Presentation for staff at AVANA (7/4/14)

1. flipping LEARNING
Michael Coghlan
AVANA
7/4/14

2. TODAY’S AGENDA
• Flipped Learning – what is
it and why do it?
• Case Studies
Flipping YOUR Practice
• How does it change
classroom practice?
• How do you do it online?
• Student Centred Learning
• SWOT Analysis

3. WHERE WOULD YOU LIKE TO GO?

4. (What does it look like?)

5. PERSPECTIVES

6. • Definition: The flipped classroom model
involves courses that move the traditional
lecture, or content dissemination, away from
face-to-face hours and into online delivery
outside of class time. The face-to-face class
time is used for practice and actual application
rather than for introducing the content being
studied.
http://www.educause.edu/ero/article/online-educational-delivery-models-descriptive-view

7. 2014 Higher Ed Horizon Report
Trending Educational Technologies:

8. WHY FLIP?
http://www.ethosconsultancynz.com/video/why-i-flipped-my-classroom

9. CASE STUDIES
• Clintondale High School (US)
• University of South Australia Law School
• TAFE SA Dental
• Simon Brown - SkillsTech Qld - Video Case
Study

10. CLINTONDALE HIGH:
When we first implemented this model in the ninth grade, our student failure
rate dropped by 33% in one year.
•English, the failure rate went from 52% to 19%
•in math, 44% to 13%
•in science, 41% to 19%
•social studies, 28% to 9%
In September of 2011, the entire school began using the flipped instruction
model, and already the impact is significant. During the first semester of the
year, the overall failure rate at the school dropped to 10%. We’ve also seen
notable improvement on statewide test scores, proving that students’
understanding of the material is better under this model.
http://www.flippedhighschool.com/

11. CASE STUDIES
• Clintondale High School (US)
• University of Adelaide Law School
• TAFE SA Dental
• Simon Brown - SkillsTech Qld - Video Case
Study
“lectures were reluctant
to let go....feared loss of
control”

12. CASE STUDIES – UQ: Literature
Pre-class:
• readings (which are assessed)
Issues
• Ensuring that students come prepared makes the class a happier, more vibrant place to learn for
students and teachers
• initial large time investment, but pays off in terms of lighter future workloads and students’ deeper
learning
• work with other staff to develop resources
• First-year students need more scaffolding to engage in critical analysis
• Marks must be assigned to students’ completion of readings to provide incentive for them to
prepare for class
Engagement
• With advanced undergraduates, key questions are gathered
from students to ensure that they are dealt with
• •Students are asked to discuss key questions in groups of 2-3
and then discuss conclusions with the larger group
http://www.uq.edu.au/tediteach/flipped-classroom/

13. It’s not just about
operational change....

14. shift(s) the ownership
of learning
from the educators to
the students
2014 Higher Ed Horizon Report

15. How to deliver the content?
(media/tools)
OPTIONS - Media
Video
– Built-in webcam (laptops, ipads, phones)
– most recent digital still cameras record good quality video
– Flip Cameras, Zoom
– POV technology (ideal for demonstrating practical tasks)
– Screen Capture software
• Screenr (5 minute limit)
• Camtasia
• Jing
– * Virtual Classroom software (BbC, WizIQ , Adobe Connect, etc)
– * Automated lecture capture tools (Echo 360)
* (use judiciously – may be using a sledgehammer to hammer a nail)

16. How to deliver the content?
(media/tools)
OPTIONS – Media
Narrated Slides
– Articulate Engage, Storyline, etc; expensive tools requiring level of expertise
– Powerpoints with audio (large files) and converted to Flash – possible but not
recommended. (Support for Flash is fading.)
– Slideshare: you can upload slides to the web and then upload and synch audio (effective
but time consuming)
– Don’t forget to check existing videos/presentations on YouTube or elsewhere

17. Where do you put video?
• YouTube
• Other in-house server
HOW LONG SHOULD
THEY BE?
CC image from http://www.flickr.com/photos/spelio/9081024329/

18. How to deliver the content?
(media/tools)
Audio
•Create with Audacity, phone, ipad
•Store on LMS or Podcast service (eg
Podomatic), Soundcloud, ipadio
•Always have an mp3 recorder handy

19. How to deliver the content?
(media/tools)
DOCUMENTS
• Flipped content can be delivered as
conventional docs – Word, PDF, Powerpoint –
emailed or posted on Learning Management
System (LMS)
• Could contain questions, exercises but
remember – these will be
done/answered IN YOUR FLIPPED
CLASSROOM

20. “If I’m not delivering
content I don’t know
what I’d do in the
classroom.”

21. What to do in a flipped classroom? (ie
how does it change what you do?)
• Have students DO things!
– Set tasks (maybe assignments, quizzes)
• Bring questions, comments about pre-lesson materials
• Have students apply knowledge
• Discuss: scenarios
• Encourage students to work together (collaboration)
• Group students according to level, interest, etc
• Pair stronger with weaker students where appropriate
• Implement peer review/assessment

22. What does the flipped classroom look
like ONLINE?
• Synchronous events
• Asychronous events
Gototraining
chats
discussions
wikis
email

23. What does the flipped classroom look
like ONLINE?
• Synchronous events
• Asychronous events } Combine these?
Gototraining
chats
discussions
wikis
email

24. HOW DO YOU DO THIS ONLINE?

25. What to do in a flipped classroom? (ie
how does it change what you do?)
• Have students DO things!
– Set tasks (maybe assignments, quizzes)
• Bring questions, comments about pre-lesson materials
• Have students apply knowledge
• Discuss: scenarios
• Encourage students to work together (collaboration)
• Group students according to level, interest, etc
• Pair stronger with weaker students where appropriate
• Implement peer review/assessment

26. ‘normal’ completely
flipped
50-50

27. HOW CAN YOU MAKE YOUR CLASSES
MORE STUDENT-CENTRED?
• Have students
– Drive ‘question time’
– Self-select groups and topics when appropriate
– Find or generate user generated content
– Identify scenarios for class discussion
• Offer them different modes of assessment for
same task (does everyone have to be assessed
the same way? )

28. Video created by a student of one of his
peers demonstrating competence in the
safe use of hand and power tools
Video/photographs created by students on
mobile phones and uploaded to Facebook
USER GENERATED CONTENT
http://www.flickr.com/photos/judybaxter/813957814/

29. strengths weaknesses
opportunities threats

30. http://flippedlearning.org/

31. LAST THOUGHTS?

32. END OF
TODAY’S
SESSION
Slides of this session will be available from
http://www.slideshare.net/michaelc/
Unless otherwise stated all images used in this presentation are Creative
Commons images by mikecogh - http://www.flickr.com/photos/mikecogh/
Michael Coghlan
NewLearning
michaelc@chariot.net.au