans.

Generate ideas for further improvement

Many of you seem to find this to be the easy part.

Hopefully, assuming you have done a good job in Steps One and Two where you identified a good range of evaluation criteria and used it to judge (evaluate) your approach, you now have a few areas and ideas for where you could make improvements to your current flipped classroom approach. You should also have some ideas about what specifically worked well, which you might want to keep for the next flipped classroom approach.

If you still struggle to address a particular issue you experienced, here are some suggestions for what you could do:

  • Revisit sources of scholarship and/or practitioner accounts and case studies, to see how other practitioners have dealt with similar issues eg in different Digital Resources.
  • Discuss the issue / challenge you experienced with (for example) the learners in your flipped classroom pilot, students, other staff colleagues, PGCHE peers; they might have ideas.
  • Go through Step One again to revisit your evaluation criteria – maybe it was not extensive enough, and you missed important things which might contain answers and ideas for improvement. You can also compare your evaluation criteria with other people’s – perhaps you haven’t yet considered what they are considering? (Don’t worry, the upcoming Challenge Activity will help you with this too.)

2. Evaluate and refine ideas for improvement

In contrast to the previous part, this one is often ignored.

Now you have generated a big wish list of ideas for how to further develop our future flipped classroom approaches, it is time to evaluate and refine it. We need a set of more concrete, realistic and feasible actions that we can actually try out in practice.

So, ask yourself:

  • How practically feasible is this idea for me, in my circumstances and context? Is it within the limitations of my resources and current abilities? If not, how could I adapt this to make it more feasible to achieve?
  • Are there any negative implications for others, for example risks, challenges and unforeseen consequences? (Consider the students, other staff colleagues, the wider institution etc.) If so, what could I do to mitigate against these negative implications, while still improving my flipped classroom approach?
  • Which of these ideas might have the biggest potential impact on the future effectiveness of my approach? Given this, and the fact that we often have very limited time in our working lives to spend on developmental work, which of these ideas and potential actions should I prioritise? Why and when?

3. Develop ideas into specific actions and plans for future improvement

Once you have critically evaluated your ideas and refined them accordingly, you can start translating them into a prioritised set of specific actions to improve your flipped classroom(s). These should be realistic, feasible and potentially achievable. You will also be in a good position to start designing an improved flipped classroom approach, and make clear plans to implement it in the near future.

The purpose of explaining this three-step evaluation process is so you can learn how to produce an ideal high-quality evaluation of a flipped classroom approach (and any new teaching approach), to help with your personal and professional development. It is not just for your Assessment 1 work for this module.

Of course, all this guidance for doing a high-quality evaluation of a new teaching approach might seem a bit daunting, and can require time and effort. But if you are concerned about how much of this directly relates to your EDU720 Assessment 1 submission, then please listen to this podcast:

In folder.

Damn. I had a relevant thought about this in the wee hours of this am and I can’t for the life of me recall it. Something along the lines of: distance learning has been about for decades. Online delivery is just another means – medium – of / for delivering learning. Or was it about accessibility? Ahhh, yes; distance / online learning’s major strength – flexibility- is also a major weakness; it requires greater organisation and discipline from the student than traditional F2F methods, requiring adherence to a timetable that’s planned out for you.

Introduction

Man writing on a piece of paper

Over the last few weeks, you developed your knowledge about flipped classroom and blended learning approaches, and what various people have claimed about this. You developed your understanding of a range of important different things to consider when designing and implementing these approaches. These things can also be useful to consider when evaluating to what extent a particular flipped classroom approach has been effective.

Earlier this week, we asked you to identify, share and discuss just three key things that you thought were important to consider when evaluating a flipped classroom approach.

However, you actually have developed your understanding of a much wider range of these things through different ways. For example: from engaging with sources of scholarship; watching videos; analysing case study examples; discussing different perspectives with your peers and tutors; practice designing and piloting a flipped classroom approach; gathering feedback from learners and observers; giving and receiving peer feedback; reflecting in your CRJ, and so on.

The purpose of this week’s Challenge Activity is to use the three-step evaluation process you have just learned, to help you consolidate, reinforce and articulate what might be important to consider when designing, implementing and evaluating a flipped classroom approach.

