So what will you need to do to get started?
Before you commence consider the two pillars of ‘flipped learning’,
(i) front-loading the learning content, and
(ii) detailed planning and ‘storyboarding’ of the associated classroom event.
Step 1: Front-loading lectures:
This is achieved by creating learning objects for pre-class study to be undertaken by your students BEFORE the live event. It is crucial that students are incentivised to undertake this step.
One or several of the tools below are suggested to achieve this:
- Short voice-over of PowerPoint presentations using MS PowerPoint + mic (10 min. maximum length) or even Office Mix (https://mix.office.com/) which is a PowerPoint 2013 add-on. In most cases the final product will either be hosted on the Harper media server or you may publish it on your own media channel hosted by YouTube or Vimeo. There is also a mobile app called eLecture Producer available to do this if you wish to consider the use of a tablet device.
- Short and simple narrated screencasts explaining complex documents (such as Assignment Briefs), diagrams, mindmaps, infograms or even screen recordings on how software works.
- A short audio-recorded announcement (podcasts) to highlight seminal points to be addressed in the lecutre, uploaded onto the Hub or onto the media server
- A ‘talking head’ video for a personalised message
- A photo or short video recording taken on your mobile device for example during a conference (a poster for example) or a special event you attended.
- Instead of creating your own material you may want to link to a pre-existing video (on a Web-page such as the BBC), an off-air recording from a terrestrial channel or a YouTube video
Note that the front-loading is only effective if the learning resources are released to the students on the VLE in advance of the classroom session – we recommend a minimum of 24 h.
Step 2: Detailed planning of the associated classroom event
This may be achieved by creating specific classroom-based learning activities designed to facilitate communication and discussion on key aspects of the lecture.In this context it is crucial to obtain feedback from the students how much has been learned before the session.
The following tools may come in useful:
- Electronic voting systems via hand-held devices, either using dedicated ‘clickers’ (provided on loan), smart phones/tablets or standard GSM (2G) phones using ‘voting apps’. These may be undertaken as group activity to encourage peer learning
- Using dedicated mobile apps for classroom activities such as Nearpod or Notability
- Using app-based annotation tools for tablets with ‘mirroring’ capabilities to the projector screen; in this case the instructor’s tablet serves as a focal point for collaborative learning as the tablet may be passed around the class.
- Task/problem-based learning undertaken in groups followed by content sharing via Dropbox, MS OneDrive, AirDrop ( for iDevices) or Android Beam.
Subsequently the face-to-face session can be used to concentrate on the more difficult aspects of the subject material based on any gaps identified in the feedback obtained above.
It is also worth bearing in mind that it is not necessary to produce top quality ‘all singing, all dancing’ learning objects – instead START SIMPLE. There is also no need to do an entire classroom lesson in ‘flipped mode’ from start to finish.
Instead start off a lecture ‘in flipped mode’ for the first 15-20 min. and then return to the traditional tutor-centric teaching method and see how the two work side-by-side. You will be able to get a feel for how you can make it work over a longer period and you will get more confident and more comfortable over time.
As the saying goes: How to best complete a marathon? Taking one step and a time.
The eLearning team will be all too happy to support you all the way,