Flip Your Classroom: Why, What and How?

VOLUME 5 ISSUE 3

FALL 2014

Flip Your Classroom! Why, What and How? Some Flipping Data

IN THIS ISSUE Some 1 Flipping Data I Flip Because I Click

2

CanFlip14 Conference

2

Learning Beyond Instruction

3

Resources: The Flipped Classroom

3

The Flipped Classroom [An article summary]

4

Library’s Curriculum Builder for Moodle

4

Experiencing the Flip

5

Welcome to ILT Program Administrator

5

Just why should I flip my class and who is telling me to do it? I have gathered some data from a couple of sources to help answer those questions.

Let’s start with why.

Why? Higher marks.

A collection of researchers from George Mason University, Pearson (publishers of educational material and texts), and the Flipped Learning Network (FLN) has found that flipping the class can have stunning results—especially in higher education (Flipped learning can flip results in higher education, 2014).

The Georgia Institute of Technology flipped its Human-Computer Interaction course and found that the class average went from 79.9% to 88.2% (more than 10% increase). When UBC flipped one section of its Introduction to Modern Physics, the flipped class scored 87% on the Quantum Mechanics Concept Survey compared to 67% in the “unflipped” sections (20% difference). Here’s more results from the same study: Missouri University of Science and Technology (Chemistry)- Grades increased from 70.9% to 80.4% (>13%).

Eastern Gateway Community College –

[T}here was an increase in student participation

Welcome to ILT 5 and attitude toward the material. Students were Program Administrator “generally more satisfied with the new format.”

ILT Lunch and Learns

6

passing rates increased from 63.9% to 82.7% (>29%)

By Michael Orwick, Business, Kelowna Campus Who? Take a look.

The same article lists many well-known schools using flipped technique such as the University of British Columbia, the University of Memphis, the University of North Carolina, Chapel Hill, Texas A&M University, Capital University, Georgia Institute of Technology and Harvey Mudd College. While not quantified, the article states that there was an increase in students’ participation and attitude toward the material. Students were “generally more satisfied with the new format” (Flipped learning can flip results in higher education, 2014, paragraph5).

Increased participation and higher marks? That’s a win/win. Pearson is one of my favourites in providing online content that allows instructors to flip the class (including a “pre- and post-test” for each chapter). Here are some suggestions from Pearson (Pearson, 2013):

the post test.

Start Small: There will be many things to “iron out” over the first term or two. So select one course to flip. Also, flip it slowly. Ease the students away from straight lecture to using the outside sources.

Some even encourage students to use the outside sources in class.

Test repeatedly: In order to ensure new learning is building on previous learning (mastery), allow students to assess themselves with frequent quizzes, exercises, or small projects. Not all need to be for recorded marks, but by providing grading, students can assess themselves and instructors can offer corrective advice along the way.

Connect with students: When students are in class, break them into groups to do something. Perhaps answer some end-ofchapter questions or perform an actual task such as creating a SWOT analysis* or using a rational decision-making model). The professor walks around and makes suggestions, answers questions, and corrects understanding. Learn students’ names while you talk with them.

Provide Structure: Be clear on what students are expected to have done before *A SWOT analysis a tool for analyzing an class. For example, before coming to organization. next week’s class, watch this video, take a pre-test, follow the study plan, and take

References: Contacts & Links for ILT

6

Flipped learning can flip results in higher education. (2014, August 26). Retrieved from My Course Redesign Community: http://community.pearson.com/courseredesign/general/flipped-learning-can-flip-results-in-higher-education/ Pearson. (2013, September 24). MyLab & Mastering 10 Best Practices. Retrieved from Pearson MyLab: http://www.pearsonmylabandmastering.com/northamerica/mymanagementlab/educators/results/results-library.php?product[] =MyManagementLab&hpd

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INSTITUTE FOR LEARNING AND TEACHING

Fall 2014

page 2

I Flip Because I Click: A One Act Play in 500 Words

By Carl Doige, Chemistry, Vernon Campus speakers at the CanFlip14 recommended that instructors make their own videos. That way the lecture material can be tailored to your own style and the specific needs of your students.

Bob: But doesn’t it take a long time to make a video?

Bob and Sharon are seated around a table with two mugs of coffee. Bob is eager to hear about Sharon’s experience with flipping her first-year science classroom.

Bob: So I’ve been hearing all this talk about flipping the classroom, but I am not really sure what this means. Can you fill me in on what actually happens in a flipped classroom?