It is also to help you open up your thinking to evaluate and make judgments about to what extent a particular flipped classroom approach might seem to be effective (or not). This also helps to identify ways for how you could further develop specific aspects of your next flipped classroom approach. Produce

Using the three-step evaluation process discussed this week, and what you have learned so far about flipped classroom approaches, please do the following:

  • Produce a flipped classroom evaluation checklist of a range of different things you could examine when evaluating and making judgements about the potential effectiveness of a particular flipped classroom approach.
  • Share your evaluation checklist (on the next page), so your peers can learn and give feedback, and so you can do the same for theirs. Critically assess the feedback and use it to improve your checklist further.

There is no need to over-complicate the creation and presentation of your checklist – just make sure you can easily upload it as an attachment, and others can open and read it. For example, create a table like this:

Evaluation CriteriaComments
 
 
                                                                                   

The criteria list is only an example, whatever form the checklist takes, what matters is the content, and that it is presented in a clear, accessible and easy-to-understand way.

The checklist you are producing here is also a tool you can adapt, keep and use in the future. It should also help with your EDU720 Assessment 1 final submission, where you need to write an evaluation of the flipped classroom approach you have been working on over the last few weeks.

Harriet Beesley

5 Jul 2020 5 Jul at 15:32

Attached is my initial evaluation criteria checklist. This is the link to my blogpost covering my process getting to this point and how I will be approaching my evaluation of the flipped classroom. https://beesleyferguson.wixsite.com/pgche/post/week-6-evaluating-a-flipped-classroom-design (Links to an external site.)

I will be running my live session on Thursday, and then will be asking these questions of the students:

  • Did you find the content useful and engaging? If not, why?
  • How engaging did you find the pre-session video tutorials? Were they thorough enough, or too long?
  • What content do you feel was missing?
  • Did you enjoy the live session? Was it interesting? 
  • Do you feel like you have learnt new skills?

What questions can I ask my module leader (who will be joining the session)?

  • Do you think the content was an efficient use of the webinar?
  • Does the session support the students’ learning outcomes?
  • What would you change if you were to run the session?

Once I have the results of these questions and my own reflections of the session, I will be able to start answering step three: planning the way forward. I will think about how I could refine and change the session to make it more engaging, making sure it answers the key LOs of the module.FC evaluation checklist Harriet .pdf Reply Reply to comment (1 likes)

Hello Harriet,

Nice touch with your blog, I like it!

Interesting questions, and I believe they are useful as you covered almost all areas.

In your evaluation criteria, you asked this question ”Does the flipped classroom design answer the appropriate learning outcomes? ”

I find that question very interesting, but at this same time a bit daunting, mostly because from my experience with the pilot I had with the students, the answer to that will mostly be known to you once you have received their response to your questions. 

Have a good week!

Stan Reply Reply to comment Collapse Sub discussion Anna Dovey

Anna Dovey

10 Jul 2020 10 Jul at 11:57

Collapse Sub discussion Stanley Mbelu

Stanley Mbelu

6 Jul 2020 6 Jul at 15:39

Having had my pilot session with my students, I now have a bit more overview of how to keep improving my flipped classroom. As have earlier stated, I divided my podcast in 2 as to give the students space to follow the content.

Like every evaluation form out there, this process provides me with the opportunity to re-evaluate my approach and improve on the short comings.

Furthermore, by the responses provided by my students with the questions below, it gives me a more in-depth view on the process…

  • How effective is the recorded material (podcast) towards your understanding of the overview summary provided?
  • How relevant was this podcast towards your revision of the entire materials taught during the previous Moodle?
  • Was the audio and sound clear enough?
  • Was the visuals clear enough?
  • How engaging was this podcast for you?
  • Would you recommend this podcast approach to be used for future students?
  • What areas of improvement would you like to see, when it comes to a similar podcast in the future?
  • Please rate this podcast.
  • Is there anything that has developed your thinking regarding the potential effectiveness of your own flipped classroom approach?

Definitely, this whole process has further giving me a more creative avenue that I can use to design my class, while working on achieving the learning outcome. 

Kindly find attached a copy of the evaluation checklist (still a work in progress)a Flipped Classroom Evaluation Checklist.pdf Reply Reply to comment Collapse Sub discussion Suzanne Strudwick

Suzanne Strudwick

7 Jul 2020 7 Jul at 16:21

Here is my flipped classroom evaluation checklist. I must admit, I am a little confused, is the purpose for this form to share with the learners to receive feedback, or is it a tool we can use to make sure we are converging with our lesson design, LO and Aims? I may have done this completely wrong and used the form to send to my learners for feedback?

