EDU720 Week 3 Designing a Flipped Classroom

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Designing a flipped classroom

By the end of the learning activities for Week 3, you should aim to be able to:

  • Identify, share and discuss key aspects important for designing flipped classroom approaches.
  • Apply developing learning about flipped classrooms and knowledge of EDU720 Assessment 1 documents to produce and evaluate session plans and designs for flipped classroom approaches.
  • 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.

Harriet Beesley

14 Jun 2020 14 Jun at 14:49

What got me most excited about the flipped classroom is the flexibility of it. This is twofold: both in the face-to-face teaching environment, but also between these sessions with the learning materials. In between sessions, students can watch pre-recorded lectures at their own pace, rewatch, take notes, watch anywhere anytime. Now that the students have consumed the necessary information, the face-to-face sessions can be more workshop, less lecture.

The second benefit I can see is the way it can be adapted to different learning needs of students. People don’t all learn the same way, and this is especially noticeable in creative courses. In Masters courses, we also expect independent study and thinking from students too, so once they have taken in the supplied material they can get on with delving deeper.

Lastly it can be more varied than traditional methods. With flipped learning, instead of students listening to the same lecturer each session, they are spoilt with learning material from a range of sources in a range of styles. This is clearly more interesting for the learners, but also challenges them to think in a broader way. Reply Reply to comment (2 likes)

OOOPS. So I didn’t answer the question!

What is most important when designing a flipped classroom? Make sure the out-of-class content is suitable for the student’s expected knowledge level. It should be challenging but not baffling and too daunting, as this can put students off. In a Masters level, it should challenge students to engage in independent thinking, not just within the parameters of the material.

Give students some idea of what will be covered in the live session, so that they can come with questions and initial thoughts. When working with visual content, they may want to create mood boards of source material for the session activities. This small bit of preparation will mean that they will be able to personalise the session to their interests and needs.

Thoroughly plan for the live session, but plan for the unexpected. Allow plenty of time for questions and discussions, as hopefully there will be questions!

As I haven’t properly planned for a flipped classroom approach before, I’m sure this list will change over the next few weeks! Reply Reply to comment

Another good idea – Visual content / mood boards – love a mood board, I did my A&F strategy around a mood / concept board a quintessential resource for practising creatives – but basically I think the idea of the prep resulting in the session becoming personalised is very applicable for creative courses where specialisation is often a prerequisite. Reply Reply to comment Collapse Sub discussion Michael Berthaume

Michael Berthaume

15 Jun 2020 15 Jun at 12:27

Ha! I did a similar thing 😛  For me, I was thinking not about what the three most important things were, overall, but what stuck out the most to me.

I find the differences between the flipped classroom and traditional method daunting, mostly because I am so familiar/comfortable with the traditional method, but like you like the flexibility the flipped classroom provides. Reply Reply to comment Collapse Sub discussion Katie Welch

Katie Welch

16 Jun 2020 16 Jun at 13:08

  • Hi Harriet, Moodboards – great. Was flailing around for ways to incentivise engagement (admittedly not given it enough thought). I think sharing something beforehand is such a useful tool. Out of interest, if it was posted prior to a session, would you restrict access to those who hadn’t posted themselves or would you leave it open? I can see both sides of that argument.  Reply Reply to comment

Deleted by Alex Bailey on 15 Jun at 9:32

  • I agree, a lot of prep needed beforehand, but if it is a module that is repeated regularly, it could be worthwhile. In last weeks videos I’m sure they suggested sharing other people’s material too, where relevant? Or commissioning recorded guest lectures? The students in my class are watching a guest video lecture that I made nearly two years ago, before I was seriously thinking of a career in teaching!  Reply Reply to comment (1 likes)

Collapse Sub discussion Alex Bailey

Alex Bailey

15 Jun 2020 15 Jun at 9:32

Hi Harriet

Your definitely on it with your ideas: ‘In between sessions, students can watch pre-recorded lectures at their own pace, rewatch, take notes, watch anywhere anytime’. I’ve been thinking hard about recording lectures and content making them succinct and most of all engaging and how many you might need to teach a course where flipped / blended learning constitutes the majority of the structure. I believe it will require a great deal of work and dedication to build the appropriate content. 

Alex  Reply Reply to comment Collapse Sub discussion Nick Raven

Nick Raven

16 Jun 2020 16 Jun at 16:51

  • Hi Harriet, ‘Thoroughly plan for the live session, but plan for the unexpected’ I think is a great approach for a live session but also for flipped learning generally where we’re asking the student/learner to be much more autonomous. Really nice. And I think in terms of enabling a ‘lifelong learner’ this will be really important. Reply Reply to comment

Collapse Sub discussion Alex Bailey

Alex Bailey

15 Jun 2020 15 Jun at 12:21

Existing knowledge. What the student /students already knows and understands about this topic so as to make the flipped approach relevant to the individual and the class as a whole. This could be resolved by an up front quiz. One concern I have with flipping is exasperating the knowledge and understanding gaps in the cohort. On first impressions flipping may work wonderfully for the top 10 or 20 % who can just crack on and get it all done, by degrees for the middle cohort and could be a disaster for the slow slightly challenged learners in the lower 20%.  If they are left constantly having to re-watch the webinar in the class section of the blended learning element, will they just get further behind?

Aligning the flipped part with the blended / class part of the teaching so that a rhythm can establish itself between the two learning contexts which ultimately should compliment each other, support each other and have direct relevance. Project based learning for the class room, ‘guide by your side’ elements might work well? 

Engagement. Making the content stimulating and well delivered. At entry level if the idea is to simply video your lecture and possibly illustrated with slides for example. This seems a great opportunity to both analyse the content for LO’s and objectives, are they well explained? Are the LO’s clear and well articulated? Could it also be seen as a chance to enhance the delivery with post production which in turn might increase engagement and the conveyance of knowledge? But I do appreciate the minute you start getting into editing and improving the videos / webinar’s the time investment goes up hugely. I just have this horrible vision of endless droll lectures delivered to camera and the poor student left pausing and rewinding as they labour through it. This in turn makes my mind go back to the inspiring lectures I have sat in on live, delivered by energising teachers that make an impression and inspire.  Would it have been as exciting and dynamic if it was delivered directly to camera on a computer? I doubt it. Bit like watching Glastonbury and being there. I know which one I prefer.   Reply Reply to comment (1 likes)

Hi Alex, I think you raise a really important point on engagement of all the different learners, and I think it will be something that really challenges us in the task. As far as I understand the concept (I have very little real experience) flipped learning should help to foster engagement across different levels of learner, by way of differentiation and personalisation (see F-L-I-P). And yes, none of us want to watch a ‘droll lecture’! I’ve been looking at TED lectures as a starting point for inspiration… It might be an age thing but I do enjoy watching Glastonbury from the comfort of my sofa! In terms of the experience it can’t compare can it… but in terms of widening participation and inclusivity, BBC at Glastonbury is an pretty good distanced experience! Reply Reply to comment (1 likes)

  • I agree Glastonbury on the BBC is pretty damn good. In my mind I just had live gig v watching on TV – I can live with out the mud and the Glasto toilets.  Reply Reply to comment (2 likes)

Collapse Sub discussion David A Paton

David A Paton

19 Jun 2020 19 Jun at 9:09

Your consideration of the term rhythm is so important Alex in delivery and engagement with education… really love it that you identified this as it is so important in many aspects of life and work, but especially for students who may well be operating in a wide range of scenarios through digital platforms.  Reply Reply to comment (1 likes)

Collapse Sub discussion Michael Berthaume

Michael Berthaume

15 Jun 2020 15 Jun at 12:24

Three things that stick out are

-synchronous vs. asynchronous communication

-make it more than “just lectures online,” but it is ok to start out that way

-several, shorter videos better than one really long boring one

The first point I found very interesting as, although I was familiar with the idea, I had not heard of people discussing communication in this manner. The idea of leveraging these communication techniques to improve digital learning was an interesting concept to me.

The idea of making the flipped classroom more than “just lectures online” is something that is pretty standard for the improvement of any course, not just the flipped classroom: if all you are doing is lecturing and not tying lessons together, students do not learn as well. It’s a nice reminder, and I think important to keep in mind when thinking about employing the flipped classroom approach. Through reflective practice, you can certainly make it more!

