1. Running Head: FLIPPED LEARNING 1
Flipped Learning Design Document
MIST Team 1:
Cassandra Humphrey, Deanne Dominguez, Sayed Nazari, Maren Sibai & Carson Kyle
CSU Monterey Bay
IST 522
Dr. Farrington
November 14, 2017
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Flipped Learning Design Document
According to the board members of the Flipped Learning Network, a nonprofit
organization aimed at informing educators about the model, flipped learning is defined as, “... a
pedagogical approach in which direct instruction moves from the group learning space to the
individual learning space, and the resulting group space is transformed into a dynamic,
interactive learning environment where the educator guides students as they apply concepts and
engage creatively in the subject matter” (Sams et al., 2014). This switched dynamic, when
implemented properly, can have a tremendously positive effect on learners, with researchers
noting that, “Learning environments created by the flipped classroom approach are likely to
satisfy student needs for competence, autonomy and relatedness and, thus, entice greater levels
of intrinsic motivation” (Abeysekera & Dawson, 2014).
Furthermore, this model provides a great way to combine ever-present technology with
successful learning. However, effective implementation requires careful planning, behind-the-
scenes work, and strong but subtle educator guidance in order for true flipped learning to take
place. In the hopes of disseminating the core flipped learning tenets to upcoming instructional
designers, the creators of this presentation have developed a lesson aimed at not only educating
their learners about this environment, but providing them with enough information to make
informed decisions regarding its use and implementation in their current organizations and future
instructional designs.
Analysis
Needs Assessment
As upcoming instructional designers, it is imperative that students in Cohort 5 of the
MIST program have a firm grasp on instructional design to best determine the right approach for
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any organization they may work with in the future. As the MIST curriculum page states,
“Whether a corporate trainer, classroom educator or a person developing coursework for those
professionals, the MIST program creates rich learning experiences to empower professionals to
make a difference for those they serve” (Curriculum, n.d.). In order to meet this organizational
goal, our presentation is aimed at further developing students’ breadth of knowledge by defining,
describing, and providing examples of usage of this increasingly popular instructional model.
Learner Analysis
Recognizing that the Cohort 5 students are currently employed in or are looking to focus
on different levels of education and are coming into this presentation with varying backgrounds
and levels of knowledge of the subject, the designers developed and sent out an anonymous
survey in order to better calibrate the learning materials to the students’ needs. Three multiple
choice and one free response question were asked to gauge learners’ current teaching situation,
whether or not they had prior knowledge of or experience with flipped learning, and their
personal definitions/thoughts on the technique (see Appendix for full questions and results).
Out of twenty students contacted, twelve respondents participated. According to the
survey, 75% of respondents are currently teachers, with the two most common teaching
environments, K-12 and adult education outside of a university, both receiving 44.4% of the
vote. The remaining 11.2% of current teachers reported working in a higher education/university
setting. This nearly even split of adult and child educators alerts the designers that the
information provided must be easily applied to teaching various age groups rather than one
specific level.
Furthermore, 91.7% of respondents reported that they had previously heard of flipped
learning, and only one respondent reported being unsure. No students reported being completely
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unfamiliar with the term. Additionally, when students submitted their personal definition of
flipped learning for the free response question, 11 out of the 12 were able to demonstrate at least
a basic understanding of the concept. These responses illustrate that a fair amount of learners are
somewhat or very familiar with flipped learning and that many are ready to move beyond
definitions and into analysis and appropriate application of the model.
Context
In order to provide an engaging and educational environment for the learner, a varied
collection of different media and activities will be hosted in a Moodle iLearn shell. In addition to
a team-developed pretest and discussion forum, the presentation will include a dynamic mixture
of materials sourced from the internet, including an infographic, video from YouTube, and
scholarly articles. All sources will be cited at the end of the lesson to ensure proper credit is
given. Furthermore, each presentation designer has been given full powers to the iLearn course
so they can answer questions and give student feedback as needed.
Content
Flipped learning is an instructional approach in which learners learn concepts through
interactive lessons, and inverts traditional classroom-based learning into modern e-learning.
According to (Sams et al., 2014), “flipped learning is a pedagogical approach in which direct
instruction moves from the group learning space to the individual learning space.” It creates the
opportunity to integrate multiple learning styles, preferences based upon differentiated role to
best fit students’ needs through a variety of interactive instructional activities (Miller, 2012).
There are many ways for educators to flip their classes by having their students watch a video,
read text on their own time, and study some other supplemental learning materials, but to engage
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students in flipped learning, educators must incorporate the following four components of
flipped learning in their flipped lessons.
