1. Teaching And Learning In A Digital Age: Using
Technology To Enhance Physical Therapy
Education
The Flipped and Blended Classroom
Eric Robertson, PT, DPT, OCS, FAAOMPT
Regis University, Denver, CO

2. Objectives
•
•
•
•
•
Define “Blended Learning”
Identify and discussed the 6 primary blended learning models.
Describe characteristics of successful on-line learners & teachers.
Describe the flipped classroom model.
Identify key technical & pedagogical components required to
successfully implement the flipped classroom model in DPT
education.
• Discuss the benefits, risks, and challenges of this model.

3. http://www.knewton.com/blended-learning/

4. Blended Learning: Defined

5. Not “It’s coming soon”…..It’s here!

8. The Blended Learning Matrix
Blended?
A
No
Home Schooling without online
delivery
C
Maybe
Purely virtual school
D
Yes
Theoretical, online delivery in a
supervised brick-and-mortar
setting
Yes!
Mix of online/offline, supervised
and remote
C
A
Offline
Traditional brick-and-mortar
school
B
D
Content Delivery
Online
No
B
Geographic Location
Brick-and-mortar
Remote

10. http://www.knewton.com/flipped-classroom/

11. Simplify, simplify, simplify…….

12. Job (in)Security?
http://www.stumbleupon.com/su/2CrIx9/www.good.is/post/will-a-harvard-professor-s-new-technology-make-college-lectures-a-thing-of-the-past/

14. Promising Results

15. Lecture Capture Helps Med Students Improve Grades
http://www.centerdigitaled.com/classtech/Lecture-Capture-Helps-Medical-Students-Improve-Grades.html

16. Online education: a reality in our
time (but can it work for PT?!)

17. Is a Blended Learning Model for a hands-on
profession like PT REALLY Possible?!

18. •Internet vs non-instruction & Internet vs Traditional
Instruction (study n=201)
•Outcomes assessed
•Knowledge
•Skills acquisition
•Behaviors in clinic/effect on patients
•Learner Satisfaction
•Result:
•Internet-based superior to non-instruction (Large + effects)
• Internet-based vs traditional instruction= similarly effective

20. Flipping Technologies & Approaches

21. Considerations for Flipping
To Flip or Not to Flip: Points of Consideration
Curricular
How does your agenda fit the greater overall curriculum?
Personal
Technology
Do you you have the skills to develop this content?
Time cost?
System
Technology
What resources can you leverage from campus/facility?
Course
Considerations
Time relief for flipped lecture hours?
How does this help achieve your educational objectives?
Debriefing
Strategy
How do you integrate flipped content into your in-class time?

22. Considerations for Flipping
Curricular
How many classes incorporate flipped content?
Is there consistency in the approach?
Student time burden? Per day/week/class?
Is their consistency in the debriefing strategy?

23. Considerations for Flipping
Personal Technology
What’s your comfort with a given technology?
Time cost for development? (Recouped later)
Integrative plan?
Development of support materials

24. Considerations for Flipping
System Technology
University resources can lower costs
Video servers?
Internet connection consistency
Instructional Technology support for faculty

25. Considerations for Flipping
Course-level considerations
Contact hours issue
In what way does blending/flipping help?
Support materials
Ratio of in-class to online/recorded content?

26. Considerations for Flipping
Debriefing Strategy
In-class review?
Student driven vs. faculty facilitated?
What do you do with the extra time?
Establish Expectations

27. Photo courtesy white-balance via flickr
Choosing the right medium, so that it disappears
THE TOOLS OF THE FLIP

28. VIDEO CREATION

29. VIDEO HOSTING

30. LMS PLATFORMS

31. Why Do We Do This?

33. DEVICE AGNOSTIC

34. EXAMPLE

35. Streaming Video & Lectures
Moodle Anywhere

44. Course Number and Title:
Cohort Code and Semester:
PT 734 Musculoskeletal Physical Therapy 1
DPT 3 Semester 3

45. EMBEDDED WITHIN ONLINE CURRICULUM

46. I believe another problem is that we still don't understand the true
mechanism of many cases of LBP. As was mentioned in one of the video
lectures, even society's favorite "go-to" to find answers (diagnostic
imaging) will likely be inconclusive, as degeneration is a normal part of
the aging process. Even an image with a positive "deformity" finding
might not be the true cause of the pain. So not only is over-treatment
an issue, but I would argue that "over-diagnosing” is as well.

48. Questions:
Describe the Regional Interdependence (RI) concept
Define and describe the 2-Joint Rule
Discuss examples from the literature representing a variety of
reports types (RCT, case-series, correlational work, etc.) that
support the concept of RI

49. Faculty Benefits

51. Flipper Confessions

52. “Flipping” Texas State University’s
Entry-level Physical Therapist
Musculoskeletal Curriculum and
Implementation of a Hybrid Learning
Model
Boucher BB, Robertson R, Wainner RS, Sanders B.
(In Press)

53. Challenges
• Applied profession: skills mastery as well as
knowledge acquisition
• Limited resources: faculty, up-to-date
information, time
• Students: expectations, learning style
variability, location, competing demands

54. “Flipping” it from 2009 – Present
• Out-of-Class
–
–
–
–
On-line lectures
Lecture “Prep” sheets and handouts
Selected primary readings
Skills practical in clinic with clinician examiners
• In Class
– Interactive discussion, problem solving and casebased clinical reasoning and decision making
– Formative mini-lab exams (FMLE)
– Evidence-based practice (EBP) assignments

55. Technology
• Pre-class preparation
– Screen capture
– Researched topic and Scripted audio (in-house and
later collaborative)
– Uploading to central server
– LMS formatting and preparation
– Mobile devices in mind
• In-class Execution
– “Smart” classroom station
– Ceiling mounted projection camera (lab)

56. Recorded Lecture Use

57. Survey Outcomes

58. Academic Outcomes
Course grade averages
(practical & written) remained relatively unchanged
No practical failures 1st year of fully implementation*
*Clinician examiners

59. Selected Student Comments

60. Selected Student Comments

61. Selected Student Comments

62. Benefits
• Customize learning to the specific needs of
the individual
• Provide immediate feedback
• Create a constructive learning environment
• Motivate students to perform beyond
externally imposed requirements
• Build enduring conceptual structures
Forearm J. 5 ideal learning standard. Next-generation educational technology versus the
lecture. ) EDUCAUSE -Review. 2003;July/August:12–22

64. How I develop blended learning experiences.
ERIC’S PROCESS

65. Constructing the Base
• I develop a
PowerPoint Presentation

66. Slide Design
• Font.

67. Currently, there are over 80,000 ACL injuries in the U.S.
each year. Over 90% of those will be surgically repaired.
Cochrane SR, 2005, Benjaminse, 2006
It’s a paradigm
DPTMWG

68. Pros and Cons of Slide-by-Slide Audio
Takes more time
Can feel disjointed
Requires logistics planning
Can update slides later
Can move slides around
Time investment stays up front

69. On scripts…

70. Play the PowerPoint – Screen capture
Things I do when recording:
• Set Up Slideshow: Present from window
• Camtasia:
• Custom screen size
• System Audio plugin active
• May or may not use timings to advance
slides

71. Work Area in Camtasia

72. Getting Fancy!

73. Getting Fancy!

74. Making a Movie
• Advanced Export as an MP4 file
• Upload file to Vimeo Pro Account
– Can control access to source video file
– Mobile ready
– I pay for this personally, just FYI. Worth it to me.

75. Insert into Learning Platform

76. Apply
• Student-lead discussions
• Group work sheets
• Quizzes
• Lab Activities

77. DISCUSSION TIME