Finally, the last one was not explicitly said, but it was something everyone did, and it makes a lot of sense. I will dedicate more time to 3-6 minute videos than 10+ minute videos, even if I end up watching videos for the same, total amount of time. I think having several shorter videos will help keep the student’s attention. Reply Reply to comment (2 likes)

Hi

I hadn’t considered having more than one video, so can definitely see the benefit in this approach, especially if needing to break down a complex issue or addressing several learning outcomes. This may also help address the possible lack of student participation/engagement as remains short and snapping so maintains interest levels.

Rachel Reply Reply to comment (2 likes)

  • Hi Rachel – my hope with this is also that if students see they have a 45 minute video to watch, they may not do it because they will feel they need to dedicate a large portion of time to it , but they may be more willing to watch 3 15 minute videos, since they can do it in chunks at different times Reply Reply to comment (1 likes)

Collapse Sub discussion Suzanne Strudwick

Suzanne Strudwick

16 Jun 2020 16 Jun at 0:50

Hi Michael

Three excellent points, like Rachel, I like the thought of producing a couple of smaller videos instead of just one long one. This concept is similar to John Medina’s Ten-minute Lectures to keep students engaged and learning in chunks. I have definitely used this approach in my teaching of difficult movement patterns, breaking up the larger segments into smaller more manageable chunks. Breaking larger concepts up into smaller videos for the learners would be similar.  Reply Reply to comment (1 likes) Collapse Sub discussion Dario Faniglione

Dario Faniglione

17 Jun 2020 17 Jun at 8:25

Hi Michael,

Very good points, especially around the use of lectures (in any delivery mode).

One key and challenging aspect of synchronous vs. asynchronous learning activities is probably around the effective integration of these modalities, witing the overarching session. Have you thought about strategies for these already? (we shall explore this dimension in further details in the coming weeks) Reply Reply to comment (2 likes)

Collapse Sub discussion Stanley Mbelu

Stanley Mbelu

17 Jun 2020 17 Jun at 8:27

Hello Michael,

I like the idea of having several shorter videos.

As a student myself, the shorter materials are more interesting to look at, as you will not constantly be checking on the remaining time on the video while studying. I prefer to have short materials than a long and eventual boring materials. 

Stanley Reply Reply to comment (1 likes) Collapse Sub discussion Harriet Beesley

Harriet Beesley

17 Jun 2020 17 Jun at 19:36 This is a really interesting outtake from last week, I’m stealing it! Short videos, rather than long ones, great thinking. Definitely a better approach for a culture full of short attention spans. Reply Reply to comment (1 likes) Collapse Sub discussion Alex Bailey

Alex Bailey

18 Jun 2020 18 Jun at 7:18

Hi Michael 

Absolutely, I agree the more I have thought about the video content / lecture to camera part – short, sweet (engaging) and to the point seems the way forward. I think audio (podcast) has its merits as well, not least for accessibility reasons.  I do a fair bit of on- line teaching with my 8 year old son and I use video lessons from the BBC and U.S based programme makers. There is no doubt production value goes along way with engagement and information retention levels. 

Alex  Reply Reply to comment

    • Hi Micheal,  I think your point about ‘chunking’ longer videos into multiple smaller pieces is really important.  On our Scriptwriting MA, we mostly try to stick to 3-5 minute videos where feasible. Occasionally it may go up to 10 mins but this really is the upper limit. Anything longer and some students are liable to switch off early, assuming they’ve gotten the key point and the remainder will simply be additional repetition. Others are less likely to watch in the first place because they see it as a bigger time commitment. It does however force us to be quite succinct in the content we present. Dejan Reply Reply to comment (1 likes)

Collapse Sub discussion Rachel Butt

Rachel Butt

15 Jun 2020 15 Jun at 13:44

Hi

for me there are more than three important things to consider:

  • ensuring that the video/online/webcast learning  is not repeated/reiterated in the face to face class component. 
  • ensuring that the combined flipped/blended approach meets the learning outcomes, 
  • ensuring the synchronous and asynchronous components flow and aren’t disjointed
  • allows for differentiation of class,  I love the flexibility of the flipped classroom approach, and believe it would be particularly useful for those who learn at different speeds, so they can go back over the video as much as required, to ensure they learn the content fully. I also like the though of including on-line quizzes to test knowledge, these can be repeated until learning is felt satisfactory. 
  • I think because there are several components to the lesson, it maintains interest level, althugh care must be taken to make sure tasks aren’t too onerous as this may detract from the subject matter as students may not achieve or complete the tasks

Generally I agree with others, that the flexibility of this approach appeals mostly. It will be fun and interesting to see how it goes in “real” and also i’m interested to gain the feedback from the students. Reply Reply to comment

The synchronous and asynchronous activities/discussions are aspects that I had not understood in concept or academic name but I have differentiated and used both forms of communication in my lessons. Both offer the learner and the teacher advantages for spontaneity of thought and collaboration or thoughtful and creative engagement.   Reply Reply to comment (1 likes) Collapse Sub discussion Dario Faniglione

Dario Faniglione

17 Jun 2020 17 Jun at 8:45

  • Thanks for sharing these points, Rachel. Feedback from learners is a key component of the evaluation process, good you have explicitly highlighted this. Reply Reply to comment (1 likes)

Collapse Sub discussion Suzanne Strudwick

Suzanne Strudwick

16 Jun 2020 16 Jun at 0:14

For me personally that stood out with the flipped classroom approach were:

1. Utilizing the face-to-face time for more learning activities, whether these are demonstrations, physical activities engaging with the new learning skill, a task for the learners to undertake with my visual evaluation and feedback. Being able to use the majority of the class time devoted to these activities will develop the students faster and with more engagement. 

2. Evaluate learning and knowledge with meaningful activities prior to the face-to-face class. I would provide a short video with a demonstration of the new learning skill, then provide an opportunity for feedback and evaluation by the students to gain knowledge. A vast majority of my students have prior knowledge and have already developed a Schemata’s. By introducing a new concept via video, students have the opportunity to link knowledge to activities that reinforce new information. The face-to-face provides practice, development with feedback and this helps develop  mental models, new Schemata, and this is necessary for expertise.

3. To me, this new model will be just plain fun! Seeing my students learn more, have more time to experiment, evaluate, adjust and retry during the face-to-face class time will increase the engagement of the students as they will see a faster improvement rate.  Reply Reply to comment (1 likes)

Three solid points, Suzanne. I agree this seems like loads of fun! 

I wonder, if you were starting a course now, in these times of social distance, with a group of beginners who had not developed the necessary schemata, what might you do differently? Getting physical form right is hard, even when you know what you’re doing. I suppose I’m asking, could you do an exclusively online course for your field?  Reply Reply to comment

Collapse Sub discussion Dario Faniglione

Dario Faniglione

17 Jun 2020 17 Jun at 8:43

Good plan, Susanne!

I like the idea of continuous experimentation and evaluation!

Reply Reply to comment

  • I’m glad you mention the fun aspect Suzanne. I too see it like that – the approach fosters a synchronous session which is more consistently interactive and in which students are active on a task for a higher portion of the running time. This is more engaging for them and for us as tutors.  The obvious prerequisite is that everybody does the preliminary asynchronous content study which makes the subsequent session work as planned. This is the pitfall I’m most worried about with my own session! Reply Reply to comment

Collapse Sub discussion Alex Bailey

Alex Bailey

1 Jul 2020 1 Jul at 13:19

  • Agree the more ‘quality’ face to face time the better in my opinion as well.  And agree again prior evaluation – so important.    Reply Reply to comment

Collapse Sub discussion Katie Welch

Katie Welch

16 Jun 2020 16 Jun at 13:04

Very hard to choose just three…

  • Nailing differentiation. Knowing who you’ve got, what they know and how you’re going to cater, so that you can ensure that you’re providing enough, varied, resource that can support students at whatever level of engagement they can manage. I wonder how we might work restrictions on tech into this…I have one of these CATT sessions this afternoon on re-jigging modules for online, and the tech issue has already been brought up on our faculty side-chat. And from experience over the last few months, tech gremlins can be completely debilitating for some. 
  • Incentivising pre-class engagement somehow. From past experience I’m nervous about students not engaging independently, which would, in turn, make my F2F sessions lack punch. Perhaps a short multiple choice quiz on the LS, if it’s appropriate to the material. Or I do see great value in these forums – that would tick so many boxes too. 
  • Flexible, active class time. I think the more problems to solve, the better. But I acknowledge the importance of loosening up a bit, and being comfortable with maybe not getting through everything I have planned. 

