How to design a

scalable flipped

classroom

A/Professor Carl ReidsemaDr Abelardo Pardo

Workshop Outline

• 1st hour - Whole Systems Design• Break (30 mins)• 2nd hour - Implementation Issues

Opening the conversation …

Your thoughts +Our experiences +

Context considerations=

Next steps/ further conversations

A definition – perhaps too tight?

The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates.

(Vanderbilt University, Centre for Teaching/TEDI).

Question

Why would YOU want to deploy a Flipped Classroom?

• Correct misconceptions• Increase conceptual depth• Integrate depth with breadth• Improve on-campus engagement in learning• Reallocation of staff to high value tasks?• Taking advantage of online learning resources

Why?

http://www.flickr.com/photos/joefruchey/4304930267

Roles and expectations:

– Students MUST take responsibility: Ownership of learning

– Teachers MUST take facilitation roles

And there’s a narrative that evolves out of this – a shared meaning/ relevance

Paradigm changes

Questions

What are the implications of:1. Changing expectations of students2. Changing roles of staff3. Building on the online resources in class

a. Concept explorationb. Demonstration/ Applicationc. Meaning making

CURRICULUM

Course

Content

Activities

Assessment

Communication

CONTEXT

CURRICULUM

Course

Learning Objectives

FLIP

DRIVERS:• Institution/ Management• Academics/ Students• Industry• Technology• Global trends

EVALUATION

NAR

RATI

VE

People-Spaces-Tools

1. Learning Outcomes

2. Shared understanding

3. Ownership of learning

Flipped Classroom Design Considerations

Design

Measure

Red Hat Conversation

Do you feel daunted/ pressured/ excited at the prospect of flipping your classroom?

Workshop Approach to Engage Staff

So who did the pre-work?

• It takes more time than you think.• Use other people’s stuff.• Expect push-back from students.• Keep your options open.• Have a plan for your extra class time – that’s

the point!

John Sowash: http://www.youtube.com/watch?v=4JPdGlyt6gg

Key Aspects from the Podcasts

Aspects to apply to your context

Key Aspects• Upfront planning/design takes time and thought• Complex systems approach• Ownership of Learning • Importance of Context • Importance of Narrative• Putting content online is only

a small part

Institutional Context

The institutional factors affecting the way that the course is implemented:

• type of institution;• institutional values; and• Reputation

Course Design/ Delivery

The topic focus, resources, and, technology used

How content is delivered (read/ watch – discuss/ create – explore/ evaluate)

Learner granularity (individual, group, team)

Instructor Characteristics

The experience and attitudes of the instructor

Student Characteristics

Experiences, expectations and attitudes of the students

Cohort size and diversity

Level of prior knowledge

Community Expectations

The expectations of evaluators:

• accrediting bodies, • industry, • funding bodies etc.

Learning Objectives

What changes in student knowledge and skills are expected

Instructor Motivation

The support and rewards available to the instructor

Level of ownership

Student Motivation

The kinds and levels of effort and interest that students put into the course

Rewards for doing well

Curriculum Context

Factors affecting the status, purpose and perceptions of the course within its program context

Assessment

Nature and weightings of assessment tasks, and the nature of the criteria (recall – synthesise – create)

Teacher Behaviours

Teacher decisions, attitudes, and interactions (sage on stage – guide on side – co-traveller)

Student support – tutors, email response etc.

Student Behaviours

The nature and amount of student participation in the course including how much they focus on topics, processes, and products

Let’s map your context (10 mins)

Institutional Context• Public funded/research intensive • Ranked 2nd (Australia) and in the

top 100 internationally• 100 years old • Recent edX member• 1200 students enrolled annually in

engineering• Teaching Focused (TF) academic

program • Strong but informal SOTL strength

in engineering and science

Course Design/ Delivery• Engineering Modelling and

Problem Solving through authentic team based major design/build projects

• Flipped Class mode with engineering materials concepts delivered through online videos

• Entirely active learning/no lectures• Balanced individual/team learning

Instructor Characteristics• Professorial leadership with

extensive industry experience• Award winning TF academics• Learner/student focused• Change agents • Project leaders and tutors carefully

selected – enthusiasm, desire to work with first years, ability to challenge students

