Using The Flipped Classroom To Engender Collaborative Learning Dr Ben Drew Senior Lecturer Mechanical and Automotive Engineering Presented by: Tim Lovegrove Ben Collinson Level 3 Mechanical Engineering Students 7th June 2018

Outline The context — where engineering education is Some theory — what is the flipped approach? Implementation in large Mechanical and Automotive Engineering Level 3 module Evaluation — formal module evaluation

Context Traditional approach: Large group lectures Small group unstructured tutorials There are issues: One-way delivery Passive learning ’One size fits all’ approach Mastering the topic is unsupported and independent Lectures are no doubt efficient, can address large groups in little time. But have well publicised issues… Research shows that students remember as little as 10% of their lectures just days afterwards. A Harvard study in 2014 found that, on average, attendance at lectures falls from 79% at the start of term to 43% at the end. Research has consistently shown that learning is more permanent and meaningful when learners take a more active role in the process (Sojka 1992).

The Theory Flipped Traditional Bloom’s Taxonomy Bloom B., Krathwohl D. & Masia B. (1964), Taxonomy of educational objectives, London: Longman Bloom’s Taxonomy Adapted from: Williams, B. (2013). How I flipped my classroom. NNNC Conference, Norfolk, NE

The Theory Flipped Traditional Bloom’s Taxonomy Students and teachers work together during the university day on these levels of learning Bloom B., Krathwohl D. & Masia B. (1964), Taxonomy of educational objectives, London: Longman Bloom’s Taxonomy Adapted from: Williams, B. (2013). How I flipped my classroom. NNNC Conference, Norfolk, NE

Implementation Level 3 Mechanical Engineering Module: “Vibrational Dynamics” Approximately 100 students Lots of maths Two hour session with whole cohort One hour small group structured tutorials

Pre-Study Material Course Notes: Exercises at the end of each chapter In-Class-Questions and worked examples Online resources Bite-sized videos-lectures, deeply integrated with notes Timed release of content in Blackboard Online e-assessment to award engagement with content

The Teaching Session High level plan of session: detailed and structured Facilitated session with whole cohort Not focussed on delivering content Frequent use of Turning Point/Responseware In-class questions, students encouraged to work together to solve problems Worked examples Cohort size has necessitated use of tier lecture theatre, (but this has been rectified for 2018-19 AY) Talk about complexity of examples afforded by familirity with content

The Structured Tutorials In TEAL rooms Students working in groups, with computer if needed Working on an exam level question Working together to solve problem — peer supported/collaborative learning Tutor helping, giving pointers to groups Using computer (MATLAB) to validate and visualise results Last 15 minutes to go through model solution

Evaluation Through formal module evaluation Students overwhelmingly favour this implementation of flipped delivery Desire to spread practice to more modules Common themes: Leaving sessions having learnt something Increased understanding of the content Doing revision and realising they’ve already grasped the concepts Really positive about the teaching material (course notes, revision material, videos, solutions) Desire for more modules to use approach “The best module I’ve had at UWE”!

Evaluation These are the results of the Likert scale questions — 11 of the 13 categories are above 80% agree and strongly agree. The two that are not are not relevant to the module — there is no need to use the library and there is no coursework element, so feedback during the module is not formally provided. Overall satisfaction with the module is 100%.

Contact Ben Drew at: benjamin.drew@uwe.ac.uk Thank you! Any questions? Contact Ben Drew at: benjamin.drew@uwe.ac.uk