The document discusses the author's experience with flipping his classroom and using online materials. Some key points: - The author has a lot of experience with online teaching but had never flipped his classroom before. He ran an early online HCI course in 2013 to gain experience with MOOCs and reusable materials. - Flipping allows for better use of face-to-face time and more flexibility for students, but it is a lot more work for instructors. Visibility into student activities and lack of control are also concerns. - In a pilot program, the author mixed video and in-person sessions for a course. Analytics on video viewing showed about 1/3 of students watched everything, 1/3

1. Five shades of flipping”
Alan Dix
University of Birmingham and Talis
http://alandix.com/

2. loads of experience …
early adopter
use of web in teaching
&
teaching about learning
technology
textbook
author
online material
even a MOOC

3. but never flipped

4. why flip? R&D
reuse MOOC materials
Talis lighthouse trial

5. why flip? R&D
reuse MOOC materials
Talis lighthouse trial

6. online HCI course
ran early 2013
to gain experience
with ‘MOOCs’
and reusable
materials
Human–Computer
Interaction

7. HCIcourse – content
talk-over slides video
+ additional resources

8. HCIcourse – experience
low-quality video
is still a lot of work
attrition:
1000s of interest
100+ formal sign up
2 completed

9. HCIcourse – legacy
loads of videos
course now hosted
at OER site
interaction-design.org

10. why flip? R&D
reuse MOOC materials
Talis lighthouse trial

11. lighthouse pilot
universal player
micro-analytics …
individual course
resource
student

12. why flip? pedagogy
Pros
better use of face-to-face time
greater student autonomy
more flexible learning
etc., etc., etc., …
Cons
lots more work 
visibiity & control
will they do it?
panic!!!!!!

13. why flip? pedagogy
Pros
better use of face-to-face time
greater student autonomy
more flexible learning
etc., etc., etc., …
Cons
lots more work 
visibiity & control
will they do it?
panic!!!!!!

14. autonomous learning?
http://de.wikipedia.org/wiki/Erasmus-
Programm#/media/File:Erasmus_party.JPG

15. starting small …
Autumn 2014 course
mix of UG3 & MSc
portion of course (4 weeks)
mixing video with face-to-face
Spring 2015 course
masters students only
single session

16. different mixes
basics + integration
preparatory videos on ‘basics’ followed by
integrative lecture (chalk & talk!)
2 fully flipped
videos followed by discoursive F2F
videos followed by group discussions
2 part & part
all material on video, some also taught in class
N.B. noticable attendance fall-off when told in advance!
70 students
20 students

17. learning analytics ….
not just traffic lights!
http://en.wikipedia.org/wiki/Traffic_light#/media/File:LED_Traffic_Light.jpg

18. analytics – who read/viewed what
typically about 1/3 watch everything, 1/3 some,
1/3 none at all!
used stats to ‘encourage’ students in class
N.B. did not look at individual
student analytics
students did not seem
phased by this level of
analytics

19. analytics – how much
journal paper PDF
recommended reading
most students just
read beginning
in class explained
structure of paper

20. and next…
see what happens at exam time ;-)

21. questions?