‘How flipping difficult can it be?’

- an updateGareth Bramley

University of SheffieldSchool of Law

Flipped learning – our definition

Flipped learning

A type of learning that reverses the traditional teaching methods by delivering instructions and material outside of the taught session.

With flipped learning, students watch online resources, take part in online discussions, and/or carry out research and reading prior to the taught session.

The taught sessions focus on student-centred, ‘active’ learning, through the completion of activities and tasks (with the teacher guiding and assisting).

Flipping on the undergraduate degree

Screencasts on VLE

Directed reading for each lecture

Interactive lecture

Seminar

Use of the VLE and TEL

Some examples of developing practice

Use of the virtual learning environment (VLE) and technology

Screencasts (online audio content with slides – using Articulate and Explain Everything, available on the App Store).

Discussion boards (Google Community)

‘Week to view’

Echo 360 (lecture capture)

In the interactive lectures

In the interactive lectures (50 mins)

Short summary at the start (‘traditional’ style)

Use of Echo360(i) interactive slides and quizzes(ii) Comments and ‘flag’ options

Time for ‘break out’ by students to discuss answers and develop problem and essay question technique

In the seminars

In the seminars

Students in groups of 3-42 hour sessions Problem based questions and general

essay discussion questionsPresentations.Use of the board – taking of photosPrescribing roles – a work in progress!

Flipping brilliant! – The benefits

Improved student engagement with the module – positive feedback received to date, particularly on screencasts and ‘week to view’ (awaiting formal feedback)

Good quality of formative work

Good use of TEL, particularly Echo 360

Avoids passive learning – good level of engagement in interactive lectures

Better preparation for assessments – a ‘fresh’ approach hugely assists with constructive alignment and re-development of modules

Flipping difficult? – some reflections

Decreased attendance in lectures as course progressed

A consistent approach across modules is desirable – this is a big challenge, particularly with elective modules

Student expectations need to be carefully managed at the outset (detailed introductory lecture) and throughout to keep them engaged and focused

Short, manageable screencasts? – with clear instruction and learning outcomes (to combat over-reliance)

Lack of student interaction on Google Community

Continued focus on skills of application, analysis and evaluation; signposting of the importance of these skills to students

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For the future?

Self reflection forms or diary

Fewer interactive lectures; more small group sessions (up to 9 sessions?)

Better scaffolding of topics and sessions – development of learning outcomes

Continued development of week to view (all available from the start)

Peer marking – increased formative work

Use of Facebook?!

Students as producers – recording of screencasts within module