Sharon: Well, it is not surprising that you aren’t so sure what flipping means given that, although there is one main theme, there are many ways that a flipped classroom can be manifested. The main idea is that students are assigned to watch videos

So I’ve been hearing all this talk about flipping the classroom, but I am not really sure what this means. Can you fill me in on what actually happens in a flipped classroom? er questions, etc. In fact, I guess you could say that I flip because I click. That is, a few

Sharon: Yes – I can’t deny that I have had to

years ago I started using clickers in my

devote some time into this. But I don’t have

class to probe student understanding and

to make new videos every year. The other

to promote student engagement. Well, the

thing is that I promised myself not to aim for

students were engaged, but I found it hard-

perfection but rather “good enough.” Some-

er to finish the curriculum. I therefore

times I will make mistakes—but instead of

moved some of the lecture content into

repeating the whole video—I will just edit that

online videos so I had more time for these

part using Camtasia software. Or I will put a

sorts of interactive activities.

note-bubble in the video which says “oops – should have said this instead of that!”

Bob: OK, I think I am understanding a bit better—but I think the biggest problem I have is I don’t see the point. Why get students to watch a lecture outside of class, when they could just come to class and see you lecture there?

Bob: But can students actually learn from watching a video?

Sharon: The short answer is definitely! I have seen this in assignments and tests.

Many students will successfully answer questions which were based exclusively on the content presented in a video lecture.

While I don’t have concrete data from my

which present lecture material outside of Sharon: With this question, you have hit on

own classes, the educational literature is

the main reason I (and I assume others) flip

now suggesting that students learn more

the class. We don’t use the class time to

through the combination of online lectures

Sharon: Nowadays there are lecture-type

simply repeat what is in the video lectures.

and interactive classroom exercises as

videos on almost any topic on the internet –

Rather we use class time to involve students

compared to traditional lectures.

like the Khan Academy. But a number of

in problem solving activities, group work, click-

class time.

Bob: Where do these videos come from?

CanFlip14 Conference June, 2014

Okanagan College, Kelowna Campus

The theme for the fall issue - Flip Your Classroom! Why, What and How? - was inspired by CanFlip14, which was the flipped classroom conference that was hosted for the third straight June at Okanagan College. Over a 140 participants (30 from Okanagan College) heard 25 educators present at the two-day conference where ideas, innovations, and inspirations using flipped classroom techniques in teaching and learning were shared. “Technological and social change has presented opportunity and reason to examine how best to learn and teach” said one of the conference organizers Graham Johnson.

The idea is uncomfortably simple. Take the normal classroom-homework equation and flip it on its head.

From Public Affairs, Okanagan College. http://www.okanagan.bc.ca/Campus_and_Community/employees/publicaffairs/news.html?BlogEntryID=35003 www.okanagan.bc.ca/ilt

INSTITUTE FOR LEARNING AND TEACHING

Learning Beyond Instruction

By Rosalind Warner, Political Science

Fall 2014

Kelowna/Penticton/Vernon Campuses

While often educators focus on formal

them to the correct answer regardless of their

techniques

teaching and instructional methods as part

individual level of pre-knowledge. (Schwarz &

can be

of their repertoire, increasingly, research is

Neuman, 2010).

applied in a

revealing that what takes place before and

Review of material with immediate feed-

page 3

variety of

after the formal instructional period is crucial back has also been shown to amplify the pow-

disciplines,

to learning outcomes. Three elements of the er of instruction to aid memory and recall.

levels, and

learning process are put into focus when

Leading educator Carl Weiman points to

educational

learning takes place outside of the period of

“active lectures” as one option, where stu-

contexts. For more information, please

direct instruction: pre-learning, discussion,

dents use clickers to solve problems in class.

visit the resources posted here, or view the

and review. With respect to pre-learning, in

(Associated Press & Weiman, 2011).

video posted here. For more information

one study researchers found that students who had completed pre-lecture quizzes per-

Finally, some studies have also shown that student satisfaction with their learning in-

about Team Based Learning (TBL) visit the TBL Collaborative.

formed better on exam questions than those creases when they have greater control over who did not complete a quiz. (Narloch, 2006).

