Introducing - Flipped Learning What is it? Why use it? How does it work?

Prof Simon LancasterS.Lancaster@uea.ac.uk@S_J_Lancaster

What percentage of their previous studies can students remember when they get to University?A. > 90

B. 70-90

C. 50-70

D. 40-50

E. 30-40

F. < 30

> 90

70-90

50-70

40-50

30-40

< 30

17% 17% 17%17%17%17%

Freshers 'forget 60% of their A-level studies'

“Secondary education has become increasingly politicised, which involves greater emphasis on testing and results of tests” Dr Harriet Jones, University of East Anglia

Our Priorities

Student Experience

The transition to higher education

Effective pedagogy facilitated by technology

Small group sessions

Assessment for learning & prompt and constructive feedback as feedforward

Children Adults

Supported environment Independent environment

With all this going on we expect them to make an academic transition as well.

What do we mean when we talk about the transition to university?

School University

Do you know what a MOOC is?A. Yes

B. No

YesNo

50%50%

PreUniversity Skills Programme

A pragmatic progression

Screencasts

Vignettes

Lecture Flipping

Peer Instruction

Do you Screencast?A. Do I what?

B. No and no interest

C. No

D. No choice, institutional policy

E. I’d like to but it’s too technically difficult

F. Yes

Do I what?

No and n

o inte

rest No

No choice

, inst

itutio

nal p...

I’d lik

e to b

ut it’s

too te

c... Yes

0% 0% 0%0%0%0%

‘Screencast’?

A screencast is a recording of the evolving image on the screen during a presentation synchronised with the speaker’s audio narration.

We record using Camtasia Studio but other solutions are available.

‘tis easy

Strengths and Weaknesses

Learning aid

Assistance for students with disabilities and learning difficulties

Revision aid

Illness contingency

Self observation

Recording ‘quality control’

Logistics and resources

Time Consuming

Preparation

Editing

File creation and maintenance

Discourages lecture attendance?

Discourages note taking?

Lazy revision?

What is absent in a screencast versus a live lesson?

A. Charisma

B. Claustrophobia

C. Agoraphobia

D. Intimacy

E. Interaction

F. None, they are equally good

Charism

a

Claust

rophobia

Agora

phobia

Intim

acy

Inte

ract

ion

None, they a

re equally

...

0% 0% 0%0%0%0%

‘Vignette’: covering a critical concept augmented by an

interactive component.Vignettes‘

Student comments on Faculty Authored Vignettes

“Staff vignettes are great revision tools because they are recorded well and the information is clear and concise!”

“Good revision tool because if you haven't completely understood something in the lecture or when revising then you can go to that place in the vignette and listen to the explanation again!”

“All lecturers should do it”

“Would be more effective if lectures were recorded as vignettes that are only 5 minutes long”

What is the default copyright status of everything published on the internet?

1. All rights reserved

2. Non commercial use permitted

3. Attribution required

4. Copyright free

All righ

ts re

serv

ed

Non com

merc

ial u

se p

er...

Attrib

ution re

quired

Copyrigh

t fre

e

0% 0%0%0%

Alternative copyright Licensing

Open Educational Resources ScoopIt

Do you ask your students to prepare and present presentations?

A. Yes

B. No

YesNo

0%0%

The student authored vignette model

1. The students are paired and allocated a revision topic.

2. Each student pair prepares a presentation to be critiqued by their peers and instructors.

3. Each pair delivers a presentation to their peers and the session is captured using Camtasia Studio.

4. Each student pair creates a vignette from their screencast or a subsequent recording.

5. The student authored vignettes are published online to be used as a revision tool.

Do wish you had more time for interaction?

1.Yes

2.No

YesNo

0%0%

Are there parts of the course your students “Don’t get”?

1.Yes

2.No

YesNo

0%0%

Are you ever frustrated by persistent misconceptions?

1.Yes

2.No

YesNo

0%0%

• Choose an open educational resource (OER)?

• Ask students to prepare a ScoopIt?

• Screencast?

