1. Best Practices for Flipped Learning
ATLE First Fridays
April 5, 2019
Autar Kaw
University of South Florida

2. What is flipped learning?
Watch lecture at home and do problems in class
Direct instruction moves from group learning space, and group space is used for dynamic, interactive and engaging activities
Way of designing courses that emphasize self-regulated learning and deep learning on a personal level
Source: FlippedLearning.org

3. Old Implementation

4. New Implementation
Source:

5. My past background in flipped learning
Compared four modalities for one topic in Summers of 2002, 03, 04, 06
Traditional lecture,
Web-enhanced lecture,
Web-based self-study
Web-based self-study & classroom discussion
Source:
Kaw, A. and Hess, M.., "Comparing Effectiveness of Instructional Delivery Modalities in an Engineering Course“, International Journal of Engineering Education, v. 23, issue 3, p , (2007),

6. My recent background in flipped learning
Comparing blended class with flipped class
Using adaptive learning to improve pre-class learning
Source:
A. Kaw, R. Clark, E. Delgado, and N. Abate, “Analyzing the Use of Adaptive Learning in a Flipped Classroom For Pre-Class Learning”, Computer Applications in Engineering Education, 2019, in print,
Clark, R., Kaw, A., Lou, Y., Scott, A., and Besterfield-Sacre, M., "Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools" International Journal for the Scholarship of Teaching & Learning, v. 12, no. 1, art. 11,

7. Why teach the flipped class?
Students interact with pre-class learning on their own. They schedule themselves.
Students learn more deeply.
Student engagement and motivation increase due to accountability and interactions.
Instructor and students get more feedback.

8. Before, In, and After
Before Class
In Class
After Class

9. What happens BEFORE class? Old implementation

10. Assign video lectures

11. Do reading assignment, if needed

12. What happens BEFORE class? New implementation

13. Assign video lectures

14. Do reading assignment, if needed

15. Assign automatically graded quizzes

16. What did you not understand about the assigned chapter?

17. Reflection Exercise
One of the major challenges is students having done their work before coming to class. What other ways can you motivate them to do the work before class?

18. What Happens In Class? Old Implementation

19. Answer Questions
25 minutes: Spend it on the most asked questions in the assignment of “what you found difficult”.

20. Concept Questions
25 minutes: Asked conceptual questions through personal response systems. They are answered individually and in a group.

21. We have a winter season because
the earth is farther from the sun in the winter than in the summer
of the tilt of the earth about its’ axis
the earth is not a perfect sphere

22. Free-response questions
25 minutes: Students do questions where they apply, analyze, evaluate, and create.

23. What Happens In Class? New Implementation

24. Give lectures
Lecture if needed. Lecture time can range from 0-25 minutes out of the 75 minutes class

25. Concept and Free-Response Questions
0-75 minutes: Conceptual questions are answered individually and in a group. Example

26. Weekly Class Agenda
What to Do in Class Handout

27. Bloom’s Taxonomy Old Implementation New Implementation
Source:
More on Bloom’s Taxonomy:

28. Reflection Exercise
Build one conceptual question and one free-response question from your favorite course chapter you would give as an in-class exercise.

29. What happens AFTER class? Old Implementation

30. Assignments Take another automatically graded algorithmic quiz on LMS
Assign ungraded HWs to students

31. What happens AFTER class? New Implementation

32. Assignments Assign ungraded HWs to students
Assign a graded mini project due every two weeks that include applying, analyzing, creating and evaluating activity

33. What would you assign as the after-class activities?
Reflection Exercise
What would you assign as the after-class activities?

