EDU720 week 2 Flipping the Classroom

Posted byahdoveyPosted inUncategorized

Summary & Learning Outcomes

Last week we introduced you to the EDU720 module. We talked about what we mean by ‘developing flexible learning environments’ ie via making effective use of blended and / or online approaches in our teaching and learning practice. We asked you to share your experiences of the constraints and benefits offered by online learning, and to familiarise yourself with the overall shape and key aspects of this module. We introduced reflective blogging as a learning and assessment method, explaining how this relates to your Critical Reflective Journal (CRJ) and Assessment 2: Reflective Blog (50%). We also asked you to complete, share and evaluate a practice summary reflection to help you with your work for Assessment 2, and to produce weekly reflections for your CRJ.

Now, we are going to focus on different blended learning approaches to developing flexible learning environments, starting with the ‘flipped classroom’ approach. We will continue to explore other approaches for the first half of this module, and this will help you develop your work for your other summative assessment, Assessment 1: Design, implementation and evaluation of a blended or online learning approach (50%). The Assessment 1 brief will be shared with you and you will start engaging with it from next week.

This week, you will share and discuss any previous experiences you have had of blended learning and / or ‘flipped classroom’ approaches, as student or educator. Then you will engage with information about ‘flipped classroom’ approaches to teaching and learning. Then you will apply what you have learnt about this to generate, share, discuss and evaluate your own ideas for flipping the classroom in your own teaching contexts. You will then be reflecting on your learning from this week’s activities, identifying key learning points for your ongoing professional development and producing a weekly blog entry for your CRJ. There will also be some further reading for you to explore in Digital Resources and an opportunity to attend the usual weekly webinar.

By the end of this week’s learning activities, you should aim to be able to:

  • Share and discuss with fellow practitioners your previous experiences of blended learning and/or ‘flipped classroom’ approaches, as student and/or educator.
  •  Apply information about the ‘flipped classroom’ approach to generate, share, discuss and evaluate ideas and plans for flipping the classroom in your own teaching contexts.
  • Produce critical reflection on what and how you have learned online this week, identifying potential implications for you and your colleagues’ current and future practice of supporting student learning, in your local teaching contexts.

Reflect / Discuss

As we are going to explore this week, the ‘flipped classroom’ is one example of a blended learning approach. Reflect on your previous experiences of ‘flipped classroom’ or other blended learning approaches, as student and / or educator, and share and discuss your examples with your PGCHE colleagues.

  • What previous experiences have you had of ‘flipped classroom’ or other blended learning approaches, as educator and / or student?
  • How was the students’ learning supported by this approach?

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. Search entries or author Filtre replies by unread     Write a reply… Reply to Week 2: Forum – What are your experiences of ‘flipped classroom’ and other blended learning approaches?

I had to google the flipped classroom approach as it wasn’t a term I was familiar with. This video, though describing high school level education, helped clear it up for me: What Is Flipped Learning? (Links to an external site.)

I would say that the majority of the first module of this course would be classified as flipped classroom – we consume the learning material during the week and then discuss and question it during the Friday webinar. On the graphic design MA I am now a tutor of structures it’s learning in a similar fashion, with content during the week and then a webinar. The learning material comes in various forms – video, online and book references, plus questions and a weekly workshop challenge, the output of which is normally some form of design. In the past, I have produced video lectures for the course, which are now used every time the course is repeated. The canvas platform guides the students through the given material, then gives them their weekly challenge, which they need to research and develop independently. They can share ideas and interact with their peers and myself during the week to help them refine their design concept, then we use a portion of the webinar to discuss their work.

This approach helps the students discover areas of design they won’t have scrutinised before, and with the input of their peers and myself they can be inspired even further. This is a design course, so it is practical, but as it is an MA is must be supported by the academic. The majority of the students have jobs, families and other commitments so that is taken into account when writing the content and briefs. But by having the course online it allows for flexibility of how and when the students complete the tasks.

I hope to copy Dario’s workshop webinar from the end of the last module, as I thought it was a very positive way of helping the students solidify the learning from the week, keeping their learning active rather than passive. Reply Reply to comment (1 likes)

Hi Harriet, 

thank you for posting the video on flipped classes, that helped a lot. I have a version of what I thought the concept looked like, but this really helped understand it better.  As you say, we are involved in a version of this learning environment now during this course, I enjoy the flexibility and interaction on the discussion boards which really help me understand aspects of the class that I’m having a harder time conceptualizing. The end of the week webinars then solidifies the weekly activities and theories we have been working on.  Reply Reply to comment Collapse Sub discussion David A Paton

David A Paton

8 Jun 2020 8 Jun at 14:00

Thanks for posting this H, brings some nice perspectives to what flipped classroom is…  Reply Reply to comment (1 likes) Collapse Sub discussion Dario Faniglione

Dario Faniglione

11 Jun 2020 11 Jun at 7:48

Hi Harriet,

All very good points and I agree that the framework used in this course (which we will explore in the second part of the module)  has elements of the flipped classroom approach.

However, it’s important to note that this programme (as other Falmouth Flexible courses) has been designed for the fully online delivery. Therefore the synchronous component (i.e. the webinar) is generally kept informal and used for gathering feedback and queries for participants (also because it’s classed as recommended but not compulsory activity!).
In a blended environment, the face-to-face component of a flipped classroom implementation is/should be more structured and includes learning activities that are strongly linked with the content introduced online and online learning activities.   Reply Reply to comment Collapse Sub discussion Rachel Butt

Rachel Butt

12 Jun 2020 12 Jun at 10:31

Collapse Sub discussion Suzanne Strudwick

Suzanne Strudwick

7 Jun 2020 7 Jun at 11:05

My experience with teaching a blended classroom has been very limited. I post a video of the new skill we will be learning during the week, students then have to watch it, post questions they may have before the next class and then we learn the new still during class. What I found is for the students to have a small familiarity and visual concept of the new skill prior to the practical learning of the skill. 

Having the advantage of providing a visual learning tool offers the students of all skill levels the opportunity in developing their own key processes and understanding of the new skill prior to the next class. This version of my blended class is as I stated, very limited and simple use of online tools. 

My own experience as a learner is very much different. I completed my MSc. in Sports Coaching whole online using Blackboard as the LMS. There was a combination of video lectures, discussion boards, face to face via video conferences and email. I enjoyed mostly the discussion boards and interaction this provided with fellow students.   Reply Reply to comment

I think using tools like videos is very effective, especially for visual learners. I also like to use short videos in the classroom to break up the lecture! Reply Reply to comment (1 likes) Collapse Sub discussion Dario Faniglione

Dario Faniglione

11 Jun 2020 11 Jun at 7:51

  • Hi Suzanne, This is a good starting point. Perhaps, it might be worth considering how you could build on this experience to design a flipped classroom plan that includes further integration between online and face-to-face activities.  Reply Reply to comment

Collapse Sub discussion Alex Bailey

Alex Bailey

7 Jun 2020 7 Jun at 13:25

Harriett 

Thanks V. much for sourcing that video, very helpful indeed.

Alex  Reply Reply to comment Collapse Sub discussion Alex Bailey

Alex Bailey

7 Jun 2020 7 Jun at 13:59

By pure definition I haven’t had any direct experience of a ‘flipped classroom’ as such but I have begun to incorporate blended learning into my teaching practice. For example I have recently been supporting students with their portfolio development.

I work in the classroom in a one to one or small teaching group researching and discussing image presentation for portfolios, looking at sample web sites etc. Then I work on line with individual students as there web site becomes more formulated and tangible.

Eventually it becomes a portfolio review that I do all virtually, by firstly asking the student to submit a 500 word written, or can be audio recorded, synopsis of their visual ambitions and a link to their web site. I prefer it if the 500 words is written as this can help them to formulate a mission statement or an about me section on their web site we then connect on a 20 minute video conference to discuss and talk specifics of design and content we share a screen with their web site. Reply Reply to comment

Hi Alex,

one tool that sounds like it might be useful in your case is Flipgrid- I did a bit of temp work at the Uni of Nottingham (Ningbo, China) and this is something they use. Basically it seems to be incorporated into Moodle there but I think you can register anyway at flipgrid.com. It’s a platform for students to host  <5 minute videos and a forum for the tutor/ other students to reply. Possibly a way to include more students into your tutorial scenario?

Mia Reply Reply to comment (1 likes)

Collapse Sub discussion Dario Faniglione

Dario Faniglione

11 Jun 2020 11 Jun at 8:00

  • Hi Alex, It will be good to see if you find a way to use the flipped classroom approach to enhance some aspects of your delivery. Perhaps, considering learners engaging with relevant content before writing their synopsis?  Reply Reply to comment (1 likes)

Collapse Sub discussion David A Paton

David A Paton

8 Jun 2020 8 Jun at 14:17

I don’t have any direct experience of this process either as teacher. It makes me think about the Online Mandatory Training that we have to do at Falmouth Uni… and how it makes me want to scream. It’s just horrible. It isn’t blended learning as such, but what it is is a series of information sections that are kind of interactive, and then an intermittent series of tests about the content you’ve just (not) engaged with. This is the worst from of online learning that hosts such a disregard for life… sorry, I mean information transfer! I hope I am not offending anyone here, and I guess it is the content that is so uninspiring.

Anyway, my main creative experience so far is in the delivery of an online lecture to Plymouth College of Arts. This was a very positive experience, and one that I can reflect on and also build upon as a methodology for the future. here, I guess it will be about how recorded and live online content can synthesise to support student learning. I wonder how we can utilise the students’ ability to innovate and challenge online T&L as a learning process in and of itself, so not only might they respond to a task and produce assessable outputs, but develop new ways to present outputs through different platforms to suit their work. 

I  Reply Reply to comment

Hi David,

Agreed, a lot of interactive, “toolkit” type content is pretty dry and soul-destroying. I do feel that videos of actual people are much more engaging, either live or recorded.

