Flipping the Classroom: Tales of
an Accidental ‘Expert’
Academic Technologies Fall Showcase
Chris Moberg
October 30, 2012
Agenda
1.
2.
3.
4.
5.
6.
Preview
What is a “Flipped Classroom?”
Learning Theories
Examples
Benefits and Challenges
Resources and Support
Preview
1. I am not a teaching technology
expert.
2. The Irony of Today’s Lecture.
3. My Personal Introduction to Flipping
the Classroom – the Accidental
Expert.
What is a Flipped
Classroom?
• A flipped, or inverted, classroom simply
means that a teacher moves the delivery
of critical content (e.g. definitions,
concepts, theories) outside the lecture
hall.
• In-person class time is mainly devoted to
higher levels of learning – application,
discussions, analysis, problem-solving.
Impact of Technology
• During the past decade, new technologies
have helped transform distance education
and professional graduate programs.
• An important question is how to leverage
these technologies at a residential,
undergraduate focused university.
Common Triggers
•
•
•
•
Distance or Hybrid Program Opportunities
Alleviate Workload Pressures
Federal or State Education Initiatives
New Technologies Enable Mobile and Convenient
Content Delivery and Present Possibilities
• Better Learning for Students?
This is not a new concept
I hear and I forget.
I see and I remember.
I do and I understand.
(Confucious, 2010)
Blooms Taxonomy of
Learning
Why Move Content Out?
People Learn Better
Source: Van Dam, Nick, “E-Learning by Design: Can a BetterDesigned Course Help You Learn More?” E-Learning, January 1,
2002.
A True Win-Win
Although there may be resource or
program development pressures to
move content out of the classroom, it
is important to remember that
student learning can improve if
quality is achieved.
Examples
PMBA – Chris Moberg
http://aspnet.cob.ohio.edu/mc/pmba_co_6/Class/CMBA604_Marketi
ngStrategy/CMBA604_Moberg.html
Dr. Brian Gibson – Auburn University
http://www.operationsscmn.org/demo/
CSCMP Certification:
http://designinglearning.net/preview/Learning%20Block%201%20Seg
ment%202%20output/story.html
Hybrid Course Format
Source: Brian Gibson, Auburn University
Potential Benefits
For the student:
1. Improved Learning
2. Asynchronous Viewing
3. Ability to Review Lectures
4. Reduced Costs for Course Materials
Potential Benefits
For the faculty member:
1. Increased Class Time Devoted to
Effective Learning Activities
2. Increased Consistency
3. Increased Student Engagement
4. Improved Course Evaluations
5. Use Across Courses and Programs
Potential Benefits
For the Program or College:
1. Better End Products; AoL
2. Student Recruiting
3. Resource & Workload Efficiencies
4. New Programs and Revenue Streams
Challenges
1.
Quality Matters
* Solid Production Quality, Interactive, Parsimony
2. Need to Effectively Use Class Time – Gift of Time
3. Significant Up-Front Investment
Activity
Time Spent
(each 30 min. episode)
Detailed Outline
1 hour
Search/Selection Videos,
Materials
2 hours
Powerpoint Development
4 hours
Script Writing & Prep
2 hours
Studio Time for Taping
2 hours
Total: 11 hours per episode
More Challenges
4. Stick to the Basics
* Record lecture only on basic theories and concepts not likely to
dramatically change
* Avoid mention of time or time-sensitive examples
5. Faculty Outside Traditional Comfort Zone
* Different pedagogy and Lecture Delivery
* Use of newer technologies
* Potential use of lectures from other faculty members
6. Ensuring Students are Prepared for Class
7. Access to Studios and Other Technologies
Closing Thoughts
1.
2.
3.
4.
5.
Eyes Wide Open – Capturing Lectures is Stressful and
Time-Consuming
After Up-Front Investment, Time and Effort Will Be
Saved in Long Run.
Components of Effective Teaching – Organization,
Engagement, Clearly Stated Learning Objectives – Still
Matter.
Flexibility and Support from Departments, Colleges, and
the University will Make a Difference.
Take Baby Steps – Begin By Inverting a Few Sessions
Resources and Support
1.
Academic Technologies (at@ohio.edu) is located in the
Faculty Commons. Mike Roy, Becky Simons and Candi
Morris.
2. Emerging Technology Services (ets@ohio.edu) will be
conducting a lecture capture pilot and an evaluation of web
conferencing software in the near future.
3. Talk to Colleagues Around Campus that have developed online and hybrid courses (eg Business; Nursing etc.).