What makes this study really striking is that these benefits were enjoyed even when learners had only

When students work towards a common goal, share their ideas and impressions, and use the ideas of others to build on their own knowledge, the positive effects of ‘flipping’ the classroom are multiplied by the power of the team.

been given matching or fill-in-the-blank type

the pace and when they enjoy more autonomy (Fitzelle &

Associated Press and Carl Weiman. (2011).

Trochim, 1996).

“Involve Students, Don’t Lecture at them: Nobel

Flipping the classroom doesn’t need to mean “crowding out”

instruction, just making more space and time

pre-quizzes and were tested using essay and for non-instructional activities which can cemultiple choice questions.

Discussion has also been shown to be an

References

ment the process. Flipped classrooms also allow for more differentiated learning that

Laureate” CTV News May 13. http:// www.ctvnews.ca/involve-students-don-t-lectureat-them-nobel-laureate-1.643592 Fitzelle, G. T., & Trochim, W. M. K. (1996). Survey Evaluation of web site instructional technology: Does it increase student learning?

Narloch, R., Garbin, C. P., & Turnage, K. D.

effective way for learning to happen. The

builds upon learners’ preferences to construct

(2006). “Benefits of Prelecture Quiz-

famous educator Lev Vygotsky was among

their own pathway to the material. When stu-

zes”. Teaching Of Psychology, 33(2), 109-112.

the first to identify the importance of discus-

dents work towards a common goal, share

sion as a means of supercharging learning.

their ideas and impressions, and use the ide-

Schwarz, B.B. & Neuman, Y. (2010). “Two

More recently, as Schwartz and Neumann

as of others to build on their own knowledge,

Wrongs May Make a Right … If They Argue To-

discovered in a study on team discussions,

the positive effects of “flipping” the classroom

even when learners initially make errors or

are multiplied by the power of the team. Both

gether!” Cognition and Instruction, 18(4), 461– 494.

get things wrong, their discussion often leads team-based learning and flipped classroom

Resources on Flipped Classrooms in ILT Resources LibGuide http://libguides.okanagan.bc.ca/ILT For excellent resources on the flipped classroom go to the Institute for Learning and Teaching Resource LibGuide under the “Flipped Classrooms” tab.

Featured Title on the Flipped Classroom Keengwe, J., Onchwari, G., & Oigara, J. N. (Eds.). (2014). Promoting active learning through the flipped classroom model. Hershey, PA: Information Science Reference. LB 1027.23 .P75 2014 "About this book" from OC Voyager Catalogue: "With the integration of technology into education systems, our society has begun to embrace the new approaches we have taken towards transforming traditional learning environments into active learning through questions, collaboration, and discussions. Promoting Active Learning Through the Flipped Classroom Model focuses on an in-depth assessment on strategies and instructional design practices appropriate for the flipped classroom model. Highlighting the benefits, shortcoming, perceptions, and academic results of the flipped classroom model, this book is an essential reference for students, educators, administrators, and researchers interested emerging approach to improving student learning."

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INSTITUTE FOR LEARNING AND TEACHING

Fall 2014

page 4

The Flipped Classroom: A Survey of Research. (An article summary)

By Wendy Wheeler, M.Sc. M.Ed.(Candidate), College Professor, Human Kinetics Diploma, Penticton Campus The Flipped Classroom: A Survey of Research by J.B. Bishop and M.A. Verleger (An article summary)

lished studies report only student perceptions

six web resources for flipped classroom

and used single-group study design methodol-

teachers.

ogy. Student perceptions of the flipped class-

This comprehensive review article defined room were mixed, but generally positive overthe flipped classroom as an “educational

all. Students “preferred live in-person lectures

technique that consists of two parts: interac- to video lectures, but also liked interactive tive group learning activities inside the class- class time more than in-person lectures. room, and direct computer-based individual

Shorter, rather than longer videos were pre-

instruction outside the classroom” (para.

ferred” (para. 31). With minimal data pub-

15). The authors discussed the theoretical

lished on the effects of this method on stu-

shift to student-centred learning and interac- dent performance, the authors identified a tive classroom activities. When the tradition- need for more research involving objective al lecture and demonstration becomes auto- learning outcomes using better experimental mated via technology, the authors highlight

design. “Anecdotal evidence suggests that

the need to take a closer look at what theo-

student learning is improved for the flipped

retical approach is used to engage students

compared to the traditional classroom” (para.

during classroom time: learning styles; peer- 2). The comprehensive bibliography provides assisted, collaborative learning; cooperative

an excellent resource for additional infor-

learning; problem-based learning; or active

mation including 83 published research arti-

learning.

cles, 39 blog posts and news articles, 5 web-

The authors discovered that most pub-

Article Reference: Bishop, J. L., & Verleger, M. A. (2013, June 23-26). The flipped classroom: A survey of research. Paper presented at the American Society for Engineering Education Annual Conference, Atlanta, GA. Retrieved from www.asee.org/file_server/papers/ attachment/file/0003/3259/6219.pdf

This comprehensive review article defined the flipped classroom as an “educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom.”

sites dedicated to the flipped classroom, and

“Curriculum Builder” for Moodle - A Flippingly Great New Tool!