The concept of flipped learning is to provide a platform for incorporating a variety of
learning modes to allow instructors customize their learning environments to accommodate a
lesson that best fit learners’ learning styles and preferences in both, group work and independent
study. In addition, it promotes an environment where learners choose when and where they learn.
Moreover, instructors create and provide flexible instructions that meet learners’ timeline, and
learning profiles to promote a learner-centered approach (Sams et al., 2014).
It is a set of learning values, methods, and practices that promotes learner-centered model
– and increase learning performance in the individual and group level that have positive impacts
on learners’ accusations as a whole. The concept of learning culture is not only having students
only learn and apply the acquired knowledge, but also feel responsible to share what they have
learned with others. In the traditional teacher-centered learning environment, instructor is the
only source of information and delivery for students. Whereas, the Flipped Learning model
promotes a notion of learner-centered environment where students learning independently, in
pairs and groups to explore topics in depth in a manner that is meaningful, and personal to
learners (Sams et al., 2014).
Flipped learning instructors constantly think and figure out how they help students
develop conceptual understanding of the topics in greater depth using flipped learning model.
Based on the topic or subject complexity, and importance, flipped learning educators determine
what to teach and students should explore on their own. In addition, “educators use Intentional
Content to maximize classroom time in order to adopt methods of student-centered, active
learning strategies, depending on grade level and subject matter” (Sams et al., 2014).
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Due to the nature of Flipped Learning model, professionalism is essential in compare to
traditional learning environment that must be obeyed by instructors. Instructors are able to
observe and gage their students in the traditional learning setting in terms of their academic
performance, participations, and provide them with positive realistic feedbacks that can add to
their learnings. Professional instructors possess an ability to connect with each other in order to
enhance their interactions, and instructions to best fit the classroom environment. Professional
instructors in the flipped learning environment are not the primary source of information, but
they do play a less visible prominent role in the Flipped Learning classroom which is key to
enable flipped learning to take place (Sams et al., 2014). Thus, professional educators possess the
potential to create active, interactive, and engaged learning, and teaching activities that promote
learner-centered classroom.
As its defined, flipped learning offers several benefits to instructors to create interactive
teaching materials for better understanding of the subject in depth, and having students explore
topics at their own pace. One of the advantages of flipped learning is providing video lessons
based on students’ needs so that they can watch them multiple times to master the content. Such
an approach reduces the need for lengthy lectures, and repetitive instruction. Based on the data
collected from research, instructional videos also contributed to students’ academic performance.
Providing interactive learning activities in the flipped learning setting was also beneficial
and students liked this approach because it helped them learn the content in depth, and stay
engaged. Last but not least, many students had responded that one the benefits of flipped
learning is to learn and become able to use technology without taking formal courses. Thus,
Flipped Learning helps students not only learn independently, but also be able to use the
acquired knowledge effectively in the 21st
century (Enfield, 2013).
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Although flipped learning offers several benefits, there are some challenges in terms of
time, technical issues, editing and revising videos or other teaching materials. One of the
challenges is the amount of time spent while developing videos (interactive instruction materials)
or locating, and choosing pre-developed materials that serve the purpose, and cover the content.
Technical issues are also a challenge in terms of delivery that students may encounter during the
course in terms of the ability to watch and read learning materials on time and have access
without experiencing any glitches. In addition, instruction repetition in the instructional videos is
frustrating to learners if not designed and organized in an interactive way. Consequently, learners
rely on preparations and trust, which would add more work on the front-end (Enfield, 2013).
Flipped learning, from a personal point of view, is one of the effective ways of delivering
education and having positive impacts on learners in every single field of education. However,
professional development, the amount of time, and instructors’ training must be taken into
account. Without them, flipped learning is not effective, and will be definitely doomed to fail. It
is also important to know that the Flipped Learning model may not be useful for every student,
but still is an interactive way to provide education usefully and effectively. It has a lot to offer in
the organizational world as well; e.g., Defense Language Institute Foreign Language Center
(DLIFLC) is using the Flipped Learning model in some learning and teaching programs.
Design
Objectives
By the end of this presentation, students will be able to define flipped learning, describe
the advantages and disadvantages of the flipped classroom approach. Furthermore, students will
be able to analyze the validity of implementing flipped learning in their current organizations,
and explain to what extent flipped learning should or should not be applied and why.