34. Use of CANVAS

35. Content and Grading
Content and Assessment via Modules Engagement Factor (0.9 to 1.1) for Grading Attendance (not part of regular grade) In-class exercises (not part of regular grade) Pre-class online quizzes and lessons Metacognition exercises (not part of regular grade)

36. Good Resources lipped Learning by Robert Talbert
Necessity to Invention
Florida Active Learning Expo
Time management of flipped classrooms
Advances in Engineering Education, Vol. 5, Issue 3, Fall 2016.
Robert Talbert Flipping Workshop
Four Things I wish I had Known Before Flipping
A Guide to Flipped Classrooms
Seven steps to Flipped Learning Design by Robert Talbert

37. Autar Kaw kaw@usf.edu University of South Florida
Best Practices for Flipped Learning
QUESTIONS?
Autar Kaw
University of South Florida

38. The Four Pillars of Flipped Learning
Source:

39. Effectiveness of Flipped Classes

40. Flipped vs Traditional
Is the flipped class better than the traditional lecture?
Yes!
“The results raise questions about the continued use of traditional lecturing as a control in research studies” – Freeman, et. al.

41. Flipped vs Blended (effect size)
University
Sample Size
(Flip/Blended)
Lower Order
Higher Order
Student Satisfaction
USF
88/126
Trivial +ve
Trivial –ve
Medium –ve
ASU
69/76
Small ve
Small ve
AAMU
23/13
Large –ve
Small –ve
Large –ve
Overall
180/215
Trivial –ve
Trivial ve
N/A
Source: Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools by Clark, Kaw, Lou, Scott, Besterfield-Sacre, under review

42. Class Format

43. Class format Old Implementation
Day 1: 75 minutes
Day 2: 75 minutes

44. Class format New Implementation
Section 1
Section 2
Day 1: 75 minutes
Day 1: 75 minutes
Day 2: 75 minutes
Day 2: 75 minutes
Day 3: 50 minutes

45. Does flipped class take more time? Traditional Lecture
3 hours in class equates to 6 hours out of class””
Current
Pre-work
Reading
Direct
Teaching
In-class lecture
Engaged Learning without Instructor
Homework, project, study…
Source: PK Imbrie & Mary Besterfield-Sacre flipped classroom workshop given on CIRTL

46. Does flipped class take more time? Flipped Class
3 hours in class equates to 6 hours out of class””
FlipModel
Pre-work
Quiz
Pre-HW
Reading
Continued Engaged Learning
without Instructor
Homework, project, study…
Engaged Learning
with Instructor
Direct
Teaching
Video
Source: PK Imbrie & Mary Besterfield-Sacre flipped classroom workshop given on CIRTL

47. Reflection Exercise
How can you help students manage time spent on course efficiently and effectively?

48. Other Thoughts

49. Newbie Mistakes You define flipped classroom narrowly.
You define outcomes improperly.
Your planning is inadequate.
The activity given in class is complex.
You flip everything.
You blindside students with the new technique.
You forget your own changing role.
Source: FlippedLearning.org & Flipping the College Classroom by Barbi Honeycutt

50. Tools to Use

51. What tools do I use for videos?
PRO88W-R35 Pro88W Camera Mountable VHF Lavalier Sys 1 $124
ATR-3350 Omnidirectional Lavalier Microphone 1 $20
SDSDRX3-032GA21 32GB Extreme HD Video SD Card, Class 10 1 $54
9176B001 VIXIA HF R500 Full HD Camcorder, Black 1 $299
TRIPLEKITCASE Triple Lighting Kits with Carrying Case 1 $72
CC 7575-Pro Platinum Plus Tripod 1 $69
Camtasia for WIN w/SA ESD $40
Logitech USB Headset H530 with Premium Laser-Tuned Audio $70 
Sympodium (on ebay for $300 or so) or Podium500 monitor ($2800)
iPad $500
Porcelain WhiteBoard 8’x4’ ($600)

52. Ask clicker questions
10-15 minutes: Clickers are used for quizzes

53. Why do we have seasons?

54. Clicker Question Routes
Source: The inverted classroom and peer instruction: designing classes for meaningful learning experiences: Robert Talbert

55. Reflection Exercise
Let us develop one conceptual clicker question for a topic in your favorite course.