By Roen Janyk, Web Services Librarian

Tired of posting PDF articles and persistent links in Moodle? Worried about copyright? Want to share a reading for tomorrow’s class? The Library’s new Curriculum Builder is an ultra-easy way to create and manage course reading lists, all without leaving your Moodle courses. Easy for you and even more convenient for your students!

Curriculum Builder allows instructors to create reading lists from within Moodle. Link directly to resources in OCtopus (the Library’s Search Engine), including articles, e-books, catalogue records, websites, and other digital resources. Easily create links to journal articles, web resources, books, and more!

Curriculum Builder is not only convenient for students and instructors alike, it also eliminates confusion related to copyright infringement, and allows the Library to more accurately track the usage of Library materials.

How does it work?

1. Add the Curriculum Builder ‘external tool’ and search OCtopus directly from your Moodle course.

2. Click “Add to Reading List” and your selections are saved 3. Annotate reading list items, change item rankings, and add individual links to web pages, etc.Instructions for adding a reading list to Moodle using Curriculum Builder Detailed Curriculum Builder instructions are located on the Library webpage under “Services for Faculty”. http://www.okanagan.bc.ca/Student_Services/students/library/services/faculty/CurriculumBuilder.html You can also contact your liaison librarian for a copy of the instructions. For more information about Curriculum Builder, please contact Roën Janyk, OC Web Services Librarian (rjanyk@okanagan.bc.ca).

Watch for upcoming Lunch and Learns that will help you incorporate this new tool into your online learning environment!

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INSTITUTE FOR LEARNING AND TEACHING

Experiencing the Flip Although I had begun to “flip” my class before I ever knew what it meant, I became quite intrigued with the idea of making the learning more fun and student centred.

Being that I teach many of the conceptdriven courses in business, I have always worked to find ways to make them more tangible. I believe flipping helps me do this.

You can create your own videos for students to view out of class, but I found that simply searching YouTube can locate many great videos that already exist. I include those links as well as articles and websites too.

The current textbook provides a study plan for each chapter and this works great for flipping. Each chapter has a short pretest to measure the students’ current knowledge. Then, based on the results, it provides a study plan indicating which concepts and pages the student should review.

When the students have read the pages, they take a short post-test to see if they have learned the material.

I require the study plan be done before the class. (Please note that, frankly, any good students will have read the chapter before class anyway, so this is not any real

Fall 2014

page 5

By Michael Orwick, Business, Kelowna Campus extra commitment.) On “flipped days,” I begin

Although I had begun to “flip” my class before I ever knew what handle any questions. Then I give them some- it meant, I became quite intrigued with the idea of making the learning thing to do. It is the “you-do” that really emmore fun and student centred. with a short review of the main concepts and

beds the learning.

So, for example, instead of lecturing on a

Two of my three classes are enthusiastic

SWOT analysis, after I review the fine points of

about it; one class is lukewarm with almost

a SWOT, the students work in groups to create

half preferring lecture. The lukewarm

a SWOT of a real company. They use their

class, coincidentally (?), is far behind the

tablets and laptops to find data, or they can

others in completion of the study plans.

watch the suggested videos. I move around

The grades on the most recent mid-

the room, helping and directing. The textbook

terms compared to the grades of the last

also has the option of mini simulations for

two semesters are as follows. One course

students to follow, making choices and receiv-

had two sections: one section scored a

ing feedback on their decisions. Either way, at

median of 60%, the other, 73% for an

the end, each student signs it and hands it in.

average of 66.5%. This term the two

I can grade it for marks or just for participa-

sections had a median of 67% and 73% for

tion.

an average of 70%. So the average was

I found a few interesting things this term:

up, but difference was in the increased

● Students who are not participating can be

score for the lower mark of the two

identified really early.

sections.

