Instructional Flipping into Practice (IFLIP)

Concurrent Session 2

Session Materials

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Brief Abstract

This session will incorporate the concepts of Madeline Hunter's Mastery Learning.  Based on that we will present an IFLIP processes to help participants effectively flip instruction in their program, and do so with the knowledge that they are meeting the instructional design requirements for rigor and efficacy in their programs.


Mark E. Deschaine is an Associate Professor in the Department of Educational Leadership in the College of Education and Human Services at Central Michigan University. He has extensive local, state, and national experience in training and development of faculty in the integration of technology into their curriculum, special education issues, and effective instructional practices. He holds Michigan certification and endorsements as a teacher, a special educator, and building as well as central office administrator. His research agenda focuses on how theory, policy, and processes support effective differentiated instruction.

Additional Authors

Dr. Ray Francis is a tenured professor, and member of the graduate faculty, in the Department of Teacher Education and Professional Development (TEPD) at Central Michigan University (CMU). Dr. Francis currently teaches courses in evaluation and measurement, research methods, and research capstone seminars at the MA level. In addition, Dr. Francis teaches doctoral level courses in the Doctorate in Educational Technology (DET) program. Dr. Francis’ current research interests include aspects of student motivation in blended and online learning, concept mapping, prior learning assessment, authentic assessment, and global experiences to build the professional knowledge base of undergraduate and graduate students. He is an ongoing advocate of Prior Learning Assessment process in higher education. In addition, Dr. Francis has served as a lead auditor with the National Council for Accreditation of Teacher Education (NCATE), the Teacher Education Accreditation Council (TEAC), the Council for Accreditation of Educator Preparation (CAEP), and the Peer Review Corps of the Higher Learning Commission (HLC).

Extended Abstract

Face to face instructional practices have been around for as long as human beings have roamed the earth. Since the advent of the species, the interactions amongst the individuals have created specific rules for social and academic engagement. This naturally led to ways for humans to more effectively teach each other the skills that they needed to survive.

Now we come along to a point in history where we have the same types of social interactions occurring however these are not and face-to-face environments. These interactions happen either synchronously or asynchronously online. Our first inclination obviously, is to try to apply the old concepts to meet the new requirements. However, that always isn’t the most practical way to begin. Sometimes, you need to adapt and adjust the old ways of doing things and face-to-face environments, to meet the specific and specified needs of the online learning environment. One specific area where this is applicable is in the area of instructional design.

Instructional design is the process of creating, developing, sequencing and presenting instructional experiences in such a way to increase the likelihood that the acquisition of skills, knowledge and competencies are achieved.  Although there are many instructional design models and theories available upon which to draw, this session will incorporate the concepts of Madeline Hunter's Instructional Theory Into Practice (ITIP) and Mastery Learning.  ITIP has provided a guide for face to face instructors for many years, and has had great utility.  With the advent of flipped instruction, many educators are lacking a model to guide their instructional design for flipped learning environments.  To meet this need, we have theoretically transformed Hunter's Instructional Theory Into Practice into Instructional Flipping Into Practice (IFLIP). During this session, participants will be guided through the Deschaine and Francis IFLIP process.  By directly utilizing ITIP instructional design concepts, and applying them to the flipped classroom paradigm, participants will have a better understanding of the need for an effective instructional design construct for their flipped instruction.  Incorporating IFLIP processes help insure that participants can effectively flip instruction in their program, and do so with the knowledge that they are meeting the requirements for rigor and efficacy their teaching.

What types of collaboration or interactivity will occur in the workshop?​

During this session, the facilitator will guide the participants in a discussion related to what instructional design is, what good instructional design looks like, and what good instructional design accomplishes in instructional settings. A great deal of discussion will go into what constitutes decent instructional design, from the perspective of practitioners in the field. We will have a robust discussion related to the features important to instructional design, and look at how they impact both face to face learning environments, as well as online learning environments. A parallel will be drawn between the significant features of both, and the participants will be asked to identify key differences between the two different formats.

The IFLIP model will be presented, and the participants will be asked to apply the concepts to both types of settings. It is hoped that this activity will allow the participants to see the strengths and weaknesses of the instructional design model, and that can be used to help them identify areas where they will need extra support when they attempt to integrate this into their programs back in their home districts or institutions.

The participants will interact with each other throughout this exercise, and information and ideas will be shared.

What will participants take home as a tangible deliverable or takeaway?

Since this is probably the very first time that the participants will have been exposed to this specific model, they will be taking home with them brand-new information for them to consider applying to meet their instructional needs for online classes. Information related to the model, as well as content related to how it was derived from both a theoretical and empirical perspective will also be provided to all of the participants. Being able to take home with them practical examples generated from the participants in the session will also provide them the supports that they need in order to apply these concepts back in their home institution.

How will they be able to apply the effective practices shared in the workshop at their home institution?

This model is incredibly intuitively easy to grasp, and the application of the precepts require very little training. Seeing as this model was derived from an already established empirically validated instructional design model, linkages to current research and face-to-face instruction will be evident. However, because the model designed for face-to-face environments has been reconfigured to meet that of online learning environments, there might be some extended need for support. Participants in the session will be provided contact information for the facilitator, and the facilitator will be more than happy to entertain extended discussions related to the topic.