flipped classroom
DESCRIPTION
TRANSCRIPT
Flipping the Classroom: Overview and Discussion on
Implementation and Perceptions of the Model
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Melissa CastilloRich Berg
Dr. Todd ZimmermanUniversity of Wisconsin-Stout
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Presentation overviewMelissa Castillo, Learning Technology Services• Overview of Flipped Model• UW-Stout Perceptions• Higher Education Studies
Rich Berg, Learning Technology Services• Mini-lectures survey results
Dr. Todd Zimmerman, Physics• Reflection on classroom experiences
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Overview of the Model/Related Terms
• Blended/Hybrid Learning
• Inverted classroom
• Reverse Instruction
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
UW-Stout Interest in Model
• STEM
• Active Learning and Engagement
• Diverse learners • Variety of materials, self-paced,
anytime/anywhere
• Learning outcomes
• K-12 Impact, Publishers Investment
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
UW-Stout Reservations with Model• Flipped Classroom is a trend• Student resistance• Will students assume traditional roles?• Will students watch lectures or use
additional materials?• Will students still come to class?• Will students contribute to discussion?
• Need more time to prepare, plan
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Higher Ed – Common Strategies (Before Class)
•Readings•Video lectures/Narrated PowerPoint•Lecture slides•Quizzes – “gate-check”•Past exams/assignments, Optional quizzes•Animations, simulations•Extra examples, problems, solutions•Supplemental resources•Discussion forums
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Higher Ed – Common Strategies (In Class)
•Minute papers•Initial review/time for questions•10 min. mini-lecture•Experiments/labs •Worksheets /review questions•Case studies•Clickers/Smart Response Systems•Role playing•Games/Debates•Group discussion, then presentation•Final questions/discussion•Surveys (formative and summative)
Intro to Economics (40 students)“Some watched the videos repeatedly, whereas others never used them.” “majority of students were favorably impressed by the course”Preferred inverted classroom – 3.9Worksheets/Review questions – 4.1
-Miami University (1996)
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Architectural Engineering (100 students)
74% flipped class helpful; 24.7% somewhat helpful.76% - more time should be spent on review91.3% example at class start increases understanding92% watched videos at least once“Preferred flipping half of the time.”“[Flipping] led to increased understanding of the subject material and assigned projects”
-Penn State U (2008)
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Genetic Diseases (30)/Intro to Biology (400)GenDis • Exam 1: control 78.5%, flipped 86.2%• Exam 2: control 77.5%, flipped 90%• Exam 3: No difference (not flipped)• Attendance: Control - 93.3%, Flip 95.3% "large learning gains and positive student attitudes”
GenBio• Exam 1 - control 74.4%, flipped 72.6% • Exam 2 - control 70.4%, flipped 74%• Attendance: Control - 74.6%, flipped 80% • Assignments: Control 71.2%, flipped 82.14%
91% “improved my learning
-U of Missouri (2010, 2012)
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Computer Science/Engineering
75% watched all or most videos78% - viewed eTEACH as more convenientTwo-thirds (531 surveyed) - easier to take notes 59% - "placing lectures online . . . had a positive effect on learning" course evaluations - "statistically significant higher ratings to all aspects of the course."
-UW-Madison (2000)
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Introductory Calculus
22-question calculus concept inventory tests “[saw] gains at about twice the rate of those in traditional lectures at other institutions who took the same inventories.
-University of Michigan - Ann Arbor (2008)
Works CitedBerrett, Dan. (Feb. 2012) How 'Flipping' the Classroom Can Improve the Traditional Lecture. The Chronicle of Higher Education. http://tle.wisc.edu/tleblogs/jhenriqu/how-flipping-classroom-can-improve-traditional-lecture
Cannod, G. C., Burge J. E., & Helmick, M. T. (2007). Using the Inverted Classroom to Teach Software Engineering. Computer Science and Systems Analysis Technical Reports. Miami University. http://sc.lib.muohio.edu/bitstream/handle/2374.MIA/206/fulltext.pdf?sequence=1
Demetry, Chrysanthe. “Work in Progress – An Innovation Merging ‘Classroom Flip’ and Team-Based Learning” (2010). Proceedings, 40th ASEE/IEEE Frontiers in Education Conference, Washington, DC. http://fieconference.org/fie2010/papers/1321.pdf
Foertsch, J., Moses, G., Strikwerda, J., & Litzkow, M. (2002). Reversing the Lecture/Homework Paradigm Using eTEACH® Web-based Streaming Video Software. Journal of Engineering Education, 267-274.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.
Moses, G. (2012). eTeach History. University of Wisconsin-Madison. http://www.engage.wisc.edu/accomplishments/eteach.phpStone, B. (2012). Flip Your Classroom to Increase Active Learning and Engagement. 28th Annual Conference on Distance Teaching and Learning, Madison, WI. ttp://www.uwex.edu/disted/conference/Resource_library/proceedings/56511_2012.pdf
Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H. W. (2009). “Flipping” the Classroom to Explore Active Learning in a Large Undergraduate Course. Proceedings, American Society for Engineering Education Annual Conference & Exhibition, Austin, TX.