When I read through my peer’s forms, their questions suggest both questions they would ask themselves in designing and making sure convergence in the design of the FC; and also for the learners to offer comments on how they perceived the session.

How effective is the material (podcast) towards achieving the learning objective?

This question is for both learners and instructor? 

Are the tasks achievable and realistic in the allocated time?

Another question that is both valuable information and can be applied for both learners and instructor. 

I used all the posted forms so far to construct the questions on my form, I found them very informative and applicable to my FC approach. The time management question (above) is especially important for my approach because the LO take aim at having the students apply the new skills into their own performance. This requires time for me to demonstrate (videos) and then time during the F2F session to make the adjustments themselves. The feedback they receive from me is vital for them to respond and adapt to the new skills and implement. Flipped Classroom Evaluation Questionnaire.docx Reply Reply to comment Collapse Sub discussion Alex Bailey

Alex Bailey

8 Jul 2020 8 Jul at 13:34

I feel I have come up with some good and important questions to ask for my evaluation, but it is all very much work in progress at the moment as I am trying to keep up with the reading, the quite complex advice for the evaluation and assessment which needs digesting and trying to reflect on it all in order to contextualise into valuable evaluation questions.

So these questions below are a ‘bit of the cuff’ but a long the right lines.

Ideally I wanted to do a live group critique on my FC session with students and colleagues, get some debate going from my questions, that is something I am going to look toward adding into my own evaluation as something I will do in the future and improvement. 

For my students.

  • Did the podcast prepare you for the assignment?
  • Did engagement with the interface used to deliver this session encourage you to explore the potential of on line platforms for commercial & visual representation? (This was a subliminal LO).
  • Where the example links relevant and inspirational to the assignment?
  • Did you engage with or intend to engage with the recommended reading?
  • Did the importance of critical reflection make an impact on you?
  • Did you download the transcript or will you?

For my colleagues.

  • Where the LO’s and the assignment brief aligned.
  • Did the synchronous and synchronous elements of this session compliment each other in achieving the LO’s.
  • Did this FC session feed backwards to acquired skills and forward in preparing the learner for future skill acquisition?

Reply Reply to comment Collapse Sub discussion Rachel Butt

Rachel Butt

9 Jul 2020 9 Jul at 17:39

Hi

please see attached evaluation form i used with my students

overall feedback was very positive

students liked the podcast and felt the informal approach was appropriate and engaging and introduced the session well. The links were not clear and therefore I need to think of a better IT solution for this, this was really good feedback and will definitely develop my skills further.

interestingly, students felt they would have preferred a quiz that i designed instead of an online one because they felt I would be able to be more specific to the learning outcomes of the session.  although they did find it useful to embed knowledge. The video was not successful and whilst i thought it may lighten the mood and subject, most students found it annoying and unnecessary.

The pre class task, where the students were paired up to find out pathologies about a particular organ to feedback in the class, was seen as very useful by all.  It helped focus the student and made them accountable for their own learning and that of others. 

All students would like more flipped classroom sessions and felt this should be an integral part of HE.

lots to reflect on and use for my assignment

Rachel Evaluation Criteria.docx – flipped class approach.docx Reply Reply to comment (1 likes) Collapse Sub discussion Anna Dovey

Anna Dovey

10 Jul 2020 10 Jul at 12:11

My evaluation form (and a couple of notes as I went along). I’ve had to include it in the body as Canvas is telling me I’ve run out of storage?

I’ve created and shared a Google form survey to ask students a variety of questions, but I’ve receied some (very nice) feedback already.

One minor technical point – I used the same background for all 3 videos. With hindsight, in the future I’d use different backgrounds as it would help students to differentiate between the videos on Youtube easily.

I found the lack of an ‘audience’ quite disconcerting; there’s not the energy I normally get from a room full of students, and I miss being able to pick up on the NVC’s, which can help to identify issues with how I’ve explained a topic or a word I’ve used.

I can see where – espeically now – this can be useful; students can play back as often as they want, and engage with the material at a time that suits them, which improves inclusivity and allows students to study when they are most ‘awake’ which varies significantly from person to person.

