E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.

1. Flipped classroom approaches
(Design)
Matt Cornock
E-Learning Development Team
Lunchtime Webinar – 2 November 2015

2. Definitions
“The flipped classroom is a pedagogical
model in which the typical lecture and
homework elements of a course are
reversed.
The term is widely used to describe
almost any class structure that provides
pre-recorded lectures followed by in-
class exercises”
EDUCAUSE (2012)
“Face-to-face time is then used
more effectively to develop a
deeper understanding.”
Loch and Borland (2014)
“[Students] come to the live event
immediately ready to discuss in more
depth the issues
raised or apply those ideas in practical
problem solving or group work
supported by the academic. .”
Young and Moes (2013)
See Rudd (2015) for an overview
of flipped definitions

3. Student-led?
“confident in class but
struggled when I got home”
Enfield (2013)
Perhaps a common case is students self-confidence in lectures is greater
than when revisiting content after the lecture. Can the Flipped approach
enable students to self-check early on and provide more supportive
approaches in class that address knowledge and understanding gaps?

4. Blended design
• Identify rationale for approach
• Link online and face-to-face learning activities
1. Preparation
• Setting expectations, learning outcomes and technical induction
2. Socialisation
• Mechanisms for checking learning
• Tutor-led and peer-led support
3. Supporting participation
• Active engagement
• Reinforcing connections and learning outcomes
4. Sustaining participation
• Provide feedback, encourage reflection on performance and
understanding
• Enable students to provide feedback on their learning experience
5. Closing
Adapted from: Richard Walker (2009) Five Phase Blended Learning Model
Available at: http://bit.ly/ytelhb-4-2
Flipped approaches
are just one form of
blended learning.
Similar principles
should be applied to
both. Consider these
phases when designing
and delivering Flipped
modules.

5. Learning Activity
Flipped approaches
Content Delivery
Before Class During Class
What different approaches could be used for Content Delivery and Learning
Activities? If video is used before class, think of the different forms of video.
Some videos will be talking heads, others handwritten content, others slides,
others software demonstrations. Each attempts to deliver content and meet
learning objectives in different ways.

6. Edited/Reshot
Lectures
Lecture Capture
Knowledge/
information with
discussion
Activity using
video clips
Live webinar or
video conference
Student-
generated video
Adapted from: Young. C. and Moes, S. (2013) Figure 8: The REC:all framework. How to move beyond lecture capture: Pedagogy Guide. REC:all. Media & Learning
Association. Available at http://association.media-and-learning.eu/sites/default/files/how_to_move_beyond_lecture_capture_pedagogy_guide.pdf
Positioning the use of video
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
LearnerIndependence
Higher Order Learning

7. Knowledge/
information with
discussion
Activity using
video clips
Edited/Reshot
Lectures
Lecture Capture
Live webinar or
video conference
Student-
generated video
Adapted from: Young. C. and Moes, S. (2013) Figure 8: The REC:all framework. How to move beyond lecture capture: Pedagogy Guide. REC:all. Media & Learning
Association. Available at http://association.media-and-learning.eu/sites/default/files/how_to_move_beyond_lecture_capture_pedagogy_guide.pdf
Positioning the use of video
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
LearnerIndependence
Higher Order Learning
Flipped approaches cannot just be
about traditional lecture capture.
Recordings must be specific and
designed-in.

8. Can I just send students to YouTube?
Specific videos
Undefined
learning
outcomes
Links on
Yorkshare
This approach can lead students to take different learning points away from
a video. There is no connection between the video and the overall learning
objective. Therefore there is no method for supporting students’
understanding and checking of their understanding of content. The
lecturer’s role is of curator here, but also of learning designer.

9. Can I just send students to YouTube?
Specific videos To judge/measure
understanding against
specific learning
outcomes
Intended learning
outcomes
Links to previous
content
CONTEXT ACTIVITY CLASS
Prepared
Demonstrate
understanding
It’s clear to see in this revised model, how videos offer
structured content delivery within the scope of a module.

10. This is a very basic example of how a video may be incorporated
into a VLE site. There is clearly room for improvement here. How
might this page better support students learning, linking to the
module and in-class activities?

11. The quiz format doesn’t have to be just about factual recall.
Use quizzes to provide feedback and use questions that test
students’ interpretation and understanding.

12. Learning Activity
Flipped approaches
Content Delivery
Before Class During Class
Short Video
Lecture
Documents
Self-check
quiz
Summary
paragraph
Artefact
creation
Problem
solving
Passive
Active
Mini-
Lectures
In-class
polls
Debate and
discussion
Knowledge
gaps
Documents
Application

13. Flipped approaches
Bringing into the classroom
knowledge, interpretation and
experience from different students
… and doing something with them.

14. Learning
Activity
Flipped approaches
Before Class During Class
UnderstandingNew Content
After Class
Next Topic
Connections
But the Flipped approach is a form of blended learning, therefore
MUST also consider what happens AFTER the lecture. In
particular how it links to subsequent topics and assessment.

