‘How flipping difficult can it be?’ - an update Gareth Bramley Zoe Ollerenshaw University of Sheffield School of Law An update on delivering flipped learning (to include changes and developments since year 1), and utilizing Lecture Capture and Google Community, in an undergraduate law module.

Flipped learning – our definition Flipped learning A type of learning that reverses the traditional teaching methods by delivering instructions and material outside of the taught session. With flipped learning, students watch online resources, take part in online discussions, and/or carry out research and reading prior to the taught session. The taught sessions require engaged learners by using student-centred, ‘active’ learning, through the completion of activities and tasks (with the teacher guiding and assisting). Flipped learning – our definition

Flipping on the undergraduate degree Screencasts on VLE Directed reading for each interactive lecture/supergroup Interactive ‘supergroup’ Seminar Flipping on the undergraduate degree

Use of the virtual learning environment (VLE) and technology Screencasts (online audio content with slides – using Articulate and Explain Everything, available on the App Store). Discussion boards (Google Community) ‘Week to view’ Echo 360 (lecture capture) Use of the VLE and TEL

Managing the ‘flip’ (1)

Structured linear online environment

Managing the ‘flip’ – online communication

In the interactive lectures In the interactive lectures/supergroups (50 mins) Engaged learning Students as collaborators Short summary at the start (‘traditional’ style) Use of Echo360 interactive slides and quizzes Comments and ‘flag’ options Time for ‘break out’ by students to discuss answers and develop problem and essay question technique In the interactive lectures

Use of Echo 360

In the seminars In the seminars Students in groups of 3-4 2 hour sessions – first hour student group work, second hour tutor-facilitated discussions Problem based questions and general essay discussion questions Presentations Use of the board – taking of photos Reflecting on seminars – a work in progress In the seminars

Flipping brilliant! – The benefits Improved student engagement with the module – positive feedback received to date: “I really liked the flipped learning and feel that I will have a much better life long knowledge of this subject….” “Flipped learning is a really good concept and should be carried forward…” Good quality of formative work Good use of TEL, particularly Echo 360 Avoids passive learning – good level of engagement in interactive lectures A ‘fresh’ approach - hugely assists with constructive alignment of learning aims and objectives to each session and the assessment and re-development of modules in general Flipping brilliant! – The benefits

Flipping difficult? – some reflections Decreased attendance in lectures as course progressed A consistent approach across modules is desirable – this is a big challenge, particularly with elective modules Student expectations need to be carefully managed at the outset (detailed introductory lecture) and throughout to keep them engaged and focused Short, manageable screencasts? – with clear instruction and learning outcomes (to combat over-reliance) Lack of student interaction on Google Community Continued focus on skills of application, analysis and evaluation; signposting of the importance of these skills to students – reflective exercises ‘ Flipping difficult? – some reflections

Going forward or the future? Online communication Monitor level of weekly workload – peer marking, students as producers Better scaffolding of topics and sessions – development of learning outcomes Fewer interactive lectures; more small group sessions and longer small group sessions Going forward or the future?