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Mini-Lecture Tips• Keep them short!• Plan ahead, start early• Caption lectures • Minimize use of webcam• Collect student feedback
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Mini-Lecture Example• http://www.uwstout.edu/static/lts/streams/branda/relearning730.wvx
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I listened to about _______% of the recorded lectures
0% of lectu
res
1-20% of lectu
res
21-40% of lectu
res
41-60% of lectu
res
61-80% of lectu
res
81-99% of lectu
res
100% of lecu
tres
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
4.76%7.14%
4.76%7.14%
26.19%
21.43%
28.57%
Percentage of recorded lectures watched by students
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The audio quality of the recordings was satisfactory
Strongly Disagree Disagree Neutral Agree0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
0.00% 0.00% 0.00%
6.98%
39.53%
The audio quality of the recordings was satisfactory
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
0.00% 0.00%
6.98%
34.88%
58.14%
The video quality of the recordings was satisfactory
The video quality of the recordings was satisfactory
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
2.33% 2.33%
16.28%18.60%
60.47%
The recorded lectures played back without problems
The recorded lectures played back without problems.
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Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
0.00%2.33%
6.98%
30.23%
60.47%
The visual elements were easy to see in the playback
The visual elements were easy to see in the playback.
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
0.00%2.33%
16.28%
30.23%
51.16%
The player controls were easy to use
The player controls were easy to use.
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
0.00%
4.65%
16.28%
37.21%
41.86%
The length of the audio recordings was appropriate
The length of the audio recordings was appropriate.
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Too Long Too short Neither. I thought the length was satisfactory
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
If the length of the recorded lectures was not suitable, the problem was because the lectures were:
If the length of the recorded lectures was not suitable, the problem was because the
lectures were:
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5 Minutes or less 10 Minutes or less 15 minutes or less 30 minutes or less Length of the recorded lecture does
not matter to me.
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
The optimal length for a recorded lecture is:
The optimal length for a recorded lecture is:
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
2.33%0.00%
9.30%
32.56%
55.81%
The recorded lectures added instructional value to the course.
The recorded lectures added instructional value to the course.
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
0.00% 0.00%
19.05%
28.57%
52.38%
Listening to the recorded lectures reinforced my understanding of the course content.
Listening to the recorded lectures reinforced my understanding of the course
content.
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
2.33%4.65%
11.63%
39.53%41.86%
The content in the recorded lectures was a good supplement to the other course materials.
The content in the recorded lectures was a good supplement to the other course
materials.
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Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
0.00%2.33%
20.93%
44.19%
32.56%
Listening to the recorded lectures helped me to feel confident that I understood the course materials well.
Listening to the recorded lectures helped me to feel confident that I understood the course materials well.
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
0.00%
4.65%
25.58%
53.49%
16.28%
Listening to the recorded lectures helped me to master the course content.
Listening to the recorded lectures helped me to master the course content.
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
0.00% 0.00%
25.58%
11.63%
62.79%
Having the captions on the recorded lecture was helpful.
Having the captions on the recorded lecture was helpful.
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
2.33%4.65%
13.95%
27.91%
51.16%
I used the recorded lectures to prepare for tests and exams.
I used the recorded lectures to prepare for tests and exams.
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
2.33% 2.33%
16.28%
44.19%
34.88%
Listening to the recorded lectures helped me to do better on tests and exams.
Listening to the recorded lectures helped me to do better on tests and exams.
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
2.33%0.00%
20.93%
41.86%
34.88%
Listening to the recorded lectures helped me to get a better grade in the course
Listening to the recorded lectures helped me to get a better grade in the course.
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
20.93%23.26%
32.56%
11.63% 11.63%
If given a choice in the future, I would opt to have recorded lectures instead of face-to-face lectures.
If given a choice in the future, I would opt to have recorded lectures instead of face-
to-face lectures.
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
0.00%
4.65%
18.60%
27.91%
48.84%
If given a choice in the future, I would opt to have recorded lectures in addi -tion to face-to-face lectures.
If given a choice in the future, I would opt to have recorded lectures in addition to
face-to-face lectures.
Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu
I could play
them
any ti
me I w
anted
I could play
them
anyw
here I w
anted
I could play
them
multiple
times
They
are m
ore su
ited to
my l
earn
ing styl
e than
trad
itional lec
tures
I could re
ad th
e cap
tions while
listen
ing to th
e lect
ure
I could pau
se the r
ecord
ings to ta
ke notes
They
signifc
antly
incre
ses th
e instr
uctional
value o
f the c
ourse
They
were
useful in
prepari
ng for t
ests a
nd exam
s
The r
ecord
ed le
ctures
did not appea
l to m
e0.00%
10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%
100.00% 93.02%83.72%
93.02%
37.21%
65.12%
86.05%
62.79%
81.40%
6.98%
What aspects of the recorded lectures appealed to you?
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Your Experience with Flipped Classes?
• Who has tried flipping?• What have you done?• What worked? What didn’t
work?
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Why I Flipped
• Class time spent reintroducing book material
• Students don’t read book
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Flipping Physics – DIY Lectures
“Home made” hour long lectures
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Flipping Physics – SmartPhysics
Professional quality mini-lectures
Students earn points for watching
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Flipping Physics – Learning Objectives Based Assessment
No points
Mini-lectures with and without quizzes
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Flipping Physics – Lessons Learning
• Keep it short• Refer to them during class• Example problems• Incentives needed
Contact Information
Melissa Castillo, [email protected] Rich Berg, [email protected] Dr. Todd Zimmerman, [email protected]