15. Constraints
Time Accessibility
Class sizeExpectations Technical support
Complacency
Engagement
Cognitive leap
Sources: Enfield, J. (2013); Flipped Learning Network (2014); Loch and Borland (2014); Slomanson, W. R. (2014); Strayer (2012);
These constraints are explained in the references below
and worth considering as part of the design phase.

16. Case study: Chemistry Lab Skills
Source: Nigel Lowe (2014) Ensuring essential prior knowledge for lab work, ELDT Case Study.
Available at: https://elearningyork.wordpress.com/learning-design-and-development/case-studies/ensuring-essential-prior-knowledge-for-lab-work/

17. Case study: Chemistry
Lab task Video Quiz Practical
Topic
identified
Video lecture
Fill-in
handout
Questions
arising from
independent
study
Collaborative
in-class
discussion
Lab skills
Small-cohort module
Source: Andy Parsons (2015) Flipping a Chemistry lecture course, FORUM Magazine, University of York. No.39.
Available at: http://yorkforum.org/2015/10/27/flipping-a-chemistry-lecture-course/
Source: Nigel Lowe (2014) Ensuring essential prior knowledge for lab work, ELDT Case Study.
Available at: https://elearningyork.wordpress.com/learning-design-and-development/case-studies/ensuring-essential-prior-knowledge-for-lab-work/

18. Case study: In-class activity
Source: McLaughlin et al. (2014) The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School.
Available at: http://journals.lww.com/academicmedicine/toc/2014/02000/
These examples focus on the “complex concepts” introduced before the
lecture, with assessment of students’ understanding throughout the session
directing the lecturer to focus on particular topics. The micro-lecture is a
useful tool targeting misconceptions and addressing threshold concepts.
Before
Interactive self-paced content
and assigned reading
During
In-class quiz using clickers, leading to
focused micro-lecture and peer-instruction
activities, time for discussion
After
Formative assessment
and projects

19. Case study: Student-led learning
Source: Gombrich (2012) Flipping lectures – reflections on a term of learning.
Available at: http://www.carlgombrich.org/flipping-lectures-reflections-on-a-term-of-learning/
Teacher-led
webinars /
stimulus
resources
Voting on
topics to
discuss
Lecturer
preparation
In-class
plenary
Approaches to Knowledge course on Arts and Sciences BASc at UCL
Cohort 80 students
Gobrich’s useful blog post works through the lessons learnt from this
approach. Of note is the need to ‘tie these together in a take-home bundle’ at
the end of the plenary. This relates back to the final phase of the blended
learning model, linking to learning outcomes and assessment.

20. Suggestions for design
Videos
Short (10 mins). Be focused.
Identify learning objective/
include questions at start
that will be addressed
during the video.
Quizzes
Use most appropriate form
of question; consider what
can be automatically marked
with feedback.
Questions can be about
interpretation or application
to a case study, not just
factual recall.
Include time to address
misconceptions.
Consistency
Language and style of
flipped resources aligns with
face-to-face content.
Avoid changing the pattern
of weekly activity and
relationship between online
and face-to-face tasks.
Create links between topics
where possible.
Link to assessment.
Sources: Enfield, J. (2013); Flipped Learning Network (2014); Slomanson, W. R. (2014); Strayer (2012)
In-Class
Enable interaction.
Support reflection.

21. References
Aronson, N., Arfstrom, K. M., Tam, K. (2013) Flipped Learning in Higher Education. http://bit.ly/1M6qnK1
EDUCAUSE (2012) '7 Things You Should Know About... Flipped Classrooms', EDUCAUSE Learning Initiative, February 2012.
https://net.educause.edu/ir/library/pdf/ELI7081.pdf
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. http://link.springer.com/article/10.1007/s11528-013-0698-1
Flipped Learning Network (2014) The Four Pillars of F-L-I-P™.
http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf
Gombrich, C. (2012) Flipping lectures – reflections on a term of learning. Available at: http://www.carlgombrich.org/flipping-lectures-
reflections-on-a-term-of-learning/
Rudd, P. (2015) What is Flipped Learning? https://www.academia.edu/17034298/What_is_Flipped_Learning
Slomanson, W. R. (2014) 'Blended Learning: A Flipped Classroom Experiment', Journal of Legal Education, 64, 1, 93-102.
http://www.swlaw.edu/pdfs/jle/jle641slomanson.pdf
Strayer (2012) 'How learning in an inverted classroom influences cooperation, innovation and task orientation,' Learning Environments
Research. http://link.springer.com/article/10.1007/s10984-012-9108-4/fulltext.html
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., Esserman, D. A. and Mumper, R. J. (2014) 'The
Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School', Academic Medicine, 89, 2, 236-
243. http://journals.lww.com/academicmedicine/toc/2014/02000
Walker. R. (2009) Five Phase Blended Learning Model. Available at: http://bit.ly/ytelhb-4-2
Young. C. and Moes, S. (2013) How to move beyond lecture capture: Pedagogy Guide. REC:all. Media & Learning Association.
http://association.media-and-learning.eu/sites/default/files/how_to_move_beyond_lecture_capture_pedagogy_guide.pdf