Reply Reply to comment

Hi Katie,

Food for thought, and I agree with much of what you’ve said. mixed ability classrooms certainly present challenges for F2F teaching, and even more so for flipped classrooms. This carries over into your second point about engagement I think- it’s a tricky balance to achieve as flipped classrooms are student led, so you can’t really nominate students to provide answers if they’re not engaging as you might in a “normal” class. Flexibility is indeed key, it’s hard to let go sometimes!

Mia Reply Reply to comment Collapse Sub discussion Dario Faniglione

Dario Faniglione

17 Jun 2020 17 Jun at 8:41

Hi Katie,

Engagement with pre-session activity is the universal challenge of flipped classroom implementations!

If it helps, I think the choice of learning activities for the online dimension should be relevant to the subject in hand and the learning outcomes of the session (i.e. what do you need your learners to be able to do by the end of the session?), rather than a choice made on ease of engagement solely. 

Any thoughts? Reply Reply to comment Collapse Sub discussion Alex Bailey

Alex Bailey

1 Jul 2020 1 Jul at 13:21

  • Yes all very good points and food for thought, engagement is always a key to successful learning I find. Reply Reply to comment

Collapse Sub discussion Nick Raven

Nick Raven

16 Jun 2020 16 Jun at 16:50

1. Clear instruction and guidance to manage student expectation
To support and enhance student autonomy the learning activity must be clearly instructed and clear guidance given. This will help to ensure students are on track, confident and happy.

2. Creating meaningful learning experiences for greater engagement
To create a learning culture where activities are drawn from student experience and knowledge scaffolded through modular tasks, constructively aligned with the intended learning outcomes and with a feedback dialogue that is maintained for timely feedback between tutor and student and peer to peer.

3. Personalisation and effective differentiation to respond to individual learners
Support deeper learning through agile and responsive reflection of individual learners, experience, abilities and learning styles. Reply Reply to comment (1 likes)

Hi Nick,

managing expectation is an excellent point. Flipped learning is new to many students and they won’t know what to expect from the activities. I think you’re right that clear guidance is crucial to this. For your remaining points, I think the common theme is that the activities should be student-led, in a sense? This is certainly a key feature of flipped classrooms for me.

Mia Reply Reply to comment

Collapse Sub discussion Dario Faniglione

Dario Faniglione

17 Jun 2020 17 Jun at 8:20

Hi Nick,

Very good points.

On the personalisation and reflection point, have you thought about how this translates in terms of “resources” (i.e. time) needed? How would this be manageable in your context? Reply Reply to comment

  • Hi Dario
    Thanks for this. I think this could be a very difficult thing to achieve, but I would hope, although I have very little experience, the flipped class can support this, in terms of (time) resources, by providing more time in class to respond to individual needs. 
    It does depend on the level of student engagement in the online activity… Practically, a MCQ seems to be a simple way of monitoring student abilities/understanding of a asynchronous online ‘spark’ activity. This may not directly translate to my discipline but could be easily replicated in terms of students being asked to demonstrate something about what they have just read or watched – demonstrate the use of type sizes to create hierarchy, for example. This task could then be assessed relatively quickly, before the in class session to, at best (more time), tailor support for particular learners, or at worst (less time), highlight those students who need more attention and support. Reply Reply to comment

Collapse Sub discussion Alex Bailey

Alex Bailey

18 Jun 2020 18 Jun at 7:43

  • Hi Nick Very concisely put. My future in teaching may well be centred around supporting a small cohort of students more in a mentoring capacity than teaching in the traditional sense – guiding students through their own learning journey and setting them for a life time of self motivated learning. This is something I am researching. A new approach to knowledge transfer in the creatives.  So your points / approach make perfect sense to me particularly 2 & 3 – thank you.  Alex  Reply Reply to comment

Collapse Sub discussion Mia Tedjosaputro

Mia Tedjosaputro

17 Jun 2020 17 Jun at 7:22

For me, I think there are three main issues that are particularly germane to my students, especially in the current situation. I’ll begin with the considerations rather than the key guiding principles as that seems like the logical approach to me. 

Firstly, my students are currently isolated and studying at home alone. Informal feedback and SurveyMonkey results suggest that they miss the face to face engagement not only with me, but also their peers. Secondly, because of this situation, they can feel adrift if not properly scaffolded. Third and perhaps most importantly, they are all reporting low levels of motivation due to this lack of engagement.

In view of this, here are my three key principles: 1) any technology that allows them more personal interaction is good- e.g. video conferencing rather than forum posts. 2) the set-up materials, the prep, should be staged and scaffolded while retaining a degree of autonomy for the stronger students. This is perhaps the greatest challenge. 3) the prep and the flipped classroom activities should be designed to be as engaging as possible in order to regain student motivation. I think this is best achieved by mimicking the face-to-face classroom environment as closely as possible. Support could be provided by asking students to dress up for their video conference, perhaps wear a suit and tie or nice dress- many of them have conferenced in their pajamas before now, and it seems to me that this small detail, among others, does not encourage a rigorous attitude to the tasks… Reply Reply to comment

  • Hi Mia,

    Very good points here. Just a word of warning around ” mimicking the face-to-face classroom environment as closely as possible”. While your intentions and motivations are very-well articulated and formed, I think that there might be a danger to constrain yourself to what you already do (from a curriculum design perspective). A flipped-classroom implementation could give the change to rethink certain elements of your session structure, and by definition, will allow for more meaningful interactions during synchronous sessions.  I like the idea of “formalizing” conferences. Let us know how that goes and if it brings the expected results.   Reply Reply to comment (1 likes)

Collapse Sub discussion Toby Carr

Toby Carr

17 Jun 2020 17 Jun at 23:46

3 key things for me that will be important are: 

– Alignment of activities towards the assessment and learning outcomes. I can image big issues with engagement if this isn’t the case and if students can’t understand or piece together why something might be relevant. This is also linked to the theories of scaffolded learning.  To achieve this is seems that personally I might find it easiest to design the assessment first based on the learning outcomes and then work backwards to make sure everything is pointing towards it. 

– Really getting to the core of what is happening in my current teaching activities in terms of communication, dialogue and learning and translating these components into activities that can take place on-line if appropriate (eg is it technical, skills based, craft, pastoral support, clarifications etc) I found last week’s reading very helpful in terms of thinking about this.  It seems like there could be a danger of just trying to replicate like for like but using technology. I can see that this wouldn’t work well for lots of reasons (let alone my own attention span!) and would not take advantages of all the benefits of blended learning

– My third watch point I think is to be realistic about what I can create, especially when working at home. Try to balance this with found content to both broaden the conversation and reducing time spent generating lots of new content.  It seems like considering carefully the best use of self generated content and live sessions as part of a bigger picture will be really important as well as involving other voices, experts, makers etc. We would normally aim for this when teaching and I feel it is an important element not to loose. lots of opportunities inviting people who wouldn’t be able to visit in person (especially to a remote corner of Cornwall!) 

I’ve probably cheated a bit there by rolling few things together. So in summary…. engagement, exchanges and a bit of experimentation (or anything else beginning with ‘e’) Reply Reply to comment (2 likes) Collapse Sub discussion Dejan Levi

Dejan Levi

18 Jun 2020 18 Jun at 12:16

1. Design the asynchronous content to maximize chances students will do the independent study

This is about avoiding the obvious pitfall where students don’t prepare and the synchronous session has to revert to content-dissemination. To avoid this I think the asynchronous resource needs to be very practicable for students (e.g. not too demanding time-wise, easily-accessible even for those with lower tech competence etc) and tightly aligned with module LOs and assignments. 

2. Produce resources with a decent production standard and well-organised content

I’ve seen some resources where tutors turn on a microphone and improvise their content delivery, or others with very poor visual layouts or audio quality. All in all, I think the ‘rough’ finish sends the wrong message to students and decreases engagement. Avoiding this is important, while still remaining realistic/practicable re: tutor time.

