Our Framework for Streamlining an Instructor’s First “Flip”

Concurrent Session 1
Streamed Session

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Session Materials

Brief Abstract

Are you looking for a straight-forward and successful method to help faculty flip their instruction? Join us as we showcase our process for streamlining faculty’s flipped course redesign! Please bring your own device to utilize real-time collaboration software in this highly engaging session.

Presenters

Andrew Hinote is an Instructional Designer in Instructional Development at UMass Dartmouth. He supports faculty and programs in the development of online and blended courses as well as the innovative use of technologies that support teaching and learning. He is also the resident expert and administrator of the campus learning management system, Blackboard. Andrew earned his Master of Education in Instructional Design from UMass Boston.
Rachel Rebello is an Instructional Designer, ePortfolio Specialist in CITS Instructional Development at UMass Dartmouth. She holds a Master of Education degree in Instructional Design from UMass Boston. Rachel’s past experience includes seven years of teaching in higher education and was instrumental in developing both a blended and fully online health science degree program. She currently provides course design consultations and support to faculty venturing into online, blended, and other flexible modes of teaching and learning.

Extended Abstract

By the end of the presentation, participants will be able to:

  1. Categorize the “Active” and “Passive” opportunities for learning of a course, from the student’s perspective.

  2. Explain the process of designing flipped instruction.

  3. Recommend instructional technologies that facilitate active learning.

This session has been designed for Instructional Designers, Instructional Technologists, Trainers, and faculty who are interested in a reliable strategies for designing “Flipped” instruction. Participants, who bring and use their laptops or mobile device, will be actively engaged in:

  • an exchange on what Flipped Learning is using the word cloud feature of Poll Everywhere

  • virtual voting throughout the session using Poll Everywhere

  • taking inventory of Active and Passive opportunities for learning using auction cards

  • viewing Vimeo video clips and digital resources distinct to Flipped Learning

  • obtaining worksheets and other presentation materials electronically

Compared to a traditional lecture-based learning experience, Flipped Learning allows students to navigate through the instructor’s oral presentations and written materials independently, prior to the start of class. In-class time is then transformed into a dynamic learning lab where students actively engage with their instructor and peers to achieve a deeper comprehension of course concepts and skills. Making the transition from a traditional lecture-based course to the Flipped Learning model can be overwhelming and stressful, even to the most seasoned instructor. Our approach to facilitating faculty through this course redesign and development process has been reliably helpful, practical, and successful for both faculty and their students.

As Instructional Designers we engage faculty members in creating effective course design by establishing a solid understanding of what Flipped Learning is using the Flipped Learning Network’s definition as, “a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” During our session participants will exchange what Flipped Learning is from their personal perspective, using the Word Cloud feature of Poll Everywhere. As a group, it is important to share and establish this common understanding in order to extract beneficial tactics from the duration of the presentation.

During our consultations with faculty we keep their unique course goals in mind to then take part in a conversation with faculty to determine the appropriate starting point for their personalized redesign process. Prompting questions such as:

  • What is the current nature of your course? (I.e. primarily lecture, project-based assessment, peer work for students, lab experiments and/or simulations, etc.)

  • How much face-to-face class time is typically scheduled?

  • Would you like to “Flip” the entire course or begin by “Flipping” one lesson?

  • If you would like to “Flip” one lesson, which unit do you have in mind and why?

  • Is this particular lesson notoriously difficult for students to work through or does it easily lend itself towards student-to-student, student-to-content, or student-to-instructor interaction?

Session participants will be given the opportunity to vote virtually on their preference for initiating Flipped course design when working with faculty. This will provide a visual representation of how colleagues in the industry approach the design process, specific to Flipped Learning, as well as create the opportunity for open discussion among the group.

After an abbreviated yet significant needs analysis is conducted with faculty, active and passive opportunities for learning within a given course are then discussed and identified. From the student’s perspective, these active and passive course components often range from listening to instructor’s lectures or reading written materials to engaging in complex group exercises where students can apply course concepts and skills in a practical way to solve “real world” scenarios and/or problems. According to Edgar Dale’s Cone of Experience, learners retain between 10%-50% of what they read, hear, and see while retaining between 70%-90% of what they say, write, and do (Dale, 1969). Therefore facilitating faculty through an inventory and categorization of their active and passive course components is critical in identifying these essential elements as the moving pieces that will be used to develop their functional Flipped Course Plan.

We will engage session participants in an activity using auction cards to deliberate and decide as a group which common assessments are active or passive opportunities for learning as they relate to the development of a Flipped Course Plan. This “Taking Inventory” activity reliably evokes friendly debate and conversation that results in a fresh perspective towards traditional assessments and activities.

As we will also share with the audience, the Flipped Course Plan enables a “Flipped” unit of instruction to be viewed as a weekly schedule; highlighting the workload and efforts of both the instructor and students for each day of a given week. For example, students may be expected to submit their weekly recaps or reflections on Saturdays because the instructor uses any muddy points cited in the student’s weekly reflections to formulate the face-to-face activities planned for the following Monday. This forecasting provides prime opportunity for the instructor to be present when students need their expertise most; during their active, face-to-face class time where they can work through the concepts they have stated were unclear.

Utilizing the Flipped Course Plan also pinpoints where instructional technologies will be needed to enhance either face-to-face activities or passive and independent, online learning for students. This easily enables the opportunity to explore and brainstorm with faculty as to which instructional technologies will be the most appropriate enhancements, to further foster online and face-to-face student interaction, to continually support active learning. Session participants will be invited to generate a virtual resource list for the group, sharing their favorite technologies used for supporting interactivity. The following collaborative technologies utilized at UMass Dartmouth will also be discussed:

  • Wordpress Blogs

  • Techsmith Relay

  • Reef Polling

  • Blackboard Collaborate

  • Wikispaces

  • VoiceThread

We also continue to support faculty throughout their design and development process by way of one-on-one consultation as well as online, face-to-face workshops and a variety of learning events.

The session will close with a brief look at an example of a flipped course and evidence of the impact on the student learning experience in the Graduate level Intro to Portuguese Linguistics course taught by Professor Glaucia V. Silva, Ph.D. at UMass Dartmouth.

References:

Flipped Learning Network (n.d.). What is Flipped Learning? Retrieved May 16, 2016, from http://flippedlearning.org/domain/46

Dale, Edgar, Audio-Visual Methods in Teaching (3rd Edition). Holt, Rinehart, and Winston (1969).