1. ‘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.

2. 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

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

4. 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

5. Managing the ‘flip’ (1)

6. Structured linear online environment

7. Managing the ‘flip’ – online communication

8. 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

9. Use of Echo 360

10. 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

11. 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

12. 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

13. 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?