3. Prioritize accessibility over differentiation

Perhaps a false dichotomy, but I think the differentiation will happen in the synchronous session. For the asynchronous component, it’s instead vital that nobody is left behind by the level/complexity. I see the initial resource as a foundation which establishes basics, and so the level should be very accessible to all. Reply Reply to comment

  • Very much agree with your point 2 – poor delivery of content is such a negative for quality learning, these days I feel students have a relatively high expectation for delivery especially digital interfaces.  Reply Reply to comment

Collapse Sub discussion David A Paton

David A Paton

19 Jun 2020 19 Jun at 9:04

1. Aligning the course objectives, content, structure and timing of the online resources towards assessment and LOs is vital, especially in terms of engaging as many of the students as possible. Here the notion of adaptability for a broad range of abilities and learning styles should be built in to the structure and objectives. For instance Critical Studies in fine art — which is one of the more structured areas of practice — a strong emphasis on ‘assessment drives learning’ capacities is key. Also, here,  there would need to be direct chronology of resources and lectures by artists that scope out the potential for fine art students’ creative approaches to submitting a piece of writing. Here a good mix of synchronous and asynchronous material and events can be provided by staff and external artists and practitioners. This would provide plenty of opportunity for group and peer discourse and own-time research in response to available material. Clarity in terms of timing of events, with a practicable rhythm to where and when students are expected to engage with specific material in specific ways.1.

2.Ensuring that online and flipped classroom T&L is achievable and relevant, and genuinely attends to constructive capacities that give students scope to be creative through clearly defined but flexible activities.

3.  I feel before any flipped classroom programme there needs to be a group session  that emphasises a social (collaborative) space so students can identify with tutor/ tutors and their peers… especially if there’s a new group being established. This establishes a safe space for feedback and creative development. Reply Reply to comment

Collapse Sub discussion Angela Coskey

Angela Coskey

21 Jun 2020 21 Jun at 7:54

The 3 E’s

  • Effectiveness
  • Engagement
  • Efficiency
  1. When I design a lesson or course I must take into consideration whether the lesson will be effective, how well the learners will achieve the learning outcomes of the course. I need to consider how to bridge the isolation gap of online learning choosing activities or learning styles that keep the learners wanting more. To consider and research a range of tools that can benefit the learners for them to achieve their desired goals. The following are questions I would model my lessons around:
  1. How many learners will be in the class at one time? 
  2. At which level the learners had already been exposed to English as a Second Language? 
  3. What entry level have the students been exposed to?
  4. Ask the students questions about themselves? 
  5. Lastly to consider the disability if any of the learners? (Stein & Graham, 2013), Chapter 3, pg. 51.
  1. When Stein & Graham write ‘Engaging Heart and Mind in ‘Any’ training that does not include the emotions, mind and body is incomplete; knowledge fades without feeling. I have always been a big believer in emotion when learning as this is how I learn so when I teach my students I create a lively and thought to provoke environment grounded in thousands of years of Chinese cultural beliefs. I find it extremely difficult to learn without emotion how others do it I will never understand. The more upbeat the learning environment is the better I learn. I believe that an emotionally balanced environment is suitable for many learners especially second language learners. I could say that the single most important part of my teaching in China is to reach the learners through emotion and if I had not realized that early on I would have been dead in the water (Stein & Graham, 2013). Chapter 3.2, pg. 53. Elizabeth defines it more as a product rather than an equation because she says that it will not occur (the learning) if either element is missing. (Elizabeth F. Barkley)
  1. Efficiency—refers to the resources (teacher/student time, effort, money, etc.) invested in the development and implementation of instructional activity. (Stein & Graham, 2013), Chapter 3, pg. 51.

References:

  1. Stein, J., & Graham, C. R. (2013). Essentials for Blended Learning: A Standards-Based Guide. Retrieved 6 21, 2020, from https://amazon.com/online-blended-learning-essentials-standards-based/dp/0415636167

Reply Reply to comment (1 likes)

Like the three ‘E’ s idea very much  Reply Reply to comment Collapse Sub discussion Anna Dovey

Anna Dovey

1 Jul 2020 1 Jul at 15:34

  • Race also notes how vital emotions are to effective engagement – if it’s not ‘fun’ it’s less likely to be recalled. However there’s the issue of learning and applying self-discipline to tasks that aren’t fun… Reply Reply to comment

Collapse Sub discussion Joel Ferguson

Joel Ferguson

25 Jun 2020 25 Jun at 16:08

Firstly I would say Engagement. This came up in a few conversation lately about the coming year and in most planning sessions. How do we make our online content engaging so that students are retaining that learning and can bring it to face to face sessions? Especially important when students are learning from home where the environment is full of comfortable distractions.

Next I would have to say the we need to have a good understanding of students existing knowledge. I feel this is quite important for the modules I teach into as they are mostly MA modules where generally students are transferring from another sector or industry and need to not only get foundation knowledge but also be raised to MA level practitioners.

Thirdly, I think it’s worth analysing what you’re going to put online and see whether you’re essentially just setting students homework watching to do on there own time. Maybe this also falls in with engagement a bit but my intention is that it’s important to diversify your online delivery with meaningful activities and content. Reply Reply to comment (1 likes) Collapse Sub discussion Chris Esh

Chris Esh

29 Jun 2020 29 Jun at 10:46

1) Independent learning – the use of tasks in the flipped classroom approach really encourages the student to learn about the subject area prior to the session itself, they come to the session more informed and hopefully a better understanding of the subject and the area around the subject if the task related reading lead them to read around the subject area to find the answers they were looking for. 

2) Greater in class environment – although not having carried out this approach yet i feel it will create a better environment within the class. In my experience, as teacher and student, a lecture is not a nice environment to invite students to discuss/question the content. With this approach and more informed students the teacher is able to create an environment where discussion and questions become the norm, the students are more comfortable to do this within each session and the more they start to question intuitively etc the more they will learn. 

3) The likelihood of learning what isn’t being assessed – this approach if used in all teaching sessions throughout a module engages students in learning the content from each session, not all content in a module is assessed and as it is widely accepted that people generally learn the things they are likely to be assessed on this approach somewhat negates this from happening. Essentially the tasks and discussions act as an assessment task, if they do not do the work they are not going to be able to participate in the session and if called upon to contribute will not be able to do so, hopefully acting as a strong enough incentive to complete the learning.   Reply Reply to comment

  • Interesting point 3 there. In effect the f2f sessions are an informal form of assesment – if a student hasn’t engaged with the online element, they are left out of / find it harder to engage with the f2f session and there could be an element of shame in front of their classmates (if it motivates them, fine).  Using social learning as a motivating factor. Hmm. Reply Reply to comment

Collapse Sub discussion Anna Dovey

Anna Dovey

30 Jun 2020 30 Jun at 13:12

“What, for you personally, stands out as the three key things most important to remember when designing a flipped classroom approach, and why are these important?”

– Consider whether students have worked with flipped classrooms before, and if not, explain to them very, very clearly what it is, the benefits to them and the expectations of them. This may help with engagement, especially if students will end up being left out of activities in the f2f session if they have not completed the online, asynchronous elements as describe in some of the previous videos (gives them some motivation – no-one likes being left out! Buuut, would that put them off from attending f2f?)

– Consider inclusivity and accessibility. For example, assessment 1 = design a podcast. As a hearing impaired person who lip reads a fair bit, I’m not wild about podcasts personally and I doubt I’m the only one. Possible options could be to support that with a text script, or a video so students could choose how they consume the information – listen on the bus or watch at home (is there any software that will record both and split out the audio?).

– Constructive alignment – the online element and live element need to be closely aligned and linked, giving students motivation to complete the online element.

I’m concerned about the comments about student’s attention spans. Are they getting shorter because we are catering to reducing attention spans or for other reasons?  Isn’t being able to concentrate for longer than 5 mins part of being a life-long learner?

So learning about flipped classrooms was interesting (Week 2). I’ll admit I was a little resistant (mostly around concerns that the students wouldn’t engage), but I’ve come to see the benefits to a much wider range of student than perhaps can be reached traditionally.

This week’s tasks was designing a flipped classroom. This was confusing as I would normally do something around what I did at ACM, but that is no longer the case – I’m not restricted by that anymore. I am so immensely grateful to the other students for volunteering to be my ‘students’ for this exercise! It puts me in a position to offer them a choice; HR the Falmouth way (would be of practical use to them) or on a topic I’m passionate about that might be a bit more fun :-). Esh made some good points, but as I don’t have access to a VLE that limits the scope to an extent.