Mia Reply Reply to comment (1 likes) Collapse Sub discussion Dejan Levi

Dejan Levi

12 Jun 2020 12 Jun at 11:22

Hi David,

Your first paragraph made me laugh, I think we’ve all experienced this at some point – uninspiring content taught via poor course design. It’s not a good mix! In a way I think it’s useful now that we’ve had such experiences because we know exactly the feelings (i.e. wanting to scream) we want to avoid provoking in our own students!

I guess I’m putting some sort of positive spin on it – these frustrating learning experiences can help us learn what NOT to do. Reply Reply to comment (3 likes) Collapse Sub discussion Anna Dovey

Anna Dovey

15 Jun 2020 15 Jun at 18:20

Collapse Sub discussion Mia Tedjosaputro

Mia Tedjosaputro

9 Jun 2020 9 Jun at 3:30

I actually have very limited experience of flipped classrooms, so I had to reflect a little to see what might qualify. Since the one of the goals of flipped learning is to encourage learner autonomy and thereby empower learners to take control of their own learning, then the peer feedback tasks I set my learners probably qualify. As others have noted, as a learner, this is a similar concept to what we practiced in module 1 of this course. In the case of my students, they were supported by me providing feedback proformas and moderating their work. The benefit I envisaged when designing this exercise was that students would incidentally reflect on their own work as they analysed the feedback criteria for their peers, and in the majority of cases, this appears to be what happened. Another example is the forum posts that my students were required to compose, giving feedback on at least two of their classmates- similar to module 1 of this PGCHE, again. The main goal for me was to monitor engagement, but the learning outcomes again were to demonstrate critical reflection and analysis. Reply Reply to comment Collapse Sub discussion Nick Raven

Nick Raven

9 Jun 2020 9 Jun at 16:45

I have little experience of blended learning nor a flipped classroom. And like some of the others here I had to research to find examples and to understand it. However, as I come to better understand the concept I think most of us possibly apply some level of a flipped classroom. And we may already blend various learning activities, across lectures, workshops, seminars, one-to-one sessions etc. to assimilate real-world scenarios and embed enterprise for students of our subject areas (Owens and Tibby, 2014). Appreciating the nature of an online environment and assimilating this for supporting blended learning will be where this is, for me anyway, really new. A major impact for me in the last assessment task was a conceptually orientated move away from summative assessment tasks to formative assessment tasks. This was for a number of reasons, but in the main came from the appreciation of creating a ‘learning dialogue’ between teacher and student, inspired by timely feedback and the idea of a feedback dialogue (Bloxham and Boyd, 2007 and Carless et al, 2006). A learning dialogue supports inclusivity and diversity, critical reflection and feedback (tutor, peer and self) and enables constructive scaffold learning (Bruner, 1960, 1966). The creation of a learning dialogue, through facilitated learning activities and experiences would be extremely valuable in blended and flipped classroom environments conducive to innovation through collaborative modes of practice and a student-centred approach (Fry et al, 2015). But, I appreciate we must be mindful of particular learner’s perspectives and experience of the learning and its context (Prosser and Trigwell, 1999 cited in Bloxham and Boyd, 2007) to ensure the learning activity is appropriate and engaging. Reply Reply to comment Collapse Sub discussion Katie Welch

Katie Welch

9 Jun 2020 9 Jun at 16:55

I inherited a flipped, 13 week module from a predecessor which, I’ve since learned, she ‘cobbled together in a weekend’. I think this, coupled with my inexperience meant it didn’t really work. 

Equal ops meant we had to provide timetabled time and space for the students to watch the videos, just in case they hadn’t been able to independently. This ended up being the hour in which we were meant to discuss, in greater depth, the material. Now, perhaps it was the cohort (who are notoriously passive), or perhaps it was the quality of the videos (very, very dry) or perhaps it was my lack of understanding, if I’m honest, about how it was meant to work (significant), but the students didn’t respond well. A third watched the first week, fewer the second week, until noone was watching at all by the end of the module. Rather, they all turned up to the ’emergency hour’ and watched it as if it were a lecture. I pressed play for an hour. It was excruciating, and weird for everyone involved. Then into 2 x 4 hour workshops, where we did all the questioning and activities. 

However, my colleague has immense success with this approach and I’m keen to try again…just as well, haha!  Reply Reply to comment

  • Ha, this sounds like a memorable semester Katie, perhaps for the wrong reasons! I think there’s an important point though about co-operative/willing students. For flipped classrooms to work, they need to be ‘trained’ in this new approach which some won’t have experienced much before.  I think it can work well if entire departments adopt such practices so students get used to them through their studies, but it can be hard to implement for a one-off on a single module. You’d spend so much time just getting them used to it that it wouldn’t feel worth it if it was then over very quickly. Reply Reply to comment

Collapse Sub discussion Toby Carr

Toby Carr

9 Jun 2020 9 Jun at 21:46

Thanks for the video, I too have had to look it up to clarify to myself what it is. To make use of some of the books I’ve now bought (and to engage with pedagogical scholarship of course) I thought I would have a look …

In the glossary section of ‘A Handbook for teaching and Learning in Higher Education’ The Flipped Lecture is described as ‘ Lectures that are premised on the understanding that students have done all the preparation (e.g. reading, group work, question formulation, watched screencast lecture) beforehand, so that they come to the timetabled (lecture) session prepared to enter into interactive work around the preparatory work. The lecturer then focuses on the learning process and the areas where students need more help or testing understanding’ (Fry et al, 2015) 

Reflecting on my own experience, I have very little! Mainly from this course and from teaching delivery towards the end of SB2 this year where we moved things online.  I reviewed all the remaining ‘content’ to be introduced and the learning outcomes to decide which things were absolutely necessary or best to do in person or face to face so we could prioritise these. We then moved what we could online.  With a bit more time to think about it, I spent last week going though all our course modules and asking this question at the start of a planing exercise for next term. I have borrowed a lot from the structure of this course in terms of setting exercises in advance of discussions, selected reading, considering using podcasts, videos etc. I can see how this all clears time to make the most of the interaction time we have with learners. 

My other experience is possibly through skills based kayak coaching on the sea, once you’ve got everybody kitted up and on the water, you often want to make the most of that time in a dynamic environment rather than spending too long talking about it. (time and tide waits for no-one) As a result, you may direct people towards reading or online resources beforehand to avoid lengthy discussions on theory on the water (people get cold and eventually hypothermic/severely disengaged)  Not quite the same obviously.  In terms of students, I think it means they have a real lived experience which they test their understanding and can reflect on afterwards. Reply Reply to comment

Hey Toby, Thanks for this, it prompted me to take a look at A Handbook for teaching and Learning in Higher Education, although I have an earlier edition which might not include later, more up to date information! Valuable nonetheless… I really like the idea that ‘…there is no one way to “do” e-learning. It is not something you “deliver”. Rather, it is something you enable your students to do.’ (Fry et al, 2009: 86.) And in terms of assessment, questioning how the e-learning can be best integrated into the assessment and feedback design to facilitate student engagement is really important. I also love the term ‘generic web-harvested content’ (Fry et al, 2009: 96); I think we all have probably done that!! How we can integrate and embed opportunities for a blended approach, with methods of a flipped classroom, that will support and enhance learning is going to be really important. And the kayak model is a great metaphor for the application of this! Reply Reply to comment (1 likes)

    • Yes, interesting thoughts both… and continuing the thought around A&F in e-learning,  the digital environment will be contextualised with the content of the material to some extent, and that perhaps its aesthetic and interactive capabilities form a methodological approach to facilitate the learning and knowledge exchange. The challenge is for universities and departments to fine tune digital platforms to the discipline, and to not simply rely on the corporate and generalised offerings. This will in turn further promote the enabling of students to respond intuitively and creatively to the content of the flipped classroom (or other) e-learning platform. Reply Reply to comment

Collapse Sub discussion Michael Berthaume

Michael Berthaume

10 Jun 2020 10 Jun at 18:17

Like some of the other students, I also had to google what flipped classroom was, as I had not heard of this expression before. I watched a video online and it helped me understand. I then watched a video describing what the difference was between flipped and blended learning, as it was up next on the que and I found it quite useful, as it described the flipped classroom as a type of blended learning.

I have not had any experience with a flipped classroom, but have had blended learning since I first went to undergrad in 2006. I believe this was around the start of the time Blackboard and Moodle were being used in the US, as professors didn’t seem to have a firm understanding with how to deal with them, and many didn’t use them at all. Throughout my undergraduate career they were used in more and more modules, and I found the virtual learning environment to be useful, when used correctly.

I now use the Virtual Learning Environment and Moodle in my modules, and also integrate things like YouTube videos into my teaching. I do this to try and allow students to learn on their own time, and make the process of learning more interesting to them. For example, when discussing failure analysis, I showed videos of football (soccer) players having unfortunate landings, leading to their tibiae breaking (note: I warned the students this would be what was happening in the videos ahead of time so they could avert their eyes if desired). I then went through the equations estimating the force/torque that would be needed for the bone to break in this manner, using the concepts and equations we covered that day in class. I hope this helps them remember the lesson! Reply Reply to comment Collapse Sub discussion Rachel Butt

Rachel Butt

12 Jun 2020 12 Jun at 10:41

Hi

I have not been involved with flipped learning personally, however, interestingly my children are now heavily involved with elements of flipped and elements of online classes  due to covid-19 and are often directed to videos and links that they then have to write responses to in either test/quiz/essay form,  they then email responses to teacher, who marks this and returns feedback.

I have been involved in blended learning approaches before which i found very engaging and useful. I completed a sexual health diploma and part of this was to develop a portfolio of evidence, also complete e-learning online modules and then have class learning which embedded what we learnt

looking forward to this module as i real see the benefit of this approach in nursing education and hope to bring this into play a lot more in my classes. The flipped approach is also exciting to see how this works Reply Reply to comment Collapse Sub discussion Dejan Levi

Dejan Levi

12 Jun 2020 12 Jun at 11:36

We use a flipped classroom approach on the distance learning Scriptwriting MA I teach on at Falmouth, whereby the weekly lecture content is presented on Canvas as a series of readings and videos, which the students engage with in their own time. So the lecture part of the week is done asynchronously. Then, we use the synchronous elements (i.e. webinars) for doing follow-up activities and group work which builds on the prior engagement with the lecture materials. 

