We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses

1. Analysis of costs and benefits
of the traditional and the flipped learning model
for University students and their teachers
It´s time for change
from traditional expositive lecture
to innovative flipped learning
Alfredo Prieto Martín
and the innovation group
Lectureaholics anonymous
Universidad de Alcalá
SECOND CONGRESS ABOUT UNIVERSITY TEACHING INNOVATION

2. Agenda
1. There is any problem with the abuse of expositive
lectures in university?*
2. ECTS credit. It is ECTS real or fictional?*
3. Is damaging for our students development “the
continuous exposure to content”?*
4. How can we improve the learning of our students?*
5. Our proposal: flipped learning model
6. What are our results of five years with this flipped
model?*
7. Conclusions of our study of costs and benefits
*Don’t raise your hand to answer these questions.
We have no enough time for that.
The questions are rethoric and will be answered by the speaker

3. 1. There is any problem with the abuse of
expositive lectures in university?*
1. Nearly all teachers abuse of
“powerpoint shows”
2. Nearly all class time is
employed in oral
transmission of information
to be learned
3. When students pay
attention, we (the lecturers)
can transfer information to
be taken and studied for
exams
4. Laptop invasion of
university classes causes
new problems
Laptop lecture (s XXI)
Lectio middle age (s XIII)

4. What university students do in a laptop
lecture ?*
• From a front of class perspective, is a mistery
for the teacher
• Students in the first rows pay attention and
take notes.
• The rest twitt , send e-mail messages, surf
the internet, play videos, check FB ….
«They are suffering: “powerpoint
poisoning” and informally
exercising web competences»

5. What’s the opinion of the
expert in interactive lectures
Sivasailam Thiagarajam?*
Lecture is an acronym,
which means:
L engthy
E ndless
C ontinuous
T orture with
U nending
R epetition of
E xplanations

6. What are the roles in the traditional lecture?*
• The teacher’s role
• Is active
• He/she is the monologist. Suffers
preclass anxiety, but also enjoy on
class and after class endorfine peaks
• It is an exciting experience (at least
the first years you give and repeat a
lecture)
• The student role
• is passive and boring from the start
• He/she is an anonymous member of
a sleeping mass.
• Student compromise, work and
learning in class are of low level
• For most of students most of lectures
are a somniferous experience

7. Have traditional lectures Inconvenients in
twenty first century?*
1. There is little time for
practice and application
of the transmitted
information
2. There are no in class
opportunities to exercise
skills and competences.
3. Students work out of
class is not the usual
outcome of the lecture
This student looks alert,
but is sleeping
What is doing this student in class?

8. 2. ECTS learning =
class work time
+ out of class work time
• EHEA grades and ECTS credit
are based on the assumption
that students work for two
hours out of class by each in
class hour . Really?
• However, out of class
workload time is not
measured systematically.
• Studies of real workload
against official ECTS work
load, demonstrate that out
of class real workload is
lesser than work load
prescribed by ECTS credit.
• We (the university teachers)
are happily ignorant of this
difference. 8

9. 3. Are traditional teaching methods
damaging for university learning?
• Is endless listening teacher’s monologues bad for the development of
our student’s skills for critical thinking, and witten communication?
National Institute for Learning
Outcomes assessment study
(Blaich & Wise 2011).
Moderate progress in
one half of the students
Development of students skills for critical thinking, cooperation and communication
after 2 years of university education
No significant
change in one sixth
Moderate decrease in
one third of the
studentsConclusión: we fail with the half of students

10. Richard Arum & Josipa Roksa (2011)
Academically adrift:
limited learning in college campusses
• Their study demonstrate the barely noticeable impact of
university courses in the development of student
competence for critical thinking, complex reasoning
and proffesional writting.
• Arum & Roksa study (2011) on 2.300 students in 24 US
institutions, 45% of them do not show significant
change in these competences during first year and half
of university education.
Bill Gates
"Before reading this book, I took
it for granted that colleges were
doing a very good job."
Derek Bok, Harvard University President
Our Underachieving Colleges: A Candid Look at How Much
Students Learn and Why They Should Be Learning More
(IF: 1.013)
“They learn much less than they should”

11. 4. ¿How can we improve the learning of
our students?
• Innovative alternatives to the lecture
1. Inductive learning
– teaching asking to the students about concrete cases.
Instead of telling responses the teacher challenges
their students.
– Is a disruptive change form teaching by telling
– Case study/project/problem based learning/inquiry
1. Active learning
– Progressive introduction of student centered activities
within expositive lectures