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Agenda
I. Introduction: Text on ilearn
a. Brief introduction on Flipped learning
II. Pretest : iLearn quiz with feedback to assess prior knowledge
a. Students take quiz
b. Students receive feedback on their scores
III. Background Information and Core Lesson:
a. Video (for students who score below 80% on the pretest): background
information, definition, and main characteristics of flipped learning
b. Infographic: visual representation of flipped learning in action
c. Scholarly Articles: Pros and cons of flipped learning, implementation
IV. Analysis: Discussion forum with instructor participation
a. Classmates post and comment on a discussion forum aimed at analyzing the
validity of using flipped learning at their current organizations
b. Instructors comment and discuss with students on the forum, providing more
information and suggestions for further consideration
V. Summary
a. References of resources used
b. Links for further learning
Content Presentation
The presentation material will be presented through a Learning Management System:
iLearn. The course is designed to first assess previous knowledge, take students through an
interactive journey using various forms of media to explore more on the topic, then finishes with
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a reflection assessment that includes feedback to allow students the opportunity to further reflect
on the presented information. All items will be located on the iLearn homepage.
First, an introductory paragraph will be available to give an overview of Flipped
Learning. Following the introduction, in order to assess students’ prior understanding of the
topic, there will be a pretest with subsequent feedback. Following the quiz there will be a video,
an article, and an infographic available to further learning. In efforts to engage students in
personal reflection, the last assignment is a forum where learners will be asked to discuss their
own organization by comparing their current mode of instruction with the Flipped Learning
model, and how it may or may not be improved by implementing Flipped Learning. Instructors
will provide feedback to the entries. In the wrapping up section of the course, there will be
references of resources used, and links for further learning.
Feedback
The pretest will provide feedback to the students on their answers upon submitting.
Students will be informed of the correct answer, and will be directed to the specific part of the
review where this topic is covered. All instructors will be available to respond to students’
thoughts and answer questions about the course/content once it is made visible to students via the
“Ask Your Instructor” forum.
Furthermore, students will have personalized feedback and peer feedback on their forum
posts. Fellow classmates will react to others’ thoughts and provide other insight and responses,
while instructors will grade posts and provide more advanced feedback and opportunities for
further learning based on each students’ current situation.
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References
Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom:
definition, rationale and a call for research. Higher Education Research & Development,
34(1), 1-14. doi:10.1080/07294360.2014.934336
Curriculum. (n.d.). Retrieved November 10, 2017, from https://csumb.edu/mist/curriculum-0
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on
undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27.
Miller, A. (2012). Five best practices for the flipped classroom. Edutopia. Posted online, 24, 02-
12.
Sams, A., Bergman, J., Daniels, K., Bennett, B., Marshall, H., & Arfstrom, K. (2014). What is
flipped learning? FLIP Learning. Retrieved November 8, 2017 from
http://classes.mst.edu/edtech/TLT2014/BCH120/Abkemeier--
FLIP_handout_FNL_Web.pdf
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Appendix
Flipped Learning Survey
The questions and results from 12 respondents are:
1. Are you a teacher?
Yes: 75%
No: 25%
2. If you are a teacher, what group do you teach?
K-12: 44.4%
University: 11.2%
Adult, Not University (i.e. Language): 44.4%
Corporate: 0%
3. Have you heard of flipped learning?
Yes: 91.7%
No: 0%
Unsure: 8.3%
4. How would you define flipped learning?
Respondent 1: Flipped learning is when the teacher prepares the lesson for the students
ahead of time and they do it at home. The students come in to the class with questions
based on the lessons and resources provided to them and they do the
homework/independent work in the classroom while the teacher monitors progress.
Respondent 2: Students learn in advance about the topic they study next day.
Respondent 3: it is pedagogical approach which teaching moves from team learning to
individual.
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Respondent 4: Flipped learning is a way to maximize students’ time by practicing the
concepts or skills in class and providing exploratory videos or resources to be introduced
to concepts independently.
Respondent 5: Students come prepared and preview the lesson.
Respondent 6: Learning the lesson at home (usually by computer) before the lesson is
discussed in class, so that valuable class time can be spent clarifying any confusion and
putting what has been taught into practice (experiments, group projects etc...)
Respondent 7: A version of blended learning (half online class, half traditional
classroom setting).
Respondent 8: Kids are assigned the step by step fundamentals to learn the basics at
home or on their own time, and classroom time is spent working on comprehension or
working through problems together. Essentially a flip of instruction at school and
homework at home.
Respondent 9: Student work on actual content at home and use classroom for
implementation of the learned knowledge.
Respondent 10: Teachers do the lesson ahead of time, they give it to the students to do at
home and then when the student comes in, they ask questions and do independent
practice.
Respondent 11: Reversal of the order of instruction: learners go through the
presentations on their own, teacher-contact hours are turned into group activities time
facilitated by the teacher.
Respondent 12: Materials, (such as lecture notes, readings, etc.) are provided to students
for review at home or outside instructional classroom time. Then, in the classroom,
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students apply their learning to hands on projects or complete assignments (essays, group
work, labs). The teacher supports students as a facilitator or provides guidance in areas
the students identify, rather than use classroom time to lecture and/or share information.