Technically, since both elements happen online, I’m not sure if it can be called a flipped classroom (does it need to be one bit online/one campus-based?) but it certainly takes up the idea of using the synchronous contact time for exploring the topic deeper with follow-up exercises, having first done the initial intro to the topic via asynchronous, self-paced online delivery. 

Writing this has made me realize I’m not 100% sure on the flipped classroom definition. Is it about the blended aspect (half online, half campus-based) or is it about the use of asynchronous delivery for lectures and synchronous delivery for further activities? Or both? Reply Reply to comment Collapse Sub discussion Angela Coskey

Angela Coskey

15 Jun 2020 15 Jun at 9:11

The Flipped Classroom

I haven’t had any experience of my own with flipped classrooms however, I did assist my husband with his during the epidemic. I’m excited about the concept and I already have a few ideas of how it can benefit the students in language teaching.

What I read in the Falmouth reading brochure is that a typical classroom is one that has all the students sitting at their desks and listening to a lecture-type lesson whilst the other is one where the classroom time is used more productively for doing activities, as John Dewey’s says “If the learner is given an activity in which to apply the new material this will result in a positive outcome for the learner. (DEWY, 1897).

I feel that in terms of speaking and pronunciation there really isn’t enough time to cement these skills. Yes, some will be able to master these skills quicker than others however, my concern is for the learners that are not able to acquire these skills at the same fast pace. In terms of homework, it’s far more beneficial to have a video explaining what the requirements are.

Reading further made me realise how much more of a benefit the flipped classroom can be. I often don’t have enough time to interact or have personalised contact with each student. I find that lessons can be rushed leaving some students in the dust. I want students to take more responsibility for their learning process maybe this is also a way to make that one on one connection with them. I personally don’t like to be the only one speaking, how tiresome this can be in a language class, which obviously creates far more time to be the “guide on the side” rather than the “sage on the stage”.   Students should be able to use their own personal experiences to interact with the lesson. Review, whole-class engagement and personalised education are more benefits to the flipped classroom.

References:

  1. My Pedagogic Creed. by John Dewey. School Journal vol. 54 (January 1897), pp. 77-80. ARTICLE ONE. WHAT EDUCATION IS. I believe that all education proceeds by the participation of the individual in the social consciousness of the race.
  2. Burrhus Frederic Skinner (March 20, 1904 – August 18, 1990) was an American psychologist (Links to an external site.), behaviorist (Links to an external site.), author, inventor, and social philosopher (Links to an external site.). He was the Professor of Psychology at Harvard University (Links to an external site.) from 1958 until his retirement in 1974.

Reply Reply to comment

Collapse Sub discussion Anna Dovey

Anna Dovey

15 Jun 2020 15 Jun at 17:57

Hi,

  • What previous experiences have you had of ‘flipped classroom’ or other blended learning approaches, as educator and / or student?

As an educator – I used a flipped classroom approach (setting students some form of work to be carried out in their own time before a synchronous class)  in my first iteration of my Study Skills course, to try to encourage students to put everything they had learnt throughout the course into one exercise. I put student into small groups, and asked them to create a short presentation on whether Michael Jackson was or was not one of the greatest music artists of the latter 20th C in their own time, which they would then present in class. I asked students to create at least 1 slide each, to mitigate some student doing all the work.

It wasn’t assessed, so most of them didn’t do it… 

((If it doesn’t get assessed it doesn’t get learnt, therefore for the student’s benefit we perhaps need to assess more?!))

As a student, this course is the first experience I have had of online learning. The only times I can recall doing anything like a ‘flipped’ classroom was a PRINCE2 course where we had to do some pre-reading before the f2f course started. As I understand a flipped classroom, that does count however not a great example!

Blended (blending digital technologies with F2F sessions) – I’ve not experienced that, not have I used it in my own approach. I’ve seen others use both blended and flipped and it can work well, provided there’s a very clear link to the LO’s and feeds into tasks that are assessed.

  • How was the students’ learning supported by this approach?

To allow them to do the work in their own time, with whatever resources they wanted to use (would benefit those with SpLD’s) and share their work and ideas.

I do have some concerns around blended; it assumes all students have online access, and i wonder how much of the info. delivered online is actually retained as ‘deep’ learning. Humans have been programmed for years to received info. from other humans – I’d be fascinated to see if any studies have been done on different reactions to videos with just a voice-over vs. videos with an image of the tutor and whatever activity / subject is being discussed. This would also support students who lip-read and enable another layer of non-verbal communication. 

The idea of having to make videos etc. interactive and effectively ‘fun’ in order to encourage engagement – I’m wondering if we are actually failing students by using such an approach consistently. Self-discipline is an excellent life-skill and being able to make a good job of a task that is boring and tedious can help to build that skill. Teachers are not entertainers. Discuss… Reply Reply to comment Collapse Sub discussion Joel Ferguson

Joel Ferguson

17 Jun 2020 17 Jun at 15:33

  • What previous experiences have you had of ‘flipped classroom’ or other blended learning approaches, as educator and / or student?

I don’t think I have personally given a fully flipped class. I’ve definitely used what was maybe a blended approach in the past but never a fully flipped classroom.

  • How was the students’ learning supported by this approach?

From what I understand of flipped classes they free up class time to be more engaging by moving times when students would be very passive into an online resource they can access prior to the class. So potentially it supports learning by removing a passive task from the classroom environment and making the classroom a more exciting and engaging space.

I have in the past recorded some videos for students to watch before a workshop to help them be prepared, but I’m not sure that was flipping a classroom, felt more like homework or preperation.

Blended learning –

Flipped classroom –

The problem/s with flipped classroom – assuming all kids have access to the same resources. Are we not just spoon- feeding students? Just ‘watch a video’ – but they *needs* to be told how to do something before they do it themselves, otherwise you’re just setting them up for failure so yes, some interaction, e.g. quiz etc. but need some instruction too.

And we’re back at the old issue; e-learning (e.g. first aid courses etc.) – even via quizzes etc. – the info. is not retained for me, and I know of others who say the same thing. So yes, I think the teacher needs to deliver it AND you need a visual image of the teacher talking about the subject as well as diagrams etc. – for those students who lip-read, and it also feels like students are receiving learning from another human being. We tend to (I suspect) retain info. better fro another human because that’s typically how we’ve received info. for the past millenia or so.

“one tool that sounds like it might be useful in your case is Flipgrid- I did a bit of temp work at the Uni of Nottingham (Ningbo, China) and this is something they use. Basically it seems to be incorporated into Moodle there but I think you can register anyway at flipgrid.com. It’s a platform for students to host  <5 minute videos and a forum for the tutor/ other students to reply. Possibly a way to include more students into your tutorial scenario?”

The Flipped Classroom Infographic

Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere. Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more

The flipped classroom can be:

  • A means to increase interaction and personalised contact time between students and tutors.
  • An environment where students take responsibility for their own learning.
  • A classroom where the teacher is not the “sage on the stage”, but the “guide on the side”.
  • A blending of direct instruction with constructivist learning.
  • A class where content is permanently archived for review or remediation.
  • A class where all students are engaged in their learning.
  • A place where all students can get a greater degree of personalised education.

So, this week I have better understood the difference between blended learning (using digital resources to complement traditional teaching practices) and the flipped classroom (providing student with resources and tasks to develop their understanding of concepts and theories before a f2f lesson, then using f2f time to put that knowledge into practice with support).

The flipped classroom has been proven through various pieces of research to better support more students. The traditional approach tends to support the middle range of students; the flipped classroom, allowing students to study when, where and how is best suited to them, allows good students to stretch and students who are struggling can go back over resources as often as they like IN PRIVATE – no shame attached (this is an important point I’ve just realised – think about the students who are afraid to stick their hand up in class for fear of ‘looking stupid’; this no longer applies with the flipped classroom. They can also ask questions via e-mail / VLE in far more privacy).

I’ve not used the flipped classroom approach before, except perhaps for the last exercise in the Study Skills course. I can see where it can be used, but I am uncertain of the tech – how can one set up the system so students can only proceed once they have completed an element? I’m pretty certain that’s do-able in Canvas, just not sure how.

There was a sudden flood of videos and infographics this week! I’ve used videos etc. to break up classes myself, and it’s nice to see / hear other practitioners talk about how they’ve used a practice; however I’m a little wary of constantly ‘entertaining’ students. When / how will they learn the self-discipline to stick with a boring task?

Challenged me – realising I need to get a better grasp of the tech!!

Surprised me – how well the flipped classroom can support students and the fact that it is possible to make sure students do do the work.

There are strong elements of Race’s making learning ‘fun’ point and this is clearly very student-centred.

Recap

Previously, you reflected and produced on the following:

  • Choose a specific face-to-face teaching session you currently do or have done before, in your own teaching practice and local context. As explained above, you could choose either
    • Your face-to-face micro-teach session that you did in the last module, and / or the larger session in which that was located; or
    • Another face-to-face session you currently deliver or have previously delivered; or
    • If necessary, choose an online learning activity / set of activities you deliver, and add and integrate a face-to-face session with that design, to produce a flipped classroom approach.
  • Consider the different elements of the current design of that teaching session – aims, learning outcomes, learning activities, resources needed, how it links with the wider programme of study, differentiation, etc.
  • Consider what you have learned from what different practitioners have said about the flipped classroom approach this week.
  • Produce a flipped classroom: apply what you have learned about the flipped classroom approach to produce initial draft ideas for how you could adapt the design of your selected teaching session.

Now, share your initial ideas for how you could ‘flip’ this teaching session with your PGCHE colleagues in a discussion post (250 words minimum).

Read and comment on the posts of at least two other colleagues (100 words minimum for each comment). In your comments consider:

  • How does this compare and contrast to what you have learned this week about flipped classroom approaches?
  • What do you think is good about what they have suggested, in terms of how it applies a flipped classroom approach and how it could support their students’ learning?
  • How do you think they could further develop their draft design ideas?
  • How does this compare and contrast to your design ideas, and those of other PGCHE colleagues you have read?
  • What can you learn from this, to help you with your own attempts to take a flipped classroom approach?

