1. Zoe Swan, Dr. Tatiana Simmonds

2. 2  Can flipped learning support students in developing problem solving skills?

3.  Flipped Learning is a pedagogical approach in which: ‘direct instruction moves from the group learning space to the individual learning space, …the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter’ Four Pillars of FLIP - Flipped Learning NetworkFour Pillars of FLIP - Flipped Learning Network, flippedlearning.org/cms/lib07/.../46/FLIP_handout_FNL_Web.pdf)

4. F lexible Environment Flipped Learning allows for a variety of learning modes L earning Culture the Flipped Learning model deliberately shifts instruction to a learner-centred approach I ntentional Content Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centred, active learning strategies, depending on grade level and subject matter. P rofessional Educator During class time, the educators continually observe their students, providing them with feedback relevant in the moment, and assessing their work.  The educators are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism, and tolerate controlled chaos in their classrooms. (Four Pillars of FLIP - Flipped Learning Network, flippedlearning.org/cms/lib07/.../46/FLIP_handout_FNL_Web.pdf)

5. Gail Staines on August 1st, 2013 Learning by Doing: Technology in the Flipped Classroom http://blogs.aspect.com/2013/08/01/learning-by-doing-technology-in-the-flipped-classroom If you read about a topic, you will retain 10% of what you have read; If you participate in a discussion, your retention rate increases to 50%; If you practice what you have learned, you will retain around 70%; If you actively participate in learning, you should retain nearly all.

6. 6  Greenwich Connect - Community of Practice; Flipped Learning  Problem solving and analytical skills; core skills  Research evidences flipped learning can increase student participation, engagement, help develop critical thinking and problem solving skills and promote deeper levels of learning.  Two different samples within the Faculty of Architecture, Computing & Humanities  Undergraduate Level 4 Law students (140)  Law of contract  Masters Level Computing students ( 52)  Database Architectures and Administration

7.  Cohort  Full time, first year law students  New to the flipped learning approach  New to university/higher education  Law of contract term 1 – full year course  Law students need to be able to;  Identify issues  Rules of law  Apply/evaluate and  Offer conclusions based on application of law to facts  Assessment based on problem solving scenarios  Students find this challenging

8.  Lecture changed to interactive large group (LG)  (2 hours, 140 students, lecture room)  Students listen to Panopto before attending LG  Voiced over powerpoints  Cover basics of each topic  Accessible online or via an app  Panopto recordings up to 30 mins in length  Short scenarios used to set the scene based on engaging topic (G Festival theme)  Students fill in the outcomes of cases in course handbook while listening to Panopto

9.  Holistic large group session  Students bring technology to work on (SCALE UP)  Activities aimed at consolidating knowledge and developing problem solving skills:  multiple choice questions (MCQ - hot potato)  Instant feedback given on MCQ answers  short answer questions  problem solving scenarios & strategies used (IRAC)  legal research activities  discussion  referencing activities  Students attend small group seminar session (15/20 students  consolidate learning by applying law to problem scenarios and discussion with seminar tutor  Support development of problem solving skills

18.  Cohort: Master level students  Majority are international students  New to the country  New to this University  New to this way of teaching  Mixture of young students, mature students and part-time students with work experience  Subject: Database Architectures and Administration  Technically complicated  Problem solving skills – are essential DBAs must have investigative mind set, be able to think fast and solve complex problems in time-pressured environment

19.  Prior to in-class session students provided with:  video lecture (Voiced over powerpoint slides as well as live demonstration of the database system in action)  PDF file of the powerpoint and Lab specification  Each student was given a Virtual Machine with his/her database to practice on  In-class activities:  1 hour Quiz Lab results discussion A real life DBA problem solving discussion DBAs vs Users interactive game  2 hour supervised practical lab with reflective questions  After in-class activity:  Students must answer the reflective lab questions and upload their answers within 1 week after the lab  Students’ uploads are marked and individual feedback is provided weekly

20. What type of content did you engage with prior to the lecture/large group sessions and was it useful ? Please rate on a scale of 1= least useful to 5= very useful Videos provided by your lecturer PDF Blog posts, short online articles Quizzes Social media communications Others

21. Do you watch Panopto or videos, before every large group/lecture session? Always 58.3% Sometimes 29.2% Rarely 4.2% Never 8.3%

22. How many times on average do you watch the material before each session?

23. During the in-class activities did you have the chance to:

24. The large group session has helped me to develop problem solving skills. Please rate on a scale of 1= strongly disagree to 5= strongly agree Strongly agree 45.8% 33.3% 8.3% 4.2%

25. Has the large group session inspired you to carry out further research in your course? Yes 70.8% Sometimes 25.0% No 4.2%

26. Using flipped learning as a basis for learning has enhanced my skills

27. Using the Flipped classroom approach has developed my problem solving skills. Please tick any of the following that apply:

28.  Two very different cohorts  Two very different subjects  Similar approach – flipped learning  Very similar, positive results!  Students enjoy it  Students find it useful  Develops problem solving skills  Encourages independent thinking & research

29.  Attendance at large group/lecture sessions - excellent  Students clearly engaged in interactive sessions and the learning process  Improvement in assessment results  Enjoyable way of teaching  Stimulating process for the educator and for students  A solid pedagogy, proven by literature and growing in worldwide popularity  Student feedback majority positive:  ‘This was a unique style of learning, a style I have enjoyed.’  ‘I find it different but very effective.’  ‘It was incredibly useful having a well thought out and interesting methods of teaching implemented in the course. It broke the monotony of lectures.’

30.  Time involved in redesigning materials  Recording videos  Creating material for interactive sessions  Managing the large group  Finding suitable teaching space  Must be flexible in your teaching techniques  Level 4 students new to HE found it challenging to get used to at the start  Student perceptions:  ‘It has been interesting, but I prefer the traditional method of having a lecture and seminar.’

31.  Burke D, Scale-up! Classroom design and use can facilitate learning (2014), ALT Leeds  http://www.flippedlearning.org/cms/lib07/VA01923112/Centrici ty/Domain/46/FLIP_handout_FNL_Web.pdf http://www.flippedlearning.org/cms/lib07/VA01923112/Centrici ty/Domain/46/FLIP_handout_FNL_Web.pdf  Jackson, On Legal Problem Solving: How to think and reason like a lawyer. (2012)  http://uklawstudent.thomsonreuters.com/2012/10/how-to- think-and-reason-like-a-lawyer/ http://uklawstudent.thomsonreuters.com/2012/10/how-to- think-and-reason-like-a-lawyer/  Kemp, Henderson, Huxley-Binns ‘A new approach to problem based learning in law; turning pedagogy upside down,’ (2014) ALT Leeds  Meyer, Land and Baillie, Threshold Concepts and Transformational Learning, 2010 https://www.sensepublishers.com/media/1177-threshold- concepts-and-transformational-learning.pdf https://www.sensepublishers.com/media/1177-threshold- concepts-and-transformational-learning.pdf  Michele D. Estes, Rich Ingram, Juhong C. Liu, ‘A Review of Flipped Classroom Research, Practice, and Technologies,’ HETL July 29 2014 Volume 4  Gail Staines on August 1st, 2013 Learning by Doing: Technology in the Flipped Classroom http://blogs.aspect.com/2013/08/01/learning-by-doing- technology-in-the-flipped-classroom http://blogs.aspect.com/2013/08/01/learning-by-doing- technology-in-the-flipped-classroom

32. http://bartsblackboard.com/i-will-not-flip-the-classroom-upside-down/season-17/816/