12. Advantages of active and inductive
methods
1. They engage students
2. Allow exercise and development of competences
3. They reach deep understanding and meaningful
learning
4. They like it.
• Despite these evident advantages of these innovative
methods…
• Unfortunately nothing of this was mainstream in
spanish university teaching

13. Why inductive and active methods are
not the mainstream?*
• What are their disadvantages?*
1. Making activities requires in class time a scarce
resource, that is preferentially used for teachers for
oral explanation
2. Activities slow down the pace of advance through
the program of the course
3. Active and inductive learning require more
engagement and effort, not only by the students but
also from teachers and most prefer «the less effort
aproach»
• “Only a minority of compromised university teachers
use these innovative methods in a minority of
occasions”

14. What’s the solution to the problem of time needed
for trasnsmission of information to be learned?*
There is any way of increasing class time for pratice
but mintaining high standards for content learning?*
• The answer is Flipped learning model
• Significantly decreases the class time needed
for transmission of information to be
learned.
• So in this flipped model there is a new
opportunity for in class use of active and
inductive methods

15. 4. How can we improve
the learning of our students?*
1. Prioritize the really essential learning results
(Wiggins &McTighe)
2. Flip the use of space and time in and out of class
(Mazur, Sams, Bergmann)
3. Gamify the course and activities to engage
students (Sheldon)
4. Develop formative low stakes assessment (van
der Vleuten)
5. Focus your analysis of feedforward and your
feedback on learning difficulties of your students

16. 5. Our proposal: an improved flipped
learning model (called fliped learning forte)
Hay que lugar que casi todos los alumnos
hagan e estudio previo
Marketing y gamification
Adapt class activities to focus on
students interests y difficulties
Formative assesment and
feedback
Students
Teacher
Analyzes difficulties

17. What can we do with the new in class
time?*
• We can transform rethorical questions into real questions
the students should discuss and answer
• We can focus our explanations in the frequent difficulties
of our students revealed by their responses to forms and
class exercises and questions.
– That is Just-In-Time Teaching
• Activities for practice and aplication and formative
assessment
– Peer Instruction class-mix of MCQ questions, short peer
discussions and brief teacher explanations
– Team based learning. Each unit start with an individual exam
then group discussion and team exam and we finish the class
with an open discussion

18. 18
Game elements Example
(G1) Give them a personal mission Dream exercise
(G2) Give them XP points in exchange for
learning actions(small rewards system)
Bonus for: JITT 0.1point / unit, team
group, points badgets leader boards
(G3) Show social proximity to your
students
synchronic tutorial seminars, forums
(G4) Personalize your answers and
interactions with your students
Answering urgent matters Discussion Forums,
e-mail synchronic tutorial seminars
(G5) Observe your students in action and
give them feedback of quality Frequent,
Immediate, Discriminative, friendly,
Personalized (if you can) or Collectivized
they can learn from peer difficulties
Urgent matters email responses
synchronic tutorial seminars, Exit ticket
after class Hall of fame.
(G6) Interesting and funny Activities for
the exercise of skills and work with the
essential ideas
Analysis of scientific iconography, games, exercises
and questionnaires
Team Based earning sessions
Peer Instruction sessions
(G7) Opportunities for team work Team projects and activities
Gamification Seven game elements we can use to create an gamified learning
environment in my course

19. Looking for the silver line
What we do to improve in the period 2010-16?*
• 2010 JITT Ask for preparatory stuy. Focus in class
activities on student difficulties
• 2011 Marketing to the students of flipped model
• 2012 Gamification by bonus
• 2013 Add instructive videos and audio transcriptions
• 2014 formative assessment with peer instruction and
team based learning ( exam preparation)
• 2014 Flipped learning forte Answering urgent matters
• 2015 Review of frequent exam mistakes in seminars
• 2015 “Powerpoint-casts”
• 2016 Flip in colors, classify urgent questions

20. 1. Print and disccuss it in class time
2. Flipped learning forte: Answer urgent matters by e-mail
3. Flipping in Colors: Classify student questions with colors
1. Black those that require explanation (and perhaps inquiry) by
the teacher,
2. Green those that can be answered by peers who understand
better,
3. Red those that imply a misconception or conceptual mistake
thet should be signalled and corrected
4. Orange those that could inspire interesting in class discussion
5. Pink those good to start student inquiry activitiesseleccionar
algunas para indagar
6. Blue those thatcould origin good exam questions
What can we do with urgent
matters?*

21. 6. What are our results of five
years with this flipped model?*
Combining active and inductive methods in a
flipped learning model.
Our students:
1. work more hours in class and out of class
2. learn more and
3. are happier (80% of them ) with the
change of model.