Search entries or author Filtre replies by unread     Write a reply… Reply to Week 2: Forum – Share Your Flipped Classroom Ideas

The reading material over the first two weeks of this course has inspired my approach for an upcoming webinar I will be running for the online Graphic Design MA. This will be the second webinar of the first module of the course, so all the students are still getting to grips to the course content & structure, online platform and getting to know their peers. The week’s topic and workshop challenge is based around the global nature of design. They are tasked with watching an online lecture and then they must research design practitioners in their local area. They discuss on a Padlet page and on their CRJ why they have chosen these agencies, then add them to a geotagging website compiled by the module leader.

I have been considering what to do with the week’s webinar, and feel that the flipped classroom approach will be a great format for this. The total class is 19 students, but I can expect 13-16 to attend the webinar due to time zones. Instead of keeping the group as one large cumbersome session, I will use the breakout room approach to allow students to discuss their findings in more manageable groups of a maximum of 5 students. This will give them an opportunity to talk to other students in a more sheltered setting, without the watchful eye of a tutor. I hope this will make them open up more, feel confident to present their agencies to a small group and bond with others. I will set them a question to answer in their groups once they have talked through their learnings from the week, and will get each group to give their answer to the question when we reassemble.

Aaron Sams said the flipped classroom makes tutors give the students control and ownership of their learning, which I think makes them more likely to retain the learnings from the session. Working with other students in small groups will also help them to challenge their own perceptions as the group is relatively diverse, both geographically and experience levels.

The LOs for this week’s material includes Research, Analysis and Presenting. In the flipped classroom webinar we will be getting them to present their research and to analyse their findings in their groups.

We will begin the session with a 15 minute welcome, asking how the students have found the material, any initial concerns for the project or course in general, looking at the geo-mapping website as an overview, and then an explanation of how the session will run. I will then split the group into breakout rooms, with a maximum of 5 per group (depending on the number of students present. I want 3-4 groups). They will spend 25 minutes in the breakout groups discussing at least one agency choice per student, and then answering a question as a group.(The question will be: How has your geographic location affected the way you have designed in the past?) We will then re-enter the main webinar room and spend 15 minutes going through the different groups answers to the question, debating the different opinions. This leaves the last 5 minute for any further questions and a brief description of the next week’s topic.

I have used the form from the first module to complete a session plan (attached)…Session Planning Form GDE710 wk2.pdf Reply Reply to comment

I’ve thought further about this, and I will be using this method for this week’s webinar, but I want to create a recorded typography and layout workshop for one of the weeks in the module. So then I will need to consider how to use the weekly webinar… Reply Reply to comment (1 likes)

Sounds great! interested to hear how it all goes. We are using Teams which doesn’t seem to support breakout spaces which I think is a shame and potential limitation.  I also have a weekly webinar planned, partly as a way to bring the group together as an online community but also to be able to run some simple exercises and get the students talking together.  I am also considering the timescales between setting tasks for the webinar and the session itself to allow students time to review any content and engage with learning exercises in advance.  Interested to read Mia’s comments too.  Not sure if anyone has any more thoughts on that?  I guess it depends a bit on the complexity of the task and prior knowledge required.  

I enjoyed the discussion in the videos about moving away from teaching to the middle of the class and how the use of smaller groups could help to diversify approaches and suit different learning styles.  I wondered if this might rely in part on grouping students of similar ability or interests for tasks although this seems like it could create segregation perhaps?  I normally try to mix the students up a bit so they can learn from each other and hear different voices  but perhaps that’s not the best approach with the flipped classroom…? Now I’m just rambling so I will stop  Reply Reply to comment

Hi Toby, I think you can create ‘rooms’ in Teams. I’ve not done it myself but there is some resource/information online:

https://myteamsday.com/2020/04/17/breakoutrooms-in-teams/ (Links to an external site.)

https://youtu.be/qo6yqh7erEY (Links to an external site.)

https://youtu.be/9sTYulamtPM (Links to an external site.) Reply Reply to comment Collapse Sub discussion Stanley Mbelu

Stanley Mbelu

12 Jun 2020 12 Jun at 12:21

Hello Toby,

Fortunately enough you can create breakout session in  Microsoft Team, same as Zoom. I have been using both since the start of this WFH and it is amazing. It is similar to physical class where you can work in on your students when they are having group discussion and contribute to it or they can easily drag you in with @toby….. 

Furthermore, the break out session can be individualised in the sense that you can limit the number of participant in a room, as to give the students the freedom to solely focus on their group work without any interruption.

You can reach out to me if you need further tip on how to create it. I hope this helps..

Cheers

Stan Reply Reply to comment

  • Super helpful, thanks for these tips . I’ll give it a go with my next group in Teams. Thanks again Reply Reply to comment

Collapse Sub discussion Harriet Beesley

Harriet Beesley

14 Jun 2020 14 Jun at 14:06

    • Hi Toby, I can understand both sides of your thoughts – smaller groups being segregating vs more focussed. I went to a village primary school (a semi detached house!) and the students aged 7-11 were all in one class – we used to all do maths at the same time, with different tasks set to the different ages, who sat in groups. I suppose it worked, I turned out ok! But key to either approach is your comment of teaching happening on the sides, supporting students, rather than the “sage on the stage” approach. Reply Reply to comment

Collapse Sub discussion Mia Tedjosaputro

Mia Tedjosaputro

9 Jun 2020 9 Jun at 15:04

  • Hi Harriet, This is a thoughtful and considered approach. I particularly like your idea about breakout rooms. In terms of what we’ve learned this week, have you considered recording those sessions so students can replay their interactions? I feel that the small group approach promotes learner autonomy very well and should enable students to take control of their own learning. How do you think group dynamics might play into this? I myself am using a small group approach in which learners will present to the class, and I think that perhaps this approach of group work with a whole-class outcome might encourage participation in the group work, but we’ll see. I particularly like how you’ve set the activity up in plenary- my groups will be allocated prior to the class and prepare for homework, but I think your approach, given the time to prepare (I planned for 20 minutes) might be more effective. Mia Reply Reply to comment (2 likes)

Collapse Sub discussion Suzanne Strudwick

Suzanne Strudwick

9 Jun 2020 9 Jun at 2:11

Reflecting back on the micro-teach session in module 1, I have realized that my class design is the perfect environment for a ‘flipped’ classroom scenario. At the moment, I spend most of the class time teaching the concept, demonstrating the new skill then arranging the students to actively participate in the learning and performance of the new skill. In this new ‘flipped’ model, all of their conceptual understanding, visualizing, analyzing of the new movement can be pre-learned watching a video of me teaching the concepts prior to the class. This design open’s up the whole time to the students to actively engage faster in learning the new moves and so have more time to make adjustments, asking questions, reflect on feedback, all activities to learn the new skill. When I watched the teachers in the video, Katie Gimbar, in particular, explain how she realized that a ‘flipped’ format allowed for her to reach all her students, not just to the 90%, not leaving the 10% behind or equally, not providing enough for the 2% super learners to stay engaged, this gave me the same motivation that this design will dramatically improve the development of new skills in my PE classes because each student brings their own physical skills and needs.   I use the Constructive Alignment (Biggs, 2014) method of teaching, which refers to how students construct meaning through relevant learning activities.  Learners create for themselves meaning of what it is they are learning. Through engagement activities and such, students are motivated either by intrinsic or extrinsic motivations to achieve the learning outcomes. It’s has become important for me to remember to create environments for learning where the students ‘do’ more, rather than what I ‘teach’ during the classes. “Learning takes place through the active behaviour of the student: it is what he does that he learns, not what the teacher does.” (Tyler, 1949) Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5-22 Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press

PGCHE Session Planning Form – Suzanne Week 2 .doc Reply Reply to comment (1 likes)

I was momentarily conflicted with the idea of a flipped approach working with physical activity, but of course it does. A great example is my daughter’s gymnastics coaching that’s been touched by COVID: they send through videos of sequences via Whatsapp, and this helps the gymnasts keep up with some quite fast choreography during the hour-long Zoom sessions. Absolutely they get more out of it. Especially the smaller ones, who get bored and distracted if they can’t follow along. I think it’s a little lost on the very little ones, to be honest, but the teenagers respond well. 

Have you considered any way of assessing/monitoring how they’re getting on outside of classes at all? Asking for progress videos/photos perhaps, or setting competitive challenges?  Reply Reply to comment (1 likes)

Collapse Sub discussion Toby Carr

Toby Carr

11 Jun 2020 11 Jun at 22:19

  • Hi Suzanne. I enjoyed that video too. Particularly around the questions of engagement and being ready for the student that hasn’t pre watched or listened to the content.  Having the ability for some of the students to rewatch or watch things for the first time during the session seems important. coupled with the FOMO (fear of missing out) feeling that could improve engagement with pre available material and in turn participation in the active sessions.  I am sometimes nervous when put on the spot with theory behind a skill so personally I could imagine that pre recording all that could give me confidence that it was covered clearly and then focus on the face to face activity  Reply Reply to comment

Collapse Sub discussion Mia Tedjosaputro

Mia Tedjosaputro

9 Jun 2020 9 Jun at 14:50

I am using my micro-teach session in module 1 to layout an initial consideration of flipped classroom. Instead of using session planning form, I tweaked the slides (I have also attached the image as an attachment at the bottom of this post).

TITLE: Digital Architecture- concerns in pedagogical approach

The LOs were:

  1. To comprehend digital turns in architecture
  2. To name the three concerns related to digital architecture pedagogical approach
  3. To discuss based on their background knowledge and short input text
20200609_initial ideas on flipped classroom.jpg

THE FLIPPED CLASSROOM

Pre classroom time. Two days prior to the class, materials in relation to theoretical background of the class will be made available: along with the aims, LOs of the session. Groups (1-3) will be formed by facilitator and learners will have access to input material specific to the group s/he is assigned only. For instance, members of group 2 will only have access to input material number 2. This way learners will have time to engage on the input material, and having the ability to pause, re-wind, re-watch lectures as Katie Gimbar mentioned. I also found that the jigsaw reading activity was positive, and in parallel with the notion of blended learning to combine the positives of both online and offline learning, I decided to take this further. Within the group (hypothetically a group of 5 considering a class of 15 students), they would prepare 2 minutes presentation related to the specific input material. Each one of them has to take part of the presentation. This is also a way to monitor learning progress.