● Those expecting the prof to “force-teach”

The other class (just one section) had an

them quickly realize that they control their

average of 67% over the last two semes-

learning

ters. This year, they earned 75% on the

● Exceptional students are not held back as

midterm! Too small a sample for any

they can go as quickly and deeply as they

absolutes, but it appears that students are

wish.

at least getting as much as before, and a

At mid-term my results are mostly positive.

little bit more.

Welcome To the New ILT Program Administrator Ross McKerlich The Institute for Learning and Teaching (ILT) is pleased to announce that Ross McKerlich is the new program administrator for the ILT. Ross is an educational technology coordinator who has worked at Okanagan College since January 2012. In addition to education technology, his background includes adult education, research, and facilitation. Ross says, “I am excited about this new position and the unique nature of the Institute for Learning and Teaching. The community building work of ILT fellows is important and a key component of the ILT.” Ross sees his position as removing barriers to community building so that the culture of learner centeredness can grow and flourish at Okanagan College. A further goal is to ensure that every employee

Ross McKerlich

knows about the ILT and partakes in its many educational programs, including the Learner Centered Instructor Certificate as well as the Service & Support in a Learning Centered Organization Certificate.

Ross is located on the KLO campus and can be reached by email (rmckerlich@okanagan.bc.ca) or phone (local 4921).

www.okanagan.bc.ca/ilt

Fall 2014

INSTITUTE FOR LEARNING AND TEACHING

page 6

ILT Lunch and Learns and Speaker Events Lean Thinking: Eliminate Waste, Strive for Excellence

Rob St. Onge and Moya Webb

All Campuses

Early October

Understanding Autism

Joanne Pool

Kelowna

Thu Oct 16

Learn & Play: Halloween/Harvest Door Decorating

Beverlie Dietze

All Campuses

Canada and the First World War 1914-1918

Howard Hisdal

Vernon

Fri Oct 24

Canada and the First World War 1914-1918

Howard Hisdal

Salmon Arm

Mon Oct 27

Canada and the First World War 1914-1918

Howard Hisdal

Penticton

Mon Nov 3

Faculty Research and Scholarly and Creative Talks http://www.okanagan.bc.ca/

All Campuses

Nov 3—7

OC Library and ILT 2014 Scholarly and Creative Expo.

Visit the Website for event details.

Until Oct 31

Page35611.aspx

Canada and the First World War 1914-1918

Howard Hisdal

Kelowna

Fri Nov 7

All Carbs are not Created Equal

Lynn Johnson and Heather Carson

Kelowna

Thu Nov 27

Learn and Play: Creating Ginger Bread Houses

Beverlie Dietze

All Campuses

Early December

Teacher as Leader in the Classroom

Roberta Sawatzky

Kelowna

January 2015

Jan O’Brien

Kelowna

February 2015

Rob St. Onge Rob St. Onge

Kelowna

Mon Feb 23

Vernon Salmon Arm

Tue Feb 24 Thu Feb 26

Penticton

Fri Feb 27

Results from the Student Satisfaction Survey Sustainable Living – What’s in it for you?

Sustainable Living – What’s in it for you?

Sustainable Living – What’s in it for you?

Sustainable Living – What’s in it for you?

Rob St. Onge Rob St. Onge

ILT INFO LINKS ILT Educational Programs ILT Events Registration ILT Fellows ILT Mission Statement ILT Newsletter ILT Resources LibGuide ILT Website

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ILT NEWSLETTER CONTACTS As part of its mandate to support dialogue amongst peers and to enhance the practice of learning and teaching the ILT publishes three issues of its newsletter a year (Winter, Spring, and Fall). All employees of Okanagan College are encouraged to contribute.

Thank you to each of the authors for your valuable contribution to this issue of Enhancing the Practice of Learning and Teaching! The thought, expertise, and time that has gone into creating the end product is appreciated.

ILT Newsletter production team Managing Editor: Darrell Skinner dskinner@okanagan.bc.ca Copy Editor + Distribution: Michael Orwick MOrwick@okanagan.bc.ca (Articles are submitted to Michael Orwick for editing) Design/Layout Editor: Jennifer Sigalet Jsigalet@okanagan.bc.ca ILT Newsletter Committee Chair: Jennifer Sigalet Jsigalet@okanagan.bc.ca For more information on ILT Newsletter: http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Newsletters.html 03/11/14

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