22. Significant student workload, in and out of
class
22

23. Impact of flipped model on work (A)
and learning of Spanish university students (B):
Relationship between preparatory out of class work and exam grades
23Clinical Immunology
Fourth year
Immunology
Third year
Méthods
First year
A Mean % of
students that
study before
classs in more
than half of the
units
B Class Mean
grade ± SD on
exams for
learning
assessment
First
Implementation
Marketing
Bonus
Flipped learning
forte

24. •Change teaching/learning
method without changing
asessment method allows fair
comparison of class grades
between one student batch
before change and the nexts
after the change.
•Impact of change of method
is measured in realation to
the standard deviation of the
original grade distribution (s)
•We obtained increases larger
than one s
Size effect of flipped model, impact measured in sigmas (s)
of the original class distribution of grades
Clase
expositiva
Flipped
learning
The new median (+1 s) equals to 84,1
percentil of the
original distribution

25. 0
5
10
15
20
25
30
35
40
0-10
1O-20
20-30
30-40
40-50
50-60
60-70
70-80
80-90
90-100
Clase Tradicional
Flipped Forte
11,5%
41,6%
With flipped learning forte: the students learn more
Gauss curve turns into shark fin
6,0 %
41%
3. % of students which
reach mastery level (>8)
increases four folds
1. % of student failure (<5)
decreases
2. The mean grade increases 2 points (>1 s)
2010
2015

26. 26
0
10
20
30
40
50
60
70
80
90
100
Expositivo tradiccional
Just-In-Time Teaching
Entorno gamificado
Flipped classroom/JITT
Flipped learning forte
+ feedback y formative assessment
Expositive leacture
Just-in-time teaching
Gamified environment
Flipped classroom
Flipped learning forte
26260 % 45 % 61 % 90 % 100 %97 %95 %
% students which do the
preparatory work
% of students which reach mastery (with exam grade
>8) has been improved along the way
+ prior study and feedforward from the students
+ instructive vídeo
+ gamified environment (bonus)

27. flipped learning forte works spectacularly because
it imposses several deadlines and pressing needs to
students and their teachers
For the teacher
For the students
Active class & formative
assessment
1. plan class
and activities
to answer
difficulties
Deadline to revise
materials and send
it to students.
Study
Feedback
& prepare for
low stakes
assessment
Assessment of
learnig difficulties

28. changes in teacher habits induced by
the flipped model
•Teacher develops the habit of study the
reactions of your students to the learning
materials you sent to them.
•Teacher learn to adapt the use of time class to
the needs and difficulties of your students.

29. 7. Conclussions Flipped learning will
improve
1. The work of your students (out of class and in
class)
2. The communication of information with yours
students
3. Your understanding of your students difficulties
4. Your feedback and focus on the resolution of real
difficulties
5. Class participation and activities
6. The Learning results from your students
7. The satisfaction of your students with the course

30. 7. Conclusions / Recommendations:
•Start to use the simplest efficient method for flipped classroom:
flipping classroom with just- in- time teaching ( FC/J-I-T T ).
–Send documents and video materials and a universal reflective google form.
–Do it before you start a new unit. Send to your students ask them wacht videos ,
read documents and answer the questionnaire with the promise they will obtain
bonus calificacitions.
–It will be an easy change for them. 2-4 hours of outside class work by course and
week.
•Flipped learning forte
–If the teachers send responses to their urgent matters and questions they have to
revise them
–They should also prepare for in class formative assessment activities .
•Flipped in Colors
–Gives you very good ideas about activities to do in class time
30

31. Think about what will be the most relevant
learnings for the future of your students
Think about this,
before going to bed
and try to be better teachers

32. Thanks for your attention
If you would like to know more …
Read the blog Profesor 3. 0
http://profesor3punto0.blogspot.com.es/
follow a @alfredoprietoma
on twitter
• Alfredo
alfredo.prieto@uah.es

33. Now …
you can ask questions
That´s the idea
Of interactive lectures