Classroom time. The aims, LOs and assessment are re-iterated briefly. Subsequently each group is given two minutes to present their topic, and is followed by Q&A. According to four types of blends mentioned by Littlejohn and Pegler (2007), this class uses activity blend by reproducing and discussions through Q&A. At the end of the presentation and Q&A sessions, peer evaluation is deployed as part of their active learning. Devising activities which learned can take an active part of, according to Macdonald (2008) can promote students engagement, keeping learners on course and in tune. Due to the time constraint (20 minutes), facilitator’s role during the class is crucial and an effective intervention, such as timely intervention (arriving when relevant and useful, ibid) needs to be on point. This is highly related to adhering to tight time schedule.

Post classroom time. All input materials, from input material 1 to 3 will be uploaded straight after the class for learners to review.

REFERENCES

Littlejohn, A. & Pegler, C. (2007). Preparing for blended e-Learning, London, Routledge.

MacDonald, J. (2008). Blended learning and online tutoring: a good practice guide, Aldershot, England20200609_initial ideas on flipped classroom-1.jpg Reply Reply to comment

  • Mia, I took your thoughts of monitoring learning progression by having a group of 5 present for 2 minutes during the live class and adapted my flipped model. I would include a random group each live class to present their learning journey and how much knowledge they have on the new skill. The presentation could take the form of a demonstration of the new action with verbal input on the difficulties they encountered or if they were lucky, how easy the adoption of the new skill was. This would provide a quick summative assessment and feedback.    Reply Reply to comment

Collapse Sub discussion Alex Bailey

Alex Bailey

10 Jun 2020 10 Jun at 8:56

From the out set the ‘Flipped Classroom’ concept immediately appealed to me as there is a clear symbiosis in my context of teaching between students taking responsibility for their learning and the available time to support their learning activates in the class room with tutor support.  If they could be encouraged, motivated and guided to do more of the theoretical learning out side of face to face class room time then as Katie Gimbar highlighted in her video there would be substantially more time to support their learning face to face ‘guide by your side’ approach. It could be argued that students wanting to enter the highly competitive arena of commercial photography need to be motivated to take responsibility for their own theoretical and conceptual knowledge acquisition if they are to remain competitive when they graduate and enter employment  on the basis they are entering an arena that relies heavily on maintaining a competitive edge, something that is almost exclusively achieved by self-motivation and self-discipline.

I wonder if it could be argued that there is no need for the ‘sage on the stage’ approach to photography any more if the flipped classroom approach was adopted as per Bergman, J & Sams A. (2015).  With so many brilliant on line visual resources and guidance, this combined with specific video lecture’s from the tutor and project based learning. Could this revolutionise the way photography and other creative subjects are taught? Resulting in more cost and directly effective / lower cost courses that in turn would open up the subject to a wider audience of learners and allow those that do enrol to use their precious funds not only on education but also on the much needed and expensive equipment that is often an obstacle and learning barrier to many students of creative subjects.

Before I embarked on the draft for my flipped teaching session my first ‘go to’ was my peer Learning Conversation Forms that Mia and David kindly did for me in order to remind myself of the good areas and the ones I could improve on so as to incorporate and develop those for my flipped session. 

What struck me from my micro teach session planning form and my peer feedback was that the lecture / micro teach would be far better on video incorporating power point slides, visual references and clips. One of my criticisms of myself when I watched my micro teach video back was that I wasn’t entirely clear about the point I was making some times. With the benefit of working from a script and with the possibility of editing the lecture and a little post production correcting errors in the presentation and ‘point making’ whilst taking on board what Andy Piesely said in his video on Flipping the Classroom regarding quality if there are corrections or one needs to under line a point or bring it to the students attention, one could just do a follow up video to make the points / concepts clear with out editing if one shoots it in one take. 

Delivery>>>> Structure of flipped class – DRAFT ideas.

  1. Film micro teach session direct to camera utilising the power point presentation slides – some post production required.
  2. Provide cohort with PDF book reference links and details of specific chapters and images to consider and read and the reasons why these sources are referenced. No more than three or four.
  3. Provide a PDF with links to three to four out sourced short films under 20 mins duration (some may only be 3-4 mins) on image composition and inspiration. Cultural diversity will be taken into account here.
  4. Co-host a 20-30 minute on line forum with a student from the next year up where we run through key compositional attributes of five images and allow the students to interact during the forum with key words and thoughts via the menti app to maintain student engagement and participation.  Students can also ask questions and interact on the comment section on the video conference, they are not on camera.
  5. Cohort is then set a task: To produce three photographs that clearly demonstrate clearly defined and recognisable compositional attributes each image to have a caption (150 words / audio) explaining / describing the compositional attributes they have demonstrated.
  6. Group and small group discussion and sharing of ideas and approaches – Finally we could? Come together in a physical classroom all though this final cohort dynamic could be carried out in a webanir with break out rooms. Students would be required to upload their images for discussion so Google Classroom seems an obvious platform.

Bergman, J & Sams A. (2015). Flipped Learning Gateway to Student Engagement, Kindle.  Reply Reply to comment

When you read planning like this, it’s hard to see why classes wouldn’t be flipped all the time. I think it’s great, Alex. With flipping in general, I like the amount of trust we’re placing in students. The benefits of such will be felt for a long time, I’m sure. 

When the homework is done up front, I can see that it might feel like a lot to some students. I wonder about managing resistance there. Do you have any thoughts on how you might flex to accommodate those who haven’t been able to contribute as much/anything? Hopefully, it wouldn’t get to this stage, and I think your inclusion of the online forum (mid-way between classes?) keeps things bubbling along and breaks the material down into palettable chunks for those who struggle with organising their own time.  Reply Reply to comment (1 likes)

Hi Katie

Thanks V. much  for your positive feedback. The keeping up and resistance scenario. Personally I feel this is a very tricky area slightly specific to my type of teaching course. What can I be other than honest?  Every year group I encounter has a sizeable number of students that lack motivation and all most without exception this lack of commitment is because they choose a photography / media type course because it looked attractive ( and possibly a soft option), not because they seriously viewed it as a stepping stone to a career. When I first started working in education on a regular basis I found this shocking. Three years of your life and a substantial debt so you could go to university and have a good time. But it is a fact. There are a high portion of students on creative courses whose motivation to be there is getting away from home and the social life that being at university can offer. This is predominately in the 18-20 age group as I have found. And on average it is between about 10-20% of the cohort in any one year from my experience. This begs me to ask the question should I concern my self greatly with this group? Other than an ethical obligation because they paid their fees? Not my issue I would argue, I pass that responsibility onto the senior management at some institutions who are arguably motivated by income and keeping the numbers up, rather than by a rigorous selection process that ensures more / only the students that are likely to pursue a media related career are enrolled. I would say this a problem that is unique to photography / media / creative courses. I can’t imagine it happens on Language or science or maths related degrees? Reply Reply to comment

    • Hi Alex. Some excellent points here and your modular, multi-mode approach, I think, should help to foster an engaged ‘community’ of learners. I don’t think we can avoid the experiential 18–20 year old student, it’s part of their coming-of-age experience, as you describe to get away from home and explore social freedoms! How much we design our learning to widen the participation in terms of this specific group/type of ‘learner’ is difficult to address. Some thinking about the notion of the ‘Susans’ and the ‘Roberts’ (Biggs, 1999) might be appropriate as a metaphor for surface and deep learning (Marton and Saljo,1976). Also some more contemporary thinking about ‘Elegant Lurking’ might also be worth a read in terms of the way different learners engage and how we measure it – http://daveowhite.com/elegant-lurking/  (Links to an external site.) David White might also be of further interest as the Head of Digital Learning at UAL. He and Alison Le Cornu came up with the idea of the ‘Visitors’ and the ‘Residents’, challenging Marc Prensky’s ‘Digital Natives’ and ‘Digital Immigrants’,  in terms of the different ways in which people engage in online activity – https://firstmonday.org/ojs/index.php/fm/article/view/3171/3049 Reply Reply to comment

Collapse Sub discussion Suzanne Strudwick

Suzanne Strudwick

11 Jun 2020 11 Jun at 12:16

Hi Alex

Similar to my thoughts of the structure of a flipped model, your content in learning new skills and the desire as a teacher to really develop and motivate students, the flipped concept provided us with the ‘room’ during the face to face classroom to delve deeper and explore where the student is in their learning and also how much they are motivated to reach full potential.  Reply Reply to comment (1 likes) Collapse Sub discussion Joel Ferguson

Joel Ferguson

25 Jun 2020 25 Jun at 15:52

  • Hi Alexander I really like the structure of forum, then task, then discussion. I looks like the learning from all stages could coalesce and grow furthur at the end when everyone gets to discuss what they have done with the whole group. Thanks for adding a refernce on your post! Really helpful. Reply Reply to comment

Collapse Sub discussion Katie Welch

Katie Welch

10 Jun 2020 10 Jun at 11:53

Flipping the Microteach

The learning outcomes for my micro session were for students to:

– Grasp basic principles of paper plane aerodynamics

– Work collaboratively in small groups to apply knowledge of paper plane aerodynamics in the selection of a suitable design

– Work with paper to produce a working model of a paper plane

– Demonstrate confidence in their design by flying their paper plane in front of peers

The structure of the original session was based around a short introductory video that explained very basic principles of aerodynamics, followed by some small group discussion, then the production and flying of a paper plane. 

This could easily be split, so that the video was supplied prior to the session in its original format, online, so that students could engage with it in their own time. A short quiz (results reported to me) would take the place of the brief Q&A that featured after the video in the face-to-face session. 