I have additionally learnt I really, REALLY don’t like podcasts. Same as I never liked radio programmes. Fine for listening to something light on the way to work in the car, not for taking in potentially ‘heavy; information; this is possibly due to my lip-reading. It’s almost physically uncomfortable if I can’t see someone’s mouth when they’re talking (I’d be intrigued to know if other hearing impaired folks react similarly).

  • To what extent do you think you have achieved each of the learning outcomes for Week 3? If you think there is room for you to achieve these more fully, what could you do to achieve that? I believe I’ve met all the LO’s.
  • What have you learned this week regarding the use of webcasting and flipped classroom approaches to support student learning? I’ve learnt quite a lot – they’re not as hard to put together as I thought, they potentially support a greater range of students than F2F and improve accessibility .
  • What does all this suggest about the ways you and your colleagues are currently supporting your students’ learning, in your own practice and teaching context? What is good about these, and how could they be further developed in the future? I’d definitely use these approaches more in the future as I believe they could better support student learning. It looks like many of my PGCHE colleagues are already using these to varying degrees – perhaps not always knowingly – but there are limitations as to what subjects and skill sets they can be used to impart. At ACM I know just before I was furloughed some of the FE tutors were doing brilliantly in delivering online sessions and encouraging students to collaborate online too, but couldn’t comment on HE.
  • How has your understanding of the use of webcasting,flipped classroom and / or blended learning approaches changed from doing this week’s topic and activities? It’s improved and expanded. I am more willing to experiment with it myself, now I am more aware of the potential benefits to students.
  • How did you learn this? Via reading other’s comments on the forum and reading/ watching the videos
  • What supported your learning?
  • What has challenged you?
  • What has surprised you?
  • How does this relate to what has been proposed in the different sources of scholarship you have read? Which specific sources and what claims in those does this relate to?

Discuss

When you have completed the activity on the previous page, please share your initial draft EDU720 FC Session Planning Form as an attachment to a forum post here. You can also add further notes in the post.

Read and give peer feedback on at least two of your colleagues’ FC Session Planning Forms, to help them develop their plans for their flipped classroom approach, and to help with your own learning. Consider the following questions:

  • What do you think is good about their FC Session Planning Forms and proposed plans for their flipped classroom approach, and why?
  • Are there any areas in their planning that they could consider and develop further? How could they do that? Why do you think it would be useful for them to do so? Do you have more ideas that might be useful for them to consider?
  • Is there any learning from your weekly reading of pedagogical scholarship that applies to what they have proposed in their plans (in terms of what is strong about their plan, and what can be further developed)? Please also note down the source references.

Search entries or author Filtre replies by unread     Write a reply… Reply to Week 3: Forum – Share Your Flipped Classroom Session Plan

Attached is my flipped classroom plan for a session on the basics of layout and typography. This will be held halfway through the first module of their MA, and will help them gain some basic skills that will be used throughout the rest of the course and beyond. As a lot of of the students have little or no training or skills in editorial design, this will be quite new to them all. They will need to produce a designed pdf of their module journal at the end of the term for assessment, so this will be aimed at getting them thinking about this ahead of time. I think the design for the live session still needs refinement, it needs to be interactive and useful – I want the students to work in groups. It makes sense to give them the materials needed for the exercise so that they just have to focus on the act of laying out and considering what fonts would be most suitable for the subject matter, but what themes should I pick for these exercises? Hmm.Flipped Classroom Session Plan – Type+Layout.pdf Reply Reply to comment

Hi Harriet,

I see you say your students have little or no previous training or skills and that you will introduce the flipped classroom in the #middle of the first module.  For my own teaching I was considering doing the flipped classroom as an introduction to each lesson.  Perhaps it would be too often, what do you think? Reply Reply to comment

Hi Angela, I think that does make sense, do you mean topic when you say lesson? The module I am focussing on has a lot of different themes throughout, the skills that they will learn with the session I am planning will hopefully benefit their general practice but most importantly make them able to design their end of module journal, where they will bring their learnings from the module together in one beautifully laid out pdf.  Reply Reply to comment

Hi Harriet,

I mean session.  Perhaps a weekly introduction to what will be required for that week? For language sessions the most important part is the speaking.  In terms of speaking they often forget the words and how to pronounce them. I was thinking that perhaps I could introduce the weeks vocabulary and the pronunciation in a mini video with some instructions for the week.  What do you think?  Reply Reply to comment Collapse Sub discussion Toby Carr

Toby Carr

27 Jun 2020 27 Jun at 15:08

    • Hi Harriet, I’m catching up, enjoyed reading your plan. I was wondering if it could help the collaborative task if students in the group had different roles in order to give them a ‘mode’ of collaboration. Not sure how this would pan out in your context but it could give them a structure within which to interact?  Reply Reply to comment

Collapse Sub discussion Michael Berthaume

Michael Berthaume

15 Jun 2020 15 Jun at 14:51

  • Hi Harriet – It looks like a well-thought-out activity! I was wondering while doing my form as well, but I was unsure how long the in-class session should be, and whether it should be idealized (e.g., if I was giving this as a module, this is what I would do) vs. reflective of the assignment (e.g., I would normally teach to a class of 40 in person, but this is to a pair of students virtually). Reply Reply to comment

Collapse Sub discussion Michael Berthaume

Michael Berthaume

15 Jun 2020 15 Jun at 14:54

Attached is my lesson plan for the flipped classroom. It is not part of a module/course I am teaching now, but one I would like to teach in the future (as an anthropologist and engineer, it is my career goal to create a field that integrates the two of them, and I imagine this being part of the introduction module for the course).

I assume the students have a basic understanding of engineering and anthropology (perhaps they took an introduction module on each during S1, and this is now S2), and that they are beginning to tie these two subject areas together and see how interdisciplinary research can be used to properly address problems that cannot be addressed in the ivory towers of academia.PGCHE M2 FC Session Planning Form.doc Reply Reply to comment

Hello Michael,

I like your approach especially with the option of students to brainstorm about one of the news stories/SDGs, and how it can be addressed.

You mentioned that they will produce a brainstorm “outline” of their semester project, will you give them a guide for that or is it going to be looked at in class? Reply Reply to comment (1 likes)

  • Hi Stanley – I wasn’t planning on providing a guide, but that’s a good point. Maybe I’ll show some examples as options for something they could do. Reply Reply to comment

Collapse Sub discussion Katie Welch

Katie Welch

17 Jun 2020 17 Jun at 16:28

Hi Michael, thank you for sharing.

I think your plan is well thought out and realistic, and you’ve gone into a huge amount of detail, which I think my planning could do with a little more of, actually. I like how active you require the students to be. I wonder how you might make sure that they’re getting the most out of your materials – how can you make sure they are genuinely ‘thinking’ about something e.g. the world’s problems, and not just skipping through to the next stage, because of time/motivation?  Reply Reply to comment (1 likes)

  • Hi Katie – haha I’m not sure I could even do that now! I teaching engineering, and engineers hate to read. Most students don’t do any reading, even when assigned, so I guess I would take it as a victory if they are doing anything outside of class time?? Reply Reply to comment (1 likes)

Collapse Sub discussion Toby Carr

Toby Carr

27 Jun 2020 27 Jun at 15:18

  • Hi Michael,  I’m catching up a bit, sounds really interesting. I ran a session with our architecture student looking at the UNSDG’s asking them to consider which areas they could have most impact on in which they concluded that they all apply to everything!  I wondered if you might need to allocate goals to the groups to get them to focus and also as a plan B if they haven’t done the exercises before class Reply Reply to comment

Collapse Sub discussion Rachel Butt

Rachel Butt

15 Jun 2020 15 Jun at 21:23

Hi

please see attached draft form of my flipped classroom session plan. this makes up one session out of 8 anatomical systems we discuss throughout the module. 

I am aware that their will be lots of learning for both the students and myself when doing these sessions and therefore I envisage I may be tweaking this session plan several times before the actual session.

I welcome your thoughts and suggestions

Thanks

RachelPGCHE M2 FC Session Planning Form (1).doc Reply Reply to comment

Hi Rachel,

Your plan is thorough and considerate. 

– I liked your modes of formative assessment, in which you place value on attendance as well as contribution, and how you use this to offer support to the students who aren’t quite getting it. 

– I also like how you’ve incorporated feedback into the activity, having already gotten them to agree. 