• Teaching team ~40

Student Characteristics• 100% transfer from ENGG1100

with similar demographics• Multiple engineering disciplines• Mix of engineering statics, thermo,

electrical fundamentals• Mix of 1st year maths ability• Improved social networks• Improved conceptions of degree

major

Community Expectations• Engineers Australia (EA) • Emphasis on theory-practice,

critical thinking, engineering ability • Grow Industry funding through

student project sponsorship (Boeing, ABB, Barnes Foundation etc.);

Learning Objectives• Appreciation of

mathematical/virtual/physical modelling

• Application of engineering materials behaviour in design

• Demonstrated ownership of learning

• Reflective writing for design thinking and planning

• Effective team skills• Use of design process

Instructor Motivation• Largely intrinsic rewards for degree

of effort• High probability of promotion

through change leadership• Opportunity to engage in research

around design learning and transformational change

• High degree of ownership but significant teaching team autonomy

Student Motivation• Still predominantly strategic

learners• Strong desire for authentic learning

and experiences• Seeking relevance • Developing levels of ownership and

identity• Critical team players

Curriculum Context• Course Evaluation results• EA commendation• Academic conceptions of technical

rigour• Industry recognition• National awards received• Balance research intensive image

with real world authentic learning

Assessment• Varied assessment types• Online MCQ/written reflections• Team design reports• Structured activity templates• Demonstration of final designed

product performance• Team peer review

Teacher Behaviours• Emphasis on teaching as

facilitation and coaching• Emphasis on experiential learning• Extensive use of PG/UG tutors• Extensive use of

Facebook/email/LMS communication modes

• Strong emphasis on developing student’s agency

Student Behaviours• Predominantly strongly motivated• Mixed cohort of epistemological

developmental levels (3-4 Perry)• Accepting of challenges• Struggle with teaching vs learning• High degree of participation

ENGG1200 – Engineering Modelling and Problem Solving– Semester 2, Year 1

Black Hat Conversation

What are the immediate obstacles?

What are the long-term problems?

Write on sticky notes and then categorise (make new category if necessary): 5 mins

Let’s take a break

Sustainable FC Implementation

SpacesPeople Technology

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Gradual Strategy

Sustainable FC Implementation

People

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People - Students

• Take ownership of their learning• Clearly informed of expectations• Additional scaffolding required• Detailed feedback on progress

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People - Instructors

• Institutional support to active learning• Clear vision of how to deploy FC • Transition from traditional lectures • Suggest gradual approach• Promote best practices (projects, grants)

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People - Instructors

Anticipate obstacles• More time• Useful?• Not an improvement

Empower people

Vision

Experts

Project leaders

E-Learning

People

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People - Instructors

Student - driven

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People - Instructors

Learning by doing

People - Others

• Admin support• Tech support• Professional development team

What is the #1 action for your “people”?

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Spaces

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Spaces to prepare

Spaces to interact

Be creative: Find spaces

Be creative: Find spaces

Spaces to interact

Outdoors?

Old spaces, new activities

What is the #1 action regarding spaces?

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Sustainable FC Implementation

Technology

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Use technology

To bind together …

… for content …

http://www.ozteacher.com.au/technology/technology-in-schools/cheat-sheet-a-beginners-guide-to-tutorial-videos-and-screencasting/25038

communication

• Createams – purposeful team selection• WebPA – peer assessment• Teamwork in Action – team training

ALL LINKED TO BLACKBOARD – our institutional LMS

and management.

What is the #1 technological action?

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CURRICULUM

Course

Content

Activities

Assessment

Communication

CONTEXT

CURRICULUM

Course

Learning Objectives

FLIP

DRIVERS:• Institution/ Management• Academics/ Students• Industry• Technology• Global trends

EVALUATION

NAR

RATI

VE

People-Spaces-Tools

1. Learning Outcomes

2. Shared understanding

3. Ownership of learning

So returning to …

Design

Measure

Yellow Hat Conversation

Where to next?What are the opportunities?

How will this all get done?

Thank you!

Concept Mapping of Engineering Materials– What students need to know– What students need to do (to demonstrate attainment)

Example: Designing a new course

Example: a template session

Start with learning outcomes …

Example: a practical session

Example: Owning Learning through reflection

R1: What are your goals?R2: Project ManagementR3: Check your theoryR4: ModellingR5: Goal Check

Example – University of Sydney

• ELEC1601 Fundamentals of Computer Systems• First year, second semester Engineering• Enrollment: 300 students.

Sessions with Previous and in-class activitiesClear statement of that is needed

Videos to supportactivities

MCQ to guarantee engagement

Report engagement to staff