In terms of activity during the class, I think I’d like to incorporate an element of debate. I would provide students with the paper plane designs, and ask them to make an initial judgement on which one would be the most effective based on what they’d learned in their own time. I would then pair up people who disagree (there was plenty of variety in choice during the original session, so I can see this working) and ask them to reach an agreement on which one to make. This would hopefully get them to engage in healthy discourse in which they each have to rationalise their selection. This may even involve them each making the planes and testing them out. 

The official ‘making time’ and ‘flying time’ would remain the same, but it would be great to have time freed up for people to reflect on what they could have done better – this element was something I originally wanted to plan in but ran out of time. 

From the experience of the micro teach, and through watching the resource this week, I realise I need to be more flexible, as Katie says, and to be more comfortable in allowing ‘controlled chaos’ as mentioned in the infographic. My microteach was chaotic (the one I filmed first with my undergrad class,  that the camera malfunctioned on, not the one I had to do in a hurry with my in-laws), and it really got my back up that the students weren’t doing what I wanted them to do. Namely, every student made a plane, instead of one per team. Obviously, this is because making the plane is the fun part, and I was denying them that. What a witch!  Reply Reply to comment

It’s a good point about being more flexible, Katie. I have the same feeling of wanting to be ready for sessions – which in my head means having a clear plan of what we’ll be doing. However, this control comes a little at the expense of the flexibility needed for an effective flipped classroom (where you achieve successful differentiation by responding to what you find from the students’ engagement with activities – not all of which can be easily predicted prior to the class). 

In short, to make this work I think I need to learn to be more dynamic at adapting the session on the fly, rather than being a control freak with very rigid pre-planned schedules!  Reply Reply to comment

    • Hi Katie, hi Dejan. I love the idea of the session (I haven’t watched the micro teach videos) and how such a seemingly simple task can be elevated to construct a meaningful learning experience around. Brilliant. In tune with Dejan I concur that this PGCHE module seems to be a balance of meticulous planning (control) and letting go to allow the learners freedom to learn (learner autonomy). I’m struggling with how to be agile and responsive of the differentiation of a group of learners, but I think this is really important to be inclusive and to widen participation… It will also be a challenge in addressing how this is then formulated in way that creates ‘active learners’… The quiz you describe would prove useful in differentiation. And allowing everyone to build planes would totally increase engagement! Reply Reply to comment

Collapse Sub discussion David A Paton

David A Paton

11 Jun 2020 11 Jun at 14:15

Flipped Classroom Granite Carving Project

DSC_0046.JPG
IMG_0504.jpeg

I am choosing to consider how flipped learning could apply to a craft-based practical environment.

I teach granite carving for fine art students at Falmouth Uni, and also instruct others at the granite quarry — where I also work and have a workshop. As part of this craft instruction I always provide an introduction to granite working, with a presentation on its geological formation, and fold in various ideas about its socio-cultural and economic significance within Cornwall. I then go through all the tools and some techniques, but this takes up loads of time… where actually the students could be working. It’s quite hard for them to take in all that material, especially if we’re working outside and it’s cold and or wet. So I can see some huge benefits to providing a flipped situation where students can develop a richer experience of the connections between making, place, people and material, and then develop their carving work through my practical guidance in relation to their emergent ideas. There is a fine balance when guiding students in something as tough as granite carving, giving them enough technical instruction alongside allowing their individual ideas to flow in relation to their emergent skills and content driven ideas. I believe the flipped classroom is a very interesting model through which to engage them with a deeper lead-in to the actual carving, and giving much more of the exploration to a ‘in-practice’ led learning environment.

The aims and emphasis within this class is around building a deeper understanding of, and relationship to, the material they will be working; and to recognise that their actions are embedded within both contemporary practices and within a rich and long trajectory of working practices.

Draft format for Flipped Classroom Carving Project

The formative learning outcomes:

LO1 Demonstrate an understanding of granite and its socio-cultural significance.

LO2 Consider different approaches to designing for sculpture.

LO3 Demonstrate appropriate use of tools, techniques and working methodologies towards a carved/ sculpted form or set of forms.

E-Learning Activities:

Film 1: Watch a short introductory film on Cultural Geology, and film of Cornish granite and quarry practices.

Film 2: Watch an AV based instruction in carving techniques and tools.

Film 3: Watch a short film on drawing for sculpture, making maquettes and direct carving processes.

Assessment Task 1 (Off-Campus): Option to carry out a  map-guided walk from Penryn Campus to investigate local geology, and to produce a short two minute Geo-Walk  film about what they discovered in relation to the introductory material. If a walk is not possible then a reading/ film guide will be provided for students to produce a multi-media document on what they have researched and discovered.

Assessment Task 2 (Off-Campus): Students submit drawings (max 2) and their two minute Geo-Walk film (or research doc) on a group page (similar to Canvas forums) and get feedback in group webinar. Methods of designing for sculpture can be reviewed here.

Campus Workshop Activity:

Assessment Task 3 (On-Campus): Produce a carved object/s in Cornish granite that can be either autonomous, or part of a larger structure or multi-media piece.

I think there is so much scope in this approach for creating rich learning environments for makers that reflect locality in much greater depth. The draft model above could be adapted to accommodate practitioners in multiple locations towards a diverse geological understanding of stone working practices, where students both research their environment and produce a series of summative documents/ films, and also make stone sculpture… albeit where resources/ space permits. As such it could be linked to a range of participating quarries and masonry yards (as alternatives to a campus site or class). The flipped classroom and practice-based learning approach is there to be pushed and pulled in terms of its scope, as the videos suggest. Reply Reply to comment

  • I love the sound of this David, I’ll do it! It sounds like a good balance between allowing time to engage with the off campus activities in an exploratory way and then to gain a feeling for what the stone can be like to work with which in turn could relate to re-readings or observations on the geo walk.  I wondered if perhaps a way to link the exercises together could be to ask students to make something that has some relationship to or might be inspired by their geo walk, could also be a way of focusing observations during the geo walk exercises.  Perhaps too limiting though?  Reply Reply to comment

Collapse Sub discussion Toby Carr

Toby Carr

11 Jun 2020 11 Jun at 21:34

My microteach session was part of a regular two hour ‘Learning team meeting’ session I have with students every week with other modules on the course following a similar pattern. The objectives of the sessions are to provide a forum for students to review their own work and that of their peers against the module brief and module learning outcomes. The specific Learning outcomes for each sessions will vary as each session will take a part of on of the submissions (a project report) and include related workshops, discussions and content relevant to that topic. In the case of my microteach session it was ‘land ownership and party walls’ 

I have broken down the ‘Learning team meeting’ into its core components which are: outline of the week, review of tasks and content; peer review of work, group discussion, content delivery via talks or visiting guest speakers and active workshops. A flipped classroom approach could move the outline of the week, the content and peer review and review of own progress online. This would in turn make space and time in the face to face sessions which could include a Q+A session and specific active workshops based on the core content for the week. 

The content may vary from videos or podcasts, A peer review session could take place on a discussion forum or using a feedback form with the same headings that we use when writing written feedback (what went well? What could have gone better? And What should you do in the future?) Students could be asked to preform questions ahead of the Q+A session. This may be best at the end of the activity as some of the questions may be answered through engagement and discussion. This could be broken down into 1hr face to face and 30 minutes each for the peer review and intro to the week including review of content. 

This could mean releasing the content and weekly plan in advance, perhaps on the Friday ahead of the Monday to take advantage of the benefits that the students may engage with it at different times. Alternatively to online resources could all be made available in advance.  This is something I have been reviewing in terms of likely restrictions on face to face teaching next term.  In this case we may want to group the face to face sessions for different year groups on different days to reduce the need to travel and make the most of the time that we are able to meet in a group with the students. In this model there would be clear benefits for ‘preloading’ the content. Reply Reply to comment

This sounds really good Toby. 

I remember from last semester that your session (or at least the bit in the video) already had a good amount of student group work and workshop-style discussion activities, which built on previous knowledge the students had about party walls – so I guess it’s already half way to being a perfect flipped classroom component! The question is just how to then support it with the online asynchronous introductory content. I’d imagine short videos where you explain the definitions (e.g. party wall etc) and recap the core terms would work well. Reply Reply to comment (1 likes)

  • Thanks Dejan! I prefer the more active sessions so am looking forward to moving some of the other content into a different mode.  It seems like the important consideration is making sure that students know that this will be required for the ‘live’ session so that it still seems worthwhile.  Reflecting on your session, this was also already going on and whilst it was all online it included the workshop task and a recap on content. Seems like it could also suit splitting into the live online discursive and challenge elements with the presentation pre recorded or available beforehand.  Thanks for the comments Reply Reply to comment

Collapse Sub discussion Michael Berthaume

Michael Berthaume

15 Jun 2020 15 Jun at 10:12

  • This sounds like a well thought out, organized plan of attack, which would be very adaptable to online teaching (if your university is still going to be online during semester 1). Critical thinking and reflection during the peer review session will certainly help the students. Having the content come out in a weekly, scheduled manner is certainly a good idea, as it has with this course. I appreciate the ability to compare and contrast this with having the material generally available, comparing the last module to this one. Having the material released weekly will help with engagement, ensuring students do the same work at the same time. Reply Reply to comment (1 likes)

Collapse Sub discussion Nick Raven

Nick Raven

12 Jun 2020 12 Jun at 12:14

Previously I was occupied with the idea of creating a conducive ‘learning environment’. But since undertaking this course I have been focussed on the idea of creating a ‘learning dialogue’ in my research and practice as a learning practitioner, inspired by ‘feedback dialogue’ (Bloxham and Boyd, 2007, Carless et al, 2006) but, reading the ‘Four Pillars of F-L-I-P’ I now wonder if this could this be extended to the notion of a ‘learning culture’?

The creation of a culture of learning that supports a student-centred approach (Fry et al, 2015) through rich learning activities that enable opportunities for personally meaningful engagement (Prosser and Trigwell, 1999). Activities are scaffolded (Bruner, 1960, 1966) for individually responsive learning (Black and Wiliam 1998) that is constructively aligned (Biggs and Tang, 2011) and personal (Prosser and Trigwell, 1999). With students centred in the strategy they are active learners who construct their knowledge through experiential and reflective practices (Boud et al, 1985). This aids the evaluation of their learning and supports them in becoming a life-long learner (Boud, 2000).