– Good idea to include some discussion of next steps/expectation in the webcast itself.

– I think making time for reflection on the online component at the beginning of the F2F session is important too. I wonder if this affects their eventual feedback? 

Some points for development:

–  Perhaps consider linking out to other resources that you’ve curated to give another dimension to the information. I see from your differentiation that the students all have a base knowledge of the urinary system but could it be worth putting in a very brief overview, which might even break the ice? such as: https://www.youtube.com/watch?v=K3Z-Lt58H0s (Links to an external site.)

That might be completely tonally off, so I apologise! Regardless, you might save production time by identifying a good quality resource that already exists. 

– Do you need to provide students with any information at all about diseases prior to the F2F session? 

– Can your outcome verbs be stronger? In particular, your second outcome might benefit from some clarification on how they might show they understand the mechanics. 

Hope this is all clear, and that something might help.  Reply Reply to comment

  • Thank you Katie very helpful, love the video very funny, this might even work at the end of the face to face session to draw it all together and end on a fun note, re use of a good quality resource that already exists – this is also a good idea for the future, but obviously for this task I will be developing my own session/webcast Yes I agree I will re-think my outcomes  Thank you for the feedback   Reply Reply to comment

Collapse Sub discussion Mia Tedjosaputro

Mia Tedjosaputro

19 Jun 2020 19 Jun at 9:44

Hi Rachel,

Your session looks good- well thought-out and quite comprehensive. I have a couple of areas I’m curious about though. Firstly, your aims and learning outcomes are almost identical- there’s going to be crossover I suppose, but how are the aims of the flipped classroom different from F2F teaching? Another thing you’re doing- which I’m guilty of myself- is that your timings look really tight- you’re going to have to really hope that there are no technical issues and that the students are completely engaged! I try to work in a bit of wiggle room myself nowadays. 

Mia Reply Reply to comment (1 likes)

    • Thanks Mia, I totally agree, I do need to factor in a bit of wriggle room. Thanks for feedback, this is definitely a new and exciting challenge. Rachel Reply Reply to comment

Collapse Sub discussion Katie Welch

Katie Welch

17 Jun 2020 17 Jun at 11:28

Attached is a plan for Week 1 of a Campaign Creation module for a BA in Creative Advertising. Perfect timing, as I’m having to redesign this module as blended as we speak. Definitely helps having a real-world project, and having a solid knowledge of how the module currently runs. 

The assessment submission for this module is a portfolio of 4 campaigns, for which they are given briefs. Part of their grade relates to a ‘journalling’ aspect of their work, in which they need to show their work in development, other avenues that they’ve explored, and then justify why they have/haven’t pursued a route. This plan is getting them to develop a skill in critiquing their own work according to common principles, which should help them hit the ground running when in an industry setting…I definitely have to caveat these ‘rules’ with the old ‘rules are made to be broken’ though. 

Thanks in advance for any input. KATIE WELCH_ PGCHE M2 FC Session Planning Form (DRAFT 1).doc Reply Reply to comment

Hi Katie

Wow! that’s a lot for them to learn for one class. I may be overwhelmed due to a complete lack of understanding of marketing etc but there seems to be quite a large quantity of quality understanding and expectation during this one class? For me, I would consider breaking it up a bit more, using the posts of critical thoughts of other campaigns to form the discussion in the class. Asking to ‘present’ their chosen top 3 campaigns might be quite daunting and use up quite a bit of time. Using the face to face class time for pure discussion between smaller groups may cultivate a deeper discussion and critical evaluation. You could ‘pop in’ to groups and lead deeper thoughts with your own input and questions.  Reply Reply to comment (1 likes) Collapse Sub discussion Dejan Levi

Dejan Levi

18 Jun 2020 18 Jun at 16:26

This looks really good Katie. I think your differentiation points are simple but effective (seeing them actually helped me recognize mine need a re-write!)

One thing I wasn’t sure about was the reference to both a podcast and a video. Are you planning on using two resources? If so, I think the session plan could make it clearer how the two relate and the specific role of each. Is the video a pre-existing one? Reply Reply to comment (1 likes)

Collapse Sub discussion Rachel Butt

Rachel Butt

18 Jun 2020 18 Jun at 17:19

Hi

I agree with the others , very comprehensive session plan, I worry that this may be a lot to achieve in this session, and also how the students will “demonstrate deepening awareness” in this session (maybe this will be achieved over time instead).  Also have you considered how you will monitor and support/control the large group of “rowdy” students, instead of each student presenting to the whole group, have you considered splitting the group into smaller sets, so that the presentation is to a smaller number, this may help with confidence for those students with recognised learning difficulties, or those who are just less able to speak in large groups. I note you state the group are familiar with each other and relaxed, so these potential issues may have been addressed/overcome in previous sessions. 

Sounds really interesting though.

Rachel Reply Reply to comment (1 likes) Collapse Sub discussion Alex Bailey

Alex Bailey

28 Jun 2020 28 Jun at 22:39

  • Hi Katie The session appears very well planned with the learning activities well aligned with the LO’s. I wonder if a quiz might be a fun and proactive way (bearing in mind the engaging subject) to establish recognition of the features that make it a campaign? Alex  Reply Reply to comment (1 likes)

Collapse Sub discussion Stanley Mbelu

Stanley Mbelu

17 Jun 2020 17 Jun at 12:17

Hello all,

Here is my flipped classroom plan for a class of beginners.

Being that prior to the current Covid-19 era, I never engaged my class with such approach, however with the constant teaching online in todays environment, I see the flipped classroom as an added advantage for my students.

I expect that it will likely be a bit more challenging for a new group, mainly because they will likely not be able to understand the importance of self study, as beginners, however, with an engaging approach as I just designed, I hope to engage them and make them actively involve.

Interesting to hear opinions.
StanPGCHE M2 FC Session Planning Form Stanley.pdf Reply Reply to comment

  • Hi Stan,  I thought your proposed session with two videos’ teaching the two concepts makes a lot of sense. Introducing two big areas, introduction to a franchise concept and then the law requirements and possible pitfalls could be quite a daunting undertaking. Splitting the class into two smaller groups works very well in this scenario, I would also suggest since this in the introduction class, that one group focuses on the franchise aspect and the other group on the law implications. Then each group provides a summary to each other. this way in the first class, they are being introduced to both topics but focusing on one for discussion. For a follow-up assignment they would reflect on both topics.  This would provide you with ample assessment on how well each group gained knowledge.     Reply Reply to comment (1 likes)

Collapse Sub discussion Suzanne Strudwick

Suzanne Strudwick

18 Jun 2020 18 Jun at 0:22

Attached is my revised session plan for a flipped classroom. 

Similar to my micro-teach session, I have utilized a session of a full bunker lesson. The flipped class would apply the flipped approach providing me, the teacher more time to evaluate, adjust, teach the students and provide them more time to gain expert understanding and knowledge. PGCHE Session Planning Form – Suzanne Week 3.doc Reply Reply to comment

  • Hi Suzanne, I like that your synchronous session has lots of scope for students to practice the skill you are targeting. It feels like most of the session will see them in an active role (which is good for engagement) and also give you lots of opportunity to provide formative feedback.  One thing I wasn’t clear on was the use of a video resource, will this be a clip from the recording of the session you ran in last semester? If so, you could perhaps think about adding new content to it while re-purposing it here (e.g. adding a voiceover commentary perhaps, freezing the image mid-swing and talking through key points etc, slow-motion replays etc) Hope that helps! All the best   Reply Reply to comment

Collapse Sub discussion Dejan Levi

Dejan Levi

18 Jun 2020 18 Jun at 16:01

I’ve now decided to do a completely new session for this assignment, unrelated to the micro-teach task from last semester. 

The focus will be on screenplay page formatting conventions, as this will tie in closely with what the students will be doing at that point in the term.

Here’s the initial session plan:PGCHE M2 FC Session Planning Form_V1.pdf Reply Reply to comment

Hi Dejan,

I find your area absolutely fascinating, but there’s a bit of metalanguage in there that I don’t follow 😉 I really like how you’ve included a bit of latitude in your timings, and have actively tried to accommodate different learner demographics (non-native speakers, students doing a refresher, etc.). One area I’m a little fuzzy on though is how you’re relating this session to the assessment- perhaps that could be a little clearer? I also find it’s quite useful to relate the learning outcomes explicitly to assessment at the start of the session- it helps with motivation and engagement.