Evaluation CriteriaComments
Were the LO’s clearly stated? 
Were the LO’s met? 
Were the sessions constructively aligned with the rest of the course, the LO’s and each other? Did they ‘flow’, were links clear and logical? 
Were the sessions technologically accessible? 
Were the sessions inclusive (language, concepts, use of tech to enable a large a proportion of students to engage as possible)? 
Were there opportunities for students to socially engage with each other, to share ideas and discuss topics? 
Was the content engaging? 
Is the content easily re-usable? 
How is formative assessment carried out (if any)? Do these align with LO’s? 
How do the sessions contribute towards summative assessment (if any)? Is that made clear to the students from the outset? 
Was the creation of the sessions (time, resources required etc.) reasonable for the delivery of that topic and the student numbers? 
 Regardless of the value of modern tech in **facilitating** teaching, the single most valuable resource here is still the teacher; they are the ones creating the FC etc. and using their expertise to lead and guide students to higher learning…
 USE FEEEDBACK TO IMPROVE / DEVELOP FOR FUTURE SESSIONS – highlight to existing students that their feedback will benefit their peers.

Reply Reply to comment Collapse Sub discussion Michael Berthaume

Michael Berthaume

11 Jul 2020 11 Jul at 17:30

I am attaching two files here: one is the actual evaluation form I used, and the second is the table we were asked to produce. There is not a one-to-one connection between these documents: instead, the evaluation I provided to my students gains general information, and then I can reflect on it to address the evaluation criteria.

Answers to questions below

  • What do you think is good about their current flipped classroom evaluation checklist, and why?

I think my classmates have addressed some of the issues I see as being important towards the FC (achieving LOs and engagement), and they have also considered factors I have no seen as important. I think this is good, as it shows the evaluations are tailored for each purpose, and not general checklists.

  • Are there any other things they could add to their checklist that you think might be important and useful to consider? For example, anything you have learned through your engagement with sources of scholarship or practitioner discussions?

Unless I go person by person, this is difficult to address. But as I implied in the previous answer, yes, but the things ignored might not be important in their classrooms.

  • Is there anything that you could now add to your own evaluation checklist, that has been prompted from reviewing their list?

I cheated and already altered my checklist after reviewing theirs!

  • Is there anything that has developed your thinking regarding the potential effectiveness of your own flipped classroom approach?

Yes, of course. I have been mostly thinking about better integration of my FC into the module, as a whole.Week 6 Evaluation Criteria.docx Reply Reply to comment

Collapse Sub discussion Dario Faniglione

Dario Faniglione

12 Jul 2020 12 Jul at 23:07

Tutor summary

Hi all,

Thanks for contributing to this discussion.

Looking at your checklists, there seems to be a good emphasis on gaining the student view in relation to evaluation topics. Several themes for evaluation points emerged on the board, I have listed these below for future reference:

Learners’ progression and achievementThis is probably a key question of whether the FC approach has actually helped with student progression and achievement, against the module/session learning outcomes. It might happen that sometimes, whilst students may like and believe that a flipped approach was successful, teachers can have a different view. 

Learners’ engagement and self-directionSome of you are keen to explicitly or implicitly find out how your session is helping your students are doing in taking ownership of their own learning. 
This dimension could be evaluated by looking at learner’s engagement with the online activities and the quality of their contributions to the face-to-face/live session.

Obviously, learners’ engagement is one of the key aspects to measure the effectiveness of a FC session. Questions you might probably want to explore here are ‘if and why should learners engage asynchronously in additional work resources as directed’? As discussed throughout the week, most people here agree that students needed to be carefully prepared for what might be something of a ‘culture shock’ to them in terms of what might be a very different way of delivering the curriculum. Perhaps, exploring this aspect might bring good insights into further implementations. 

Perceived quality/usefulness of webcast A few of you are keen to know what your learners make of the webcast you have recorded, and perhaps this could be improved beyond the scope of the pilot.
It’s definitely a valuable area of feedback, although it might be worth trying to go past the more technical and aesthetic questions and focus on evaluating the value of the content delivery through the webcast.

Live session

Good to see that some of you have decided to specifically evaluate the live session, as this is possibly the key difference of the FC over a more traditional delivery. Perhaps it’s worth concentrating on questions around the effectiveness of the synchronous learning activities and the increased time and focus in practicing/applying concepts.