Inspired by this I am considering application of flipped learning for a module on the BA(Hons) Graphic Design course I teach on, dedicated to the practice of typography. This module was the subject of my A&F strategy and I could use this as a foundation to develop a more meaningful activity supported by flipped learning with blended activities.

My current considerations are:

  1. Preload content online for learners to engage with ahead of ‘classroom’ activity. This could include lectures/presentations on the subject of typography, its history and contemporary applications. It could include key professional speakers and practitioners and contextualise the themes with inspiring ideas for application. This could be a mini series each 10–20 mins long. (Perhaps too ambitious?!)
  2. Set online/remote mini task(s) based on the content (possibly simple MCQs) for learners to recognise and identify key themes and concepts in the content. This could be submitted ahead of classroom activity to evaluate for differentiation of the learners.
  3. Set online/remote task(s) for learners to start to interpret and demonstrate application of the key themes and concepts. Again, this could be submitted ahead of classroom activity to evaluate for differentiation of the learners.
  4. Classroom activities (could be online which use of ‘rooms’ for small group activities):
  • Plenary introduction to the activity. Review and reflection of the content (lectures/presentations) and tasks in the full group, with the opportunity for questions about the themes, concepts and the activities that have been carried out
  • Small group task set for the learners to start to evaluate and appraise the themes and concepts
  • Small group review and reflection – self, peer, tutor feedback
  • Plenary, whole group summary of review and reflection – self, peer, tutor feedback
  • Small group task set for the learners to investigate, create and design applications of the themes and concepts
  • Small group review and reflection – self, peer, tutor feedback
  • Plenary, whole group summary of review and reflection – self, peer, tutor feedback
  • Set final ‘homework’ task, aimed to formalise learning,  to review the activities and compile a PDF presentation of the outcomes. This will be submitted to a shared drive for both tutor and peer review and feedback – and ultimately self reflection.


BLACK, P. and D. WILIAM. 1998. ‘Assessment and Classroom Learning’. Assessment in Education, 5(1): 7–74.
BLOXHOM, Sue and Pete BOYD. 2007. Developing Effective Assessment in Higher Education : a Practical Guide. Maidenhead: Open University Press.
BOUD, D. 2000. ‘Sustainable Assessment: Rethinking Assessment for the Learning Society’. Studies in Continuing Education 22(2), 151–67.
BOUD, D., K. KEOGH and D. WALKER. 1985. Reflection: Turning Experience into Learning. London: Kogan Page.
CARLESS, D., G. JOUGHIN and M.M.C. MOK. 2006. ‘Learning-Orientated Assessment: Principles and Practice’. Assessment and Evaluation in Higher Education, 31(4): 395–8.
FRY, Heather, Steve KETTERIDGE and Stephanie MARSHALL. 2015. A Handbook for Teaching and Learning in Higher Education Enhancing Academic Practice. Fourth edition. Milton Park, Abingdon, Oxon; : Routledge.
PROSSER, Michael and Keith TRIGWELL. 1999. Understanding Learning and Teaching the Experience in Higher Education. Buckingham: Open University Press.
Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™ Reproducible PDF can be found at http://www.flippedlearning.org/definition. Reply Reply to comment

  • Hi Nick Love the idea of ‘learning culture’ seems right on. Your teaching session / engagement seems really well thought out. I have been looking hard at using well focussed out sourced resources and contributions from industry experts / teachers. Collating into an introductory webinar to kick the proceedings off.  Developing a life long learning culture for those engaged in commercially creative debacles I believe is essential.  Well put: Flipped learning with blended activities. Alex  Reply Reply to comment

Collapse Sub discussion Dejan Levi

Dejan Levi

12 Jun 2020 12 Jun at 13:04

My microteach session was essentially a revision session focused on a key topic (Phil Parker’s taxonomy of genre, theme, and tone for scriptwriters) aiming to remind students of this concept just prior to the assessment in which they’d be using it. 

The session was a mix of me recapping key aspects of the taxonomy – extremely briefly – and then asking students to engage in activities where they could apply it/test understanding, with subsequent discussion to address issues raised etc. The session aims were:

  • To workshop Phil Parker’s taxonomy of genre, theme, and tone for screenwriters
  • Re-cap content on the topic and practice actively applying it to a range of film titles

It’s easy now to see how this could be improved with a flipped classroom approach. The content re-cap could be done prior via asynchronous activities (e.g. students watch a video explainer about the taxonomy and read a summary of it) – and then the synchronous session can be fully devoted to exercises in which they can apply/test/demonstrate their understanding.

Just thinking about doing it like this is already massively appealing to me as I’d no longer be torn between trying to do both elements within the short session. By taking the lecture-style, one-way re-cap stuff out (and putting it prior to the session), students can then spend the entirety of the session engaged in active exercises, and get far more personalized feedback from me.

The whole session can then be dedicated to students demonstrating satisfaction of the outcomes via exercises. Outcomes were/are as follows:

Students will be able to:

  • Summarise the main characteristics of Phil Parker’s taxonomy of genre, theme, and tone
  • Reflect on strengths and weaknesses of the taxonomy
  • Apply the taxonomy to categorise specific film titles according to their genre, theme and tone characteristics

This new approach would also help hugely with the time-pressures on the session, which ran over when I did it last semester. Reply Reply to comment (1 likes)

  • I really enjoyed the timed challenge in your micro teach as a quick live exercise to get students thinking, working together, adding a different energy and a very quick way to test their prior knowledge.  I could imagine something like this could work with a larger group using a chat function or in smaller breakout groups perhaps.  I thought the fact that it was live built a bit of a bond with the students.  Reply Reply to comment

Collapse Sub discussion Rachel Butt

Rachel Butt

12 Jun 2020 12 Jun at 14:11

Like Suzanne, I have reflected on my previous micro teach and considered how this could become a flipped session. I believe I could do the main teaching of what is blood pressure, how should it be taken, what equipment is required etc all in an online session/webcast.  I would then ask the students to research the NICE guidelines on how to manage high blood pressure and what medical and non-medical approaches are approved/validated, with examples that they could bring back to discuss further in class, and may even consider a quiz or questionnaire to guide them on this task. Then when in class, we would have more time to practice the skill on each other and also explore the NICE guidelines and research further.  

As stated previously in the flipped class videos, this will allow the students to watch the video, pausing, rewinding and re-watching as they need to, within their own time frame and own environment, until they successful learn the key principles. they could then do the task and bring the info back for peer learning and support. 

Due to the Covid-19 situation we would probably need to do the f2f session via zoom or microsoft teams and may not be able to practice the actual BP recordings unless people are able to do that on a member of their household. We could still do everything via this medium. 

This will help towards their long term conditions module and learning outcomes and help them to develop a care pathway from the information they collate and share as a group.  Reply Reply to comment

I also “redid” my assignment 1 from the first module. I think the way in which you flipped the classroom is a very good idea. Would you also reserve time in class for students to ask questions?

It seems like this is also the type of thing you could do during covid, assuming students would be able to access BP equipment (can you take your own BP??) We are having similar issues and thought processes in engineering. We are starting to think about how students can do these activities at home, possible by sending those “do it at home” science kits out, and possibly by sending out instructions to construct things using items that can be found at home. Reply Reply to comment

    • great ideas Michael, its strange coming up with ideas for people to do at home , especially when we teach such practical subjects. On reflection I dont think I will be able to use the BP idea, so I have changed my ideas. However the process of thinking “outside the box” is certainly useful  Rachel Reply Reply to comment

Collapse Sub discussion Dario Faniglione

Dario Faniglione

14 Jun 2020 14 Jun at 12:03

Tutor Summary

Hello everyone,

Thanks for sharing your ideas and commenting on each other’s posts – please do keep this up! It’s great to see that most of you here have some draft plans already, and surely these will be fine-tuned and evolve in the next couple of weeks, through further engagement with the module resources, discussions and feedback opportunities.

I just wanted to highlight a few key points below.

1. Session topic

Some of you are using the same session topic od assessment 1 of the previous module. As mentioned, this is perfectly fine.  Actually, it might good to see and reflect on how your engagement with the session planning and its pilot implementation change, based on the feedback received (and your own evaluation).

The session topic can be absolutely anything. If you can use your usual subject topics fine, if not, do not worry. As usual, we will not assess the content of the session, but your engagement with the assessments tasks.

2. Online components

We will further explore these the next few weeks, but it’s good to see you already some ideas around what your learners will have to do before the face-to-face (or synchronous) session. As we will reiterate in the next few weeks, the webcast and learning resources you will produce will be the starting point of your learners’ journey through the flipped classroom.

3. Face-to-face or Synchronous session

While the flipped classroom approach is traditionally a blended learning implementation, where online resources and activities are integrated with face-to-face (in-person) sessions, as part of COVID-19 adjustments, you will be able to replace the face-to-face session with a synchronous session (i.e. a webinar).

It’s good to see there are ideas around this already and using breakout rooms in web-conferencing applications has already been trialed by some of you.

Whichever tool or face-to-face environment you end up using, please remember to design your session as an extension of the online activities and resources, rather than a duplication of these.

4. Challenges

It’s great to see a very positive attitude towards the flipped classroom approach, and rightly so.

I would encourage all of you to also think about some of the possible challenges of implementing this approach in your own teaching contexts, as these considerations could help with anticipating possible issues and consequently improve your plans. 

5. Planning
As a final comment, I would like to highlight one the feedback/statements of this discussion, which sums up my own views of the flipped classroom approach:
“When you read planning like this, it’s hard to see why classes wouldn’t be flipped all the time. ” (Katie commenting on Alex’s plan)
For me, this is a statement around the potentials of the flipped classroom approach to enhance our current teaching practice and curriculum delivery. However, it’s also a reminder that planning is a crucial component of the whole approach.

Some of you have mentioned “flexibility” (in relation to the face-to-face/synchronous component of the session). As stated elsewhere, I feel that the jazz music analogy is particularly relevant here: on a solid harmonic structure (the sequence of chords and scales for jazz, the sequence of learning activities for teaching), you need to be flexible enough to improvise (a cool melody or engaging facilitation of learners’ inputs and feedback).