Mia Reply Reply to comment

    • Thanks Mia, this is really helpful. I’m going to add in the LO info in the next draft 🙂 Reply Reply to comment

Collapse Sub discussion Mia Tedjosaputro

Mia Tedjosaputro

19 Jun 2020 19 Jun at 9:10

This version of FC session plan came about from the module evaluation feedback I am doing this week as we are wrapping up on Week 17 this week (astonishing long semester). For this week’s thoughts I manage to work from 27 responses out of 35 students, as the survey will be closed by Sunday, in two days time. What came apparent to me from the survey is the less than ideal interactions during this pandemic.  Other issues addressing on practical side of learning two new software, weekly feedback on forum posts and module structure have been mentioned, however I am focussing on the ‘interactions’ part for this assignment.

I intend to do a hybrid face-to-face class and virtual class, synchronously. Unfortunately unless I can find a better classroom setup than the university where I currently live (Uni of Nottingham China, which already has the setup for hybrid classes since May), there is a trade-off. Some of my Y4 international students who have been in the country this whole time (I teach this module in another university) will not be able to get into the campus. I am improvising with getting help from my Nottingham China’s preliminary year architecture students instead as they are already on campus. 

I hope this will give me a chance to practice for future purpose when online learning is still our core mean to teach, addressing the interactivity issue I mentioned above.

The plan is very rough and details are still in big question mark (for example, what kind of format of screencast, kinds of static or dynamic content work best for the specific learning units, etc). I combined thoughts from last week’s activity (related to EDU710-Assignment 1 micro-teach session) with Week 5 material of the module I teach. I chose this particular week because it is the most informative topic for the preliminary year students. Mia PGCHE M2 FC Session Planning Form.pdf Reply Reply to comment Collapse Sub discussion Nick Raven

Nick Raven

19 Jun 2020 19 Jun at 15:49

Hi everyone, here’s my plan attached. It’s very draft at this stage and still considering lots of things. Differentiation is a key element of this and as such is quite vague at this stage… I know what I what to achieve but how I go about doing that I’m currently unsure of… Also unsure of the podcast/content element(s)… Any feedback most welcome!Nick Raven — PGCHE M2 FC Session Planning Form [Draft].doc Reply Reply to comment

  • Hi Nick,   One thing you said was ‘I don’t want to use boring outdated typography… what to do?’. Learning boring material can be turned into a game and made fun. I watched a video the other day and they said that when doing flipped classrooms this is when the teacher can become very creative.  Reply Reply to comment

Collapse Sub discussion Alex Bailey

Alex Bailey

20 Jun 2020 20 Jun at 9:24

Attached is my draft flipped class room session plan.

That I know is over ambitious, but I needed to get my head around the concept of the flipped class room idea and how it might work in my context of teaching (very well in fact) so then I could focus in on individual component parts. I needed to grasp the jigsaw as a whole. By doing this it has highlighted the importance of the first element the ‘spark’  I believe it is referred to if I understood the five step framework that my Falmouth teaching peers where discussing at the the end of the webinar on Friday? Inadvertently it looks like my draft might have followed the Falmouth 5 step frame work (roughly – I’ll stand corrected on that one). 

Now what I intend to do is a revised draft that will concentrate on the podcast / spark part and particularly research the pedagogy on this one aspect to get it as right as I can.PGCHE M2 FC Session Planning Form Alex Bailey – DRAFT.pdf Reply Reply to comment

  • Dear Alexander,   I read through your session planning a few times and I really couldn’t find anything wrong. It does however look like a lot of fun! If I wanted to take up photography I would definitely join your class.  Reply Reply to comment (1 likes)

Collapse Sub discussion Angela Coskey

Angela Coskey

20 Jun 2020 20 Jun at 22:45

My Flipped Classroom Session Plan

Hi there,

This is a draft copy of my flipped classroom plan. I ran with this plan with a student the other night and I feel it worked brilliantly.  However, I am still awaiting the homework and session feedback which I will attach later.  The session is broken up into 3 parts. The first part is the flipped classroom, the second part is the e-F2F and the third part is the Homework. 2 Videos are provided prior to the session which frees up at least 10 minutes of session time. The benefits I experienced from the Flipped classroom where that the student skills where brushed up prior to the lesson. Her confidence levels improved and during the middle of the lesson she showed an even bigger improvement with adding in some of her own ideas and personality to the lesson.  At the end of the lesson during the discussion time the student presented a more controversial view which showed me that her learning was deep and meaningful. I found that the students learning prior to the session and with the help of the videos had created a shift in the learning paradigm.  PGCHE Session Planning Form – Flipped Classroom – Draft.doc Reply Reply to comment Collapse Sub discussion Dario Faniglione

Dario Faniglione

21 Jun 2020 21 Jun at 15:06

TUTOR SUMMARY and FEEDBACK

Hello everyone,

Thanks for sharing your plans and for providing feedback to each other work. This is exactly what we would like to see!

Having looked at the plans posted to date, please find here some general comments and suggestions. As usual, the points made below might or might not apply directly to your work, but these might be useful feedback points for further refinement and reflection.

  1. Webcast

Good to see that some of you have stated timing for each topic/section of the webcast. This will greatly help with the recording and it will provide clearer navigation to learners. If you realise that your recording will be longer than 10 min, please consider split the webcast into smaller components/chapters. This will increase usability by facilitating learners’ navigation and access to specific sections. Good to see that you are already thinking about more “interactive” components of the webcasts, such as suggesting a pause for reflection, further readings, or a brief recap of take-away points.  Some of you are also including instructions for the next steps. There are pros and cons in including specific instructions in a recording: while it’s great to be specific and provide clear directions, on the other hand, the webcast will be “locked” to a particular session, with little scope it to be repurposed. For the EDU720 assessment, you are free to use whichever approach you feel appropriate, this is meant to be just a reminder to consider the pros and cons of the choices you might (not always consciously) make.

  1. Face-to-face/synchronous session

Good to see a variety of learning activities been planed, even within the “constraints” of a fully-online synchronous session. In your plans, I have often noticed links between the webcast content and the learning activities od the face-to-face session. Some of you have made these really explicit, by planning an introductory student feedback activity (e.g. share key points/views, Q&A sessions, etc.). Week 5 will offer more insights and ideas around this integration.  As you know, it’s best practice not to repeat the content of the webcast in the synchronous session, by working on the assumption that your learners have already engaged with the material. I have found a “review of webcast/video” activity in some of your plans: it might be a good idea to clarify (to yourselves first of all) what this means, and how you will go about it. At this stage, you might not have an exact sequence of learning activities in mind for the face-to-face/synchronous session. If that’s the case, it would be a good idea to use what others have produced to get inspired and add further details to your plan.

  1. Asynchronous activity (in between webcast and synchronous session

Good to see that most of you are including an asynchronous activity to “bridge” the webcast and the synchronous session. There have been different approaches here, and these would work equally well, depending on the content of the session and the subject area. Some of you are using these activities as reinforcement and testing for knowledge acquisition (the webcast). Others are asking learners to further investigate session topics or collate materials/resources to be used in the synchronous/face-to-face session. Others are using discursive activities (e.g. discussion forums) to commence peer-dialog and interaction which would then further explored in the synchronous session. As I mentioned earlier, all these strategies are equally valid, and it might be a good idea to start thinking about what would work best for you and your learners, and why you think that’s the case.

  1. Links to assessment

It’s great to see that some of you have been explicitly linking at least some of the learning activities (part of the overall plan) to assessment tasks! As we have stressed a number of times, this is probably one of the best strategies you might implement in order to foster learners’ engagement with your flipped classroom implementation.
Revising some of the key concepts explored in EDU710 around assessment strategies might be useful. 

  1. Session plan practical advice

Please find here some suggestions for further refining your flipped classroom sessions plans, based on what I have seen posted so far. The following might or might apply to you individually.