What do we think and feel?It is of course important to ask your learners what they like, how they think it has gone but we should not forget to ask ourselves what we think of it. What have we observed? Have we asked any of our colleagues to make observations and provide feedback? This is also important as there is always going to be the possibility that students will like something for reasons that may not be as closely connected to the need to demonstrate the learning outcomes, and indeed personal development, as we would like. Learning through flipping is hard work for one thing and students don’t always, or at least some won’t, want to work that hard if it can be avoided. As teachers, I would say that if we believe that an approach is worth it then we need to be careful not to always be too easily swayed by student comments or opinions. Reply Reply to comment Collapse Sub discussion Mia Tedjosaputro

Mia Tedjosaputro

13 Jul 2020 13 Jul at 14:01

I just had my demo class on Saturday the 11th, and just went through Week 6 material today.  Information related to the pre-classroom and hybrid (F2F and virtual) classroom can be found here: https://miatedjosaputro.com/2020/07/08/introduction-to-parametric-design/ (Links to an external site.)

I have uploaded the recorded session too.

Attached please find my evaluation checklist. It consists of two broad categories:

1. For learners, which I communicated through a survey at the end of the classroom

2. My own reflection, from perspective of a facilitator.

From these two broad categories, I mapped out my evaluation criteria based on the 12 questions. Adapted from Dario’s summary and personal observations, I will be pursuing these three evaluation criteria:

Criteria 1: Perceived quality overall/ consistency

Criteria 2: Learners’ progression and achievement

Criteria 3: Learners’ engagement and self-directionMia_FC Checklist.pdf Reply Reply to comment Collapse Sub discussion Angela Coskey

Angela Coskey

25 Jul 2020 25 Jul at 8:33

  1. What do you think is good about their current flipped classroom evaluation checklist, and why? The learners enjoyed the flipped classroom.
  2. Are there any other things they could add to their checklist that you think might be important and useful to consider? For example, anything you have learned through your engagement with sources of scholarship or practitioner discussions? I would try to find out more about what the learners really thought of the session and how I would get that out of them.
  3. Is there anything that you could now add to your own evaluation checklist, that has been prompted from reviewing their list? I would add something that would highlight a learners unpreparedness and how that affects the other learners in the group.
  4. Is there anything that has developed your thinking regarding the potential effectiveness of your own flipped classroom approach? Yes, I would try to do more in terms of lesson design based on a pre class quiz. Although the outcomes were inline with the LO’s I thought that it could have been better if I had put in more examples of what I wanted to see.  

Lesson Review on Learners Feedback Angela.docx Reply Reply to comment

For ongoing weekly reflection of your learning, and to help with your work for the final Assessment 2: Reflective Blog submission at the end of the module, please produce this week’s reflection for your Critical Reflective Journal (CRJ).

Spend a few moments looking back at your own and your peers’ contributions to this week’s forums. Also, look over your notes from materials you have read this week, and any further reading and independent research.

Consider what you have learned this week about evaluating blended learning approaches.

Check the learning outcomes for this week (Week 6: Introduction) to consider your level of achievement of these:

  • To what extent do you think you have achieved each of the learning outcomes for Week 6? If you think there is room for you to achieve these more fully, how could you do that?
  • What have you learned this week regarding the evaluation of flipped classrooms to support student learning? For example, your own and those of your colleagues?
  • What does all this suggest about the ways you and your colleagues are currently supporting your students learning, in your own practice and teaching context? What does it suggest that is currently good about this, and about how it could be further developed in the future?
  • How has your understanding of how to use a flipped classroom approach changed from doing this week’s topic and activities?
  • How did you learn this?
  • What supported your learning?
  • What has challenged you?
  • What has surprised you?
  • How does this relate to what has been proposed in different sources of scholarship you have read recently? Which specific sources and what specific claims in those does this relate to?

Now write your reflections for this week in your CRJ.

As explained before, although what you actually write in your CRJ weekly activities is not going to be directly assessed, it will still support your EDU720 Assessment 2: Reflective Blog work. 

When formulating your weekly reflections in your CRJ, keep in mind Assessment 2’s Learning Outcomes (LO1, LO6 & LO7) and Assessment Criteria. It’s optional to apply them to your CRJ entries, but it’s a good idea to practise demonstrating these in what your write, as you will need to do this for your EDU720 Assessment 2: Reflective Blog.

Remember, there is more helpful guidance, and questions in the EDU720 Assessment 2 Additional Guidance document.

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