Looking forward to seeing how your ideas evolve into session plans next week.

Many thanks

Dario
  Reply Reply to comment (1 likes)

  • Hi all Just as an extra point to Dario’s useful summary – it might be worth re-emphasising that it is perfectly fine for your ideas for your flipped classroom to change and develop, even completely change, through these learning weeks until you actually do your flipped classroom. So don’t feel you have to stick with your initial ideas that you post to this first forum about this – feel free to completely change your ideas as you learn and develop and interact more with different perspectives and views about the flipped classroom – from peers, tutors, scholarship and other sources of good practice etc. Best wishes, Andy Reply Reply to comment (1 likes)

Collapse Sub discussion Michael Berthaume

Michael Berthaume

15 Jun 2020 15 Jun at 9:33

I chose assignment 1 from last module, where I was introducing the concept of anthroengineering to first year students. For the assignment, I introduced students to the concepts of engineering, anthropology, intra/multi/inter/trans-disciplinary research, and had the students do an assignment where they identified world problems, and identified manners in which anthroengineering could be applied to solve them.

The learning outcomes for this session were to

– Define anthroengineering

-Identify a larger problem today in science, society, or your life, and explain how anthroengineering can be used to address that problem

To make this a flipped classroom, I would have students watch four videos at home. The first would define engineering, another would define anthropology, and a third would cover intra/multi/inter/trans-disciplinary research. Finally, the last video would cover the UN’s 17 societal developmental goals (SDGs), as these are considered the 17 largest problems facing the world today.

When students come to class, we would begin with a discussion, covering the ideas covered in the videos. I would set aside 15 minutes for this, and have it be a group discussion, having students discuss the topics. Then, depending on class size, I would break students up into groups of 4-5 and have a number of flip charts set up around the room (number of flip charts = number of students/20, rounded down. Each group of ~20 would have 4 flip charts). At the top of each of the flip charts would be one of the following terms:

-engineering

-anthropology

-*disciplinary

-SDGs

Groups of 4-5 would then have 8 minutes at each poster, writing down as many ideas as the could about the topic. For the SDGs poster, students would be writing specific examples that they think anthropology, engineering, or both could be used to solve. After 8 minutes, students have 2 minutes to rotate to a new poster. The session would take 40 minutes total, and then we would spend the remainder of class (assuming class is 1.5 hours, ~30 minutes) going over what was written on the posters in a group discussion.

I would then take pictures of the posters on my cell phone, and post them on the virtual learning environment (VLE) for students to access later. This will form the basis for the group projects the students will do throughout the module. Reply Reply to comment Collapse Sub discussion Anna Dovey

Anna Dovey

16 Jun 2020 16 Jun at 11:24

I will also choose to use the micro-teach session from module 1, as I have all the information to hand.

This was a session on Harvard Referencing (HR).

As I have been reading through the materials for this module to date – the books, videos etc. I was considering how HR lends itself to being taught using this approach, as it’s strongly rooted in concepts and text based.

HR is used for every piece of written work to varying degrees, and is an important part of dissertations. Most students haven’t used it comprehensively until their dissertation; they struggle at that point, so I have been working to integrate HR into their other written work more and provide more support for them to develop their skills. HR is one of those topics where practice does make perfect (or better!), feedback is essential for students to develop their skills and an individualised approach would work well, as students have widely diverse approaches and reactions to HR.

The LO’s for the micro-teach were:

  1. Identify errors in basic Harvard References
  2. Describe the issues with the various automatic HR generators
  3. Locate HR guidance and advice on the VLE

For the asynchronous element;

1. A short video from me with a face recording and images of the texts (I need to know how to do this, what software to use – any recommendations guys?) explaining ;

  • plagiarism (mention Turnitin!)
  • Why and how HR is used in the institution
  • How it will form part of their marks in other written assignments and their dissertation,
  • Perhaps an example of a marking matrix with the HR element
  • Brief talk about automatic HR generators
  • Show them where the HR guidance is on the VLE

2. Direct them towards other resources explaining plagiarism in more depth, perhaps some examples of what’s happened to students who have plagiarised.

Then perhaps a short area where they have to summarise their learning so far, perhaps as a group discussion with a minimum number of words, BEFORE they are allowed to progress to the next stage…

3. Another video from me showing them HOW to HR, properly, the quick way.

4. Depending upon the HR system used, I could direct them to complete quizzes etc. There are some interesting online resources here: https://www.tes.com/teaching-resource/how-to-harvard-reference-7517565 (Links to an external site.) an online quiz here: https://www.proprofs.com/quiz-school/story.php?title=test-yourself-on-harvard-referencing  (Links to an external site.)and the Northampton Uni HR interactive tutorial here: http://library.northampton.ac.uk/liberation/ref/Links to an external site.

5. Create a Kahoot! quiz. depending upon their outcome, automatic feedback (I have no idea how to set that up) could direct them to re-review resources or direct them to new resources.

For the synchronous element:

This is a little harder as the bulk of it has already been covered in the asynchronous resources!

1. Answer any questions students have about HR

2. Run a Kahoot! quiz to see how well they’ve done.

3. Ask them to bring any written work they’re working on for another module and HR in class.

4. If no work in progress, I could give them a series of resources to HR, increasing in difficulty, and we could work through them using the hints & tips as a class.

Note: not all students have laptops and a lot of the HR resources are online, so not as inclusive as I’d like – far easier to cut and paste using a laptop than a mobile phone! Reply Reply to comment Collapse Sub discussion Joel Ferguson

Joel Ferguson

25 Jun 2020 25 Jun at 13:22

My Micro-teach structure:

Background: My micro teach session happened a short ways into the term so students were already familiar with each other and the structure of the module.

LOs: Students will be able to…

  1. Explain user generated content specifically from the perspective of advertising
  2. Discuss and critique examples of user generated content.
  3. Have an understanding of how to use UGC effectively for the purposes of
    ideating advertising campaigns.

What I Planned: 30 minute lecture on User Generated Content (UGC) advertising campaigns (actually took 35 minutes). 15-20 minute discussion and group task based on the lecture content (actually took 25 minutes and should have been more. The task wasn’t entirely successful because I wasn’t truly able to execute it in a short time frame. This meant that I don’t feel that I met LO3.)

UGC Flipped Edition Draft:

Revised LOs:

  1. Have an understanding of how to use UGC effectively for the purposes of coming up with ideas for advertising campaigns.
  2. Have a lasting tool that can be used and referred to in the future to help you decide whether your UGC idea is effective.

Online: Example videos and case studies supplied on the VLE demonstrating UGC being used for advertising. 10 minute video with slides in the background talking through what UGC is, making reference to the examples. Perscribed reading of a portion of ‘Anatomy of a Youtube Meme’ by Limor Shifman to engage with academia on UGC. Small task: find an example of an advertising campaign that you think has made use of user generated content to bring to the future workshop.

Online Live:

30-35 minute discussion of the case studies and examples (I will have these up on screen during the discussion so that those who may not have engaged with the content on the VLE will have some point of reference and hopefully still be able to engage with seminar). Here we will discuss how each case example used UGC and whether we believe that the campaign idea worked.

Face-to-Face Workshop: I have a 2 hour workshop session that I am hoping to make use of for the face-to-face element

3 minutes – introduce the workshop

15-20 minutes – In pairs consider the examples on the VLE. Discuss what each example did well and could possibly have done differently or better. Post your pair discussion to a Padlette for the class to see. In the feedback on my micro-teach it was noted that some students were very quite and so never contributed to the discussion, hence maybe they didn’t engage in that session. With his structure pairs will all contribute, hopefully making the session more inclusive of the whole class and give everyone a chance to engage.

25-30 minutes – as a class group discuss the results of your pair discussions and Work to formulate a set of key questions to ask yourself when using UGC in your advertising campaigns. Each pair should indentify two questions that can be added to the guide. The guide will be posted on the same discussion padlet which will be available online and as a PDF on the VLE after the session for future use and consideration. This will also mean that those who couldn’t attend the workshop session (maybe they were isolating or shielding or stuck in their home country) will still have access to the result and be able make use of it.

5-10 minute break

15-20 minutes – working in your pairs use the guiding questions you have genereated in the workshop to reflect on the answers you provided in the intial discussion. Change or add to your contribution on the padlet.

15 minutes – Discuss with students how they can make use of the tool they have just made for their on-going portfolio project.

5 minutes – Show the class where the resources are on the VLE. Thank students for making the sterling effort to attend during Covid.

Remaining time left empty for Q&A and in case I go over time. Reply Reply to comment (1 likes) Collapse Sub discussion Chris Esh

Chris Esh

29 Jun 2020 29 Jun at 10:32

  • The flipped classroom approach is not something i have come across before in my learning experiences other than teachers advocating independent reading/learning of the course content and it has inspired some ideas on how i can change my approach to teaching as a whole but particularly within the face to face teaching sessions.  Feedback from my micro teach session was heavily focused around more student/teacher interaction. The flipped classroom approach is a great way to build this into my teaching sessions. Asking the students to come to the session prepared with some of the content that will be covered will allow group discussion. My initial and very basic idea for this approach is to provide a very brief introduction to the subject of each session. For example, an introduction to exercise in the heat, explain why it is such a big topic of interest within sport and exercise science and introduce the basic concept they will learn about in the first session (the heat balance equation). 4 main mechanisms involved in heat gain/loss during exercise and the students in groups will be asked to provide a concise definition of the mechanism they are tasked with defining and also a strategy that can be used to improve exercise performance in hot conditions Once in the class there will then be more discussion lead by myself, with further leading questions and opening it up to the rest of the class. Not only does this enhance the teacher/student interaction of the session the students are inadvertently partaking in their own independent learning process, discussion and working together in their own groups and then as a whole class. To complete the task set they will have to do their own reading around the subject and will attend the session better informed and not require a stand and talk approach from me.    Something I will work to introduce to my teaching in the future  Reply Reply to comment

Leave a comment

Design a site like this with WordPress.com
Get started