Preparation

• Challenge your students

• Student source your questions and your answers?

• React to events

Engagement

Flipping: A Concept not a Recipe

The UEA Chemistry model of lecture flipping

Students are strongly encouraged to watch a screencast recording of the (previous year’s) lecture the flipped lecture is replacing.

They attend the timetabled teaching slot and are engaged in as interactive and as ‘challenging’ a session as the ‘lecturer’ can muster using every audience participation device at their disposal.

Which are genuine student evaluation comments?

1. I really enjoyed the flipped lectures and find that revising that material

is much easier.

2. The flipped-lectures are a definite step in the right direction, away from

archaic lectures with little or no mental stimulus, towards a more

interactive learning experience that maximises learning outcome!

3. They were good fun as it was nice to have interaction with the lecture

as opposed to just being talked at, it was also nice having knowledge

of what you were talking about as we had already gone through the

material!

4. I think the flipped lectures were a really good idea because it was a

more interactive way to engage students into learning, rather than the

repetitive routine of having to listen to the lecturer work through a

PowerPoint presentation for an hour.

How should you react if you get a spread of answers?

1. Move on.

2. Shrug, look disapproving and move on.

3. Refer them to the notes and move on.

4. Repeat your original explanation and move on.

5. Repeat your original explanation and poll again.

6. Invite the students to find someone who disagrees with them, discuss it and then poll again.

Move

on.

Shrug, l

ook disa

pprovin

...

Refer t

hem to

the n

otes..

.

Repeat your o

rigin

al ex..

.

Repeat your o

rigin

al exp

...

Invit

e the st

udents to

fi..

0% 0% 0%0%0%0%

What is the objective of a question posed during a flipped session?

Where does most of the substance of a mature oak tree come from?

1. The acorn

2. Soil

3. Rain

4. Air

The acorn

Soil

Rain Air

0% 0%0%0%

Turn to your neighbour

Where does most of the substance of a mature oak tree come from?

1. The acorn

2. Soil

3. Rain

4. Air

The acorn

Soil

Rain Air

0% 0%0%0%

Which one of the three little pigs built the most environmentally sustainable house?

A. First little pig (straw)

B. Second little pig (wood)

C. Third little pig (brick)

Firs

t litt

le p

ig (s

traw

)

Seco

nd littl

e pig

(wood)

Third

little

pig

(bric

k)

0% 0%0%

Turn to your neighbour

Which one of the three little pigs built the most environmentally sustainable house?

A. First little pig (straw)

B. Second little pig (wood)

C. Third little pig (brick)

Firs

t litt

le p

ig (s

traw

)

Seco

nd littl

e pig

(wood)

Third

little

pig

(bric

k)

0% 0%0%

The Goldilocks Zone

Who is best placed to determine the Goldilocks Zone?

Student Sourcing Questions?

Be open to students suggestions

Encourage students to submit questions for use within flipped sessions

Seek answers from students and even draft new questions ‘on the hoof’

October 22, 2014

To provide a novel and very immediate means of communication with students over a particular topic or module.

Building a network.

https://followerwonk.com/analyze/@S_J_Lancaster?op=fl

Why should anyone tweet?

October 22, 2014

How do teachers use Twitter?

Conclusions Suggestions

Ask what you are adding by expecting your students to attend.

Can you reduce your content sufficiently to allow enough interaction?

Can you ever have enough interaction?

If you can’t then flip.

Start small but commit fully.

Question everything, especially the questions.

Try Peer Instruction…

Seek (possible) answers from the floor.

Relinquish as much control as possible and enjoy the ride.

Acknowledgements

Prof Eric Mazur

Dr David Read

Prof Simon Bates

Dr Ross Galloway

Dr Anna Wood

Prof Tina Overton

More than anecdotal evidence

Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth Active learning increases student performance in science, engineering, and mathematics PNAS 2014 ; published ahead of print May 12, 2014, doi:10.1073/pnas.131903011

Action Learning Activity

Design a question in the Goldilocks zone