The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon

1. Changing Spaces:
Flipping the Classroom
Dr Debbie Holley
debbie.holley@anglia.ac.uk
@debbieholley1
Department of Education
Dr Helen Webster
helen.webster@anglia.ac.uk
@scholastic_rat
Anglia Learning and Teaching
Anglia Ruskin University
Students enjoying writing!

2. What learning and teaching is taking place
in this classroom?

3. What learning and teaching is taking place
after they leave the classroom?

4. The problem with the traditional classroom
(with kind permission from Audrey McLaren 2012)
• The Shifted Classroom

5. The Flipped Classroom
A form of blended learning, flipped
learning reverses the traditional
format of initial content delivery in
class, and higher order
application/exploration of concepts as
homework.
Teacher becomes guide on the side,
not sage on the stage (James
Mackenzie’s work on The Wired
Classroom 1998)
Creat
ion
Evalua
tion
Analysis
Application
Understanding
Knowledge

6. Origins of the Flipped Classroom
2007 Jonathan Bergmann and
Aaron Sams,
Colorado high school Chemistry
Teachers
- Recording powerpoints & posting online
for students who missed class
Not an entirely new idea –
some (esp Humanities)
disciplines have long set
reading before class using
the book as learning
technology
The flipped
model puts more of the
responsibility for learning on
the
shoulders of students while
giving them greater impetus
to
experiment.
Great resource: 7 things you
should know about flipped
classrooms
https://net.educause.edu/ir/li
brary/pdf/ELI7081.pdf

7. ‘Flipping’
Why Flip?
Student-centred:
• students can explore new content at
their own pace, and review when
needed
• students are active in class and
responsible for own learning outside
class
• class time can be used to apply,
explore, assess and deepen
understanding, with individual
attention and instant feedback on
process as well as product
• Students are more engaged and less
anxious
How to flip
Software, platforms and apps for:
• Content delivery
• Text
• Video (including screencasts,
animations, etc)
• Audio
• Image (including visualisations,
infographics etc)
• Interaction with students – lower
level questions
Examples: drdebbieholley.com/creativity

8. The Learning Developer’s Classroom
What is your classroom?
• What type and level of
learning and teaching activities
take place in your ‘classroom’?
• What related type and level of
learning activities do (you
hope) students undertake
outside your classroom?
• Why do these activities
currently take place in these
spaces? Pedagogy or
technology?
Who is in it?
pairs/small
group exercise
5 minutes

9. Let’s have a rethink:
How can the two be joined up and integrated?
What type and level of
learning and teaching learning
development is face to face
provision best reserved for?
What is online provision
best reserved for? How
can we make it a
complement rather than
a duplication of face to
face provision?
5minutes
pairs/small
group

10. Flipping Learning Development
Provision
• How flipped is the learning development ‘classroom’
already?
• What would a flipped learning development
classroom look like?
• What are the barriers to using a flipped classroom
approach in learning development work?
Pairs/small
groups 5
minutes

11. Interprofessional learning – a 3-way flip?
Student’s
time and
space
Faculty Classroom
Learning
Developers’
classroom
How can we work with staff in
faculties to help them flip their
classrooms, and to flip our own so
that our provision can take place in
spaces beyond our own classroom?
Integration and embedding…
Groups/pairs
present feedback
Ideas shared here:
http://padlet.com/wall/3
gdl8enqt9

12. Challenges
• The Digital Divide (Student access, skill and
digital literacy)
• Own time and skill
• Reproducing traditional formats rather than
adapting them for the flipped classroom (1
hour lecture recordings?)
• Student buy-in and engagement

13. An example of a Flipped Classroom
A cohort of BA Primary trainee teachers
anticipated difficulty and struggle in their
forthcoming ‘Preparation for Research’ module,
and were fearful and hostile to the tutor in the
first session. Reviewing the situation it was
agreed that three additional sessions would be
offered to facilitate writing for their coursework.
The students identified three areas of concern:
• Identifying and overcoming potential barriers
to completion
(Collaborative collage)
• ‘I can’t write’ the ‘blank page scenario’
(Speedwriting/dating)
• Understanding methodological terms
(methodological monsters collage/unpacking terms
class)
Feedback on the collaborative poster collage
• Sharing ideas, working with others, peers support, guidance and
assessment
• Clarify research questions, identifying how to overcome barriers
• Good to think about how to get started and share ideas/listening
to other groups thoughts.
• Everything! This session has allowed us to think realistically and
create a fun and creative outcome, as well as providing the
resources
• Calmer about planning, this session has motivated me
Feedback on speedwriting and speed-dating
• Talking with other students for ideas, thinking about my next
steps
• Really useful, enjoyed session, discussion with others was really
useful. Thank you
• Feel confident to go and research!
Feedback on methodology (the outside photo)
• Getting clarification of 'orrible 'ology's, using the body is a great
idea
• Understand ontology and epistemology through activity
• Makes me feel less scared about it!
• This lesson has supported my knowledge of tricky words and
how to use them in my work
Link to VLE
http://vle.anglia.ac.uk/modules/2
012/MOD003129/SEM2-A-
1/Pages/Home.aspx

14. Online:
videocast to explain coursework in detail
Thanks to Faculty
Learning Technologist
Mark Miller for the
online resources
showcased

15. Online:
wiki for anonymous &
individual FAQs

16. Online:
This is
Lino IT
http://en.linoit.com/
online post-it wall to collect students questions
You can also use padlet
http://padlet.com

17. Online
QuestionMark Perception • Matched with a ‘glossary’ tab on VLE,
where terms were explained – this
was a wiki so students could add as
they found additional terms/
explanations
• Random questions with choice of 4
answers – database of 20
• Open so students could try as many
times as they wanted
• Designed to build confidence, not
text knowledge
• Available ‘pre-start’ ie students had
access to the whole site 2 weeks
before term started

18. In class:
Collaborative Collage
to map out progress
(thanks to LD ers
Pauline Ridley and
Sandra Sinfield for
supporting me!

19. In class:
Visual creative groupwork to decipher methodological terms
And class doesn’t
have to be inside….

20. In class:
Speed dating session to overcome writer’s block
Thanks to these LD ers!
Reid, M., Frith, L., Hill, P., Holley, D., Ridley, P., Sinfield, S. and Sentito, E.
(2010). Engaging subject academics in Learning Development: Different
partnerships enabled by different models of LD Panel presentation at
ALDinHE, Nottingham, 29-31 March

21. Thank you for coming!
Any thoughts, comments, questions?
Writing
workshop in
class (have run
with 82) happy
to share
Interactive reading
of journal article
blown up to A3,
shared across
groups, each group
summarises then
works out what
comes before/after
Large classes – use flip
chart paper on walls and
do a collective themes
worries/ solutions –
students provide solutions
Free book designed
for students, by
students (WriteNow
Resource)
http://www.writenow.
ac.uk/assessmentplus/
documents/WritingEss
aysAtUni-11.pdf
Lots more ideas from:
The ALDinHE Professional Development Working Group
Conference:
Look/Make/Learn: visual transformations in learning,
teaching and assessment Conference in London on
28/01/2014 – link
http://learning.londonmet.ac.uk/epacks/look_make_learn/