  • If you list a particular tool/resource in the Resources section, it would be good to see this explicitly used or mentioned in the plan’s timeline (either in the Content & lecturer Activity or in age Student Activity);
  • In the Student Activity column, try to be specific around what your learners would be actually doing (rather than only mentioning a concept/topic to explore). This will greatly help with your planning and timing.
  • Following from the previous point, you might know what you need your learners to do (e.g. “reflect on …”), but you might not know exactly which tool you will be using. This is fine at this stage, although it would be good to start looking at tools and specific activities before piloting your implementation (e.g. is this a written reflection? Do you use group journals/blogs with comments on each other entries/posts? etc.)
  • If you ideal flipped-classroom implantation spams across several hours or days (as I have seen in at least one session plan), while this is great from a curriculum design perspective, you might want to re-think the session for the purpose of the EDU720 module assessment tasks.
    Please note that one key activity of this module assessment task is: Implement and pilot your flipped classroom approach (i.e. online resource and activity + in-class face-to-face activities), with a group of learners (minimum of 2 learners), and gather feedback on the approach and how effectively it worked from those learners.
    Therefore, the more complex your flipped classroom plan, the harder it will be to find willing participants to help out with the pilot implementation.
  • (A minor point on the plan’s format) The session plan will not be directly assessed and it’s an optional appendix, however, it might be useful to be reminded (for future use in practice) that the Learning Outcomes are not the actual activities that learners do throughout the session, but rather “what learners will be able to do/know by the end of the session.

I hope you find this useful and looking forward to further discuss your implementations int he coming weeks.  Reply Reply to comment (1 likes) Collapse Sub discussion Joel Ferguson

Joel Ferguson

27 Jun 2020 27 Jun at 10:19

Slowly catching up with the class. If anyone has some time to take a look at this I would greatly appreciate it.

This exercise is planned to be early on in the study block, so the link to assessment will seem a little flimsy however it will become more clear later on in the module. I’m hoping to introduce a topic that most people probably only think of in the context of games: PLAY. This lecture is there to intro some of theory of play and provide students with an idea of how it lives as a tool to be used in advertising campaigns to give people incentive and/or rewards to engage with advertising rather treating people as passive consumers.Joel Ferguson PGCHE Flipped Session Draft.docx Reply Reply to comment (1 likes)

Hi Joel – I’ll trade you some comments! catching up too Reply Reply to comment (1 likes) Collapse Sub discussion Toby Carr

Toby Carr

27 Jun 2020 27 Jun at 14:34

Hi Joel, enjoyed reading the plan and the idea of PLAY in advertising.  It seems like the introductory tasks and case studies would set the students up well.  I wonder if the face to face discussion session might become a bit long if you have 10 students and you go round all of them asking all the questions listed.  I wondered if this activity could take place on a shared online discussion forum (like this) with some summary comments from you and a short discussion face to face. This could then clear some time in the face to face session to get the students to a engage in an active group activity possible role play? related to PLAY with some quick reflection on links back to the topic?  Might over complicate it perhaps but it seems like there could be an opportunity to get them doing something together in the face to face session Reply Reply to comment

Hey Toby

Yeh I’m in a very similar position catching up with week 4 over this weekend. I was just working on week 4 a bit and talking about how the discussion didnt feel like it had a distinct role or was tied a particular learning outcome so it needs work. I really like the idea of the discussion being online similar to this. I’ll work on an idea for the face-to-face class, which I agree should be a group activity.

Thanks so much for taking the time to check out my plan and give some feedback! Reply Reply to comment (1 likes)

      • Something I didnt include in my plan and possibly should have is that there is a possibility that the 10 students will be working in pairs. The advertising course tries to encourage that students work in creative pairs to have parity with industry standards here in the UK. However I’m not sure if this will be the case for the new year with Covid. I’m hoping it will work out but I just have to see. Reply Reply to comment

Collapse Sub discussion Toby Carr

Toby Carr

27 Jun 2020 27 Jun at 14:22

Hi All, 

A but late but have been trying to sort out my group of learners and think about a session that could be useful to trial in my teaching too. My teaching colleagues have agreed to be my students and we will use it as a way to reflect on how a blended learning model can work when physically making things and working collaboratively. It is intended to be an introductory week to a 4 week module with the tasks feeding into a summative assessment.  It looks at building simple frame structures so would actually (literally) be scaffolded…. any thoughts appreciated. I’m catching up with week 4 over the weekend : ) PGCHE M2 FC Session Planning Form-TC.pdf Reply Reply to comment

Forgot to say.. the students would be first asked to make a model of a 3D form using spaghetti and blue tack. Working at 1:20 scale, spaghetti should break into 5 equal parts (roughly 1m) they will then draw and photograph this and share will group. As a group, students will collaborate online to bring ideas together to design a human scale structure from these pieces.  This should be communicated in a number of ways. as a model (1:20) in a set of 2D drawings, a 3D drawing and a written description including a list of pieces.  These are swapped with another group to build in the live session at 1:1 using garden canes and connectors rather than blue tack and spaghetti…. probably overly complicated!  Reply Reply to comment (1 likes)

I like how instead of recording one long video you have broken it down into 3 shorter videos. Swapping ideas with another group sounds like it should be quite fun and give students an incentive to make something that will work. I feel like this should be quite a fun exercise. I think the sessions will very neatly meet your LO’s.

With your face-to-face activity it might be worth considering weather, rain would be quite a damper, but more importantly (I could be wrong and maybe you have done something similar before) I think the wind thats been gusting around lately might blow the lightweight structures around quite a bit making the task quite challenging.

Out of interest I see part of the assignment requires us to get feedback from our pilot students. I’m not entirely sure how to go about doing this yet. I was wondereing, have you had any thoughts? Reply Reply to comment (1 likes)

      • Thanks Joel,  Yes good point re the weather! We built a clifftop cinema last year in November and it was brutal!! I guess a plan B could be to do it indoors in a studio space. I guess in some ways if it is gusty it could get students thinking about fixing things down and bracing!   Not sure about the feedback I thought I might have a series of set questions and ask people to write down their thoughts to keep it focussed on useful observations for the assignment  possibly followed with a group discussion.  Not sure, as you say, needs some thought!  Reply Reply to comment (1 likes)

Collapse Sub discussion Chris Esh

Chris Esh

29 Jun 2020 29 Jun at 12:23

Attached is an initial draft of my flipped classroom approach and face to face session. 

This is based on the beginning of a module that has been taught, classes in Qatar are off for the summer at the moment so i have considered how i would implement this in the future when classes start again PGCHE M2 FC Session Planning Form.doc Reply Reply to comment

Hi Chris,

I’m behind on this too – I’ll swap you comments 🙂

Your podcast – is there anything more you can add to that beyond slides? Maybe some videos of the impact of heat on athletes?

Have you considered how to encourage your students to work in groups of three? Is it possible to create areas for each group on your VLE / a cloud based G-doc to start and write contributions in a forum, where each student’s contribution can be identified, that could then be monitored?

I like asking them to come up with solutions. Reply Reply to comment

    • That’s an interesting idea, i would have to look into it but it would certainly allow for a better assessment of who has completed the work etc. Thanks Anna.  Reply Reply to comment (1 likes)

Collapse Sub discussion Anna Dovey

Anna Dovey

1 Jul 2020 1 Jul at 15:58

Hi,

Please find attached my draft FC plan.

I was going to run it on Harvard Reference, but thought of another idea based on my two degrees in Ancient History, my main academic passion; I ran a vote past my volunteer ‘students’ – I’m doing it on brother-sister marriage in Ancient Egypt.

Being historical and therefore generally text based in nature, live activites in relation to this are limited, so for the live sessions I intend to have a debate about the various theories that seek to explain this practice. This will require critical thinking, the ability to make a reasoned, logical argument and take other sources into consideration.

If I were delivering this to a class, I’d split them into groups and task each one to present compelling evidence / arguments for one of the theories, with votes for the theory the other students most support.PGCHE M2 FC Session Planning Form Anc Egypt.doc Reply Reply to comment

Really thorough and well thought out session. I wonder how much ‘bang for your buck’ you would get from the monologue type videos (i.e. would they be watched by the students once they had seen the two theoretical videos). I think the Tutankamun family tree would have a greater impact personally. 

Is the face to face session purely debate orientated? Will there be other resources, whether it be presentation slides, videos or even a recording of the in class debate, that the students will learn from. This may well be a personal learning preference but such resources could be useful when trying to recall the topic. Students will likely have learnt their element of the topic they have focused upon but other students will bring slightly different views to the class that can be learnt from and it is unlikely that such things will be easily recalled at a later date.   Reply Reply to comment (1 likes)

      • Thank you – all really good points. Yes, for asynchronous learning recording the live session would be good! Reply Reply to comment

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