1. Flipped Learning in HE Dr Richard Walker E-Learning Development Team University of York, UK Flipped Learning Seminar Institute for Effective Education 8 th October 2015

2. What’s novel about flipped learning?  The redesign of ‘traditional’ teaching – moving content delivery outside of class time  The inversion of classroom time: from content transfer to discussion & problem-solving activities (Lage, Platt & Treglia, 2000)  What’s novel about flipped learning through lecture recording / video? –A disruptive technology challenging existing pedagogic models for campus-based HE teaching? (Hutchings & Quinney, 2015) –…. but not new (e.g. Mazur, 2006) and well established in distance learning delivery…..

3. Module using entertainment-education pedagogy  Each character has a series of episodes over a 3 week period  Course activities & interactions based on character stories Ros Brownlow (2013) ‘Tales from the Cardioverse’, Higher York e-Learning Network Conference, 4 th June 2013.

4. Why are we flipping learning through lecture capture / video technology?  Rebranding the use of video to create a new culture of active learning (lecture capture 2.0) –increasing student engagement and collaboration:  From a ‘sit back’ to ‘sit forward’ culture REC.all project (Young, 2013)  improving critical thinking / creative problem solving / higher order thinking (Aronson, Arfstrom & Tam, 2013)

5. Pedagogic Modes for Lecture Recording

6. Practical benefits to flipping learning  Large cohorts: compensating for limited teaching space  Solution to timetabling challenges: –e.g. 2015 PGDip Nursing intake:  combining students from PGDip and BSc programmes placement and progression makes sharing lecture time impractical

7. Lecture capture adoption across the UK HE sector Institutional adoption of lecture capture tools Institutional adoption (by mission group) No.Total Pre- 92 Post- 92 CollEngWalScoNI 5963%74%59%25%60%80%86%100% No.TotalGuildHEAllianceMillion+Russell 5963%50% 78% Source: 2014 UCISA TEL Survey

8. Proportion of courses using audio / video lecture recordings No.TotalPre-92Post-92CollEngWalScoNI 100%22%5%0% 3%0% 75% - 99%11%3%0% 1%0% 50% - 74%45%8%3%0%5%0% 25% - 49%67%10%5%0%5%40%0% 5% - 24%4048%38%54%71%45%60%80%0% 1% - 4%1923%25%22%14%23%0%20%100% 0%34%0%5%14%4%0% Don’t know911%13%11%0%12%0% Source: 2014 UCISA TEL Survey

9. How is flipped learning being used at York?  Preparing students for lab work: ‘Practical work in Chemistry’  Range of instructional videos and compulsory ‘pre-lab’ quiz must be completed (and passed) on the VLE  Establishing baseline knowledge and standards for students to engage in lab work

10. How is flipped learning being used at York?  Problem-based learning: Law  Case-based learning: Health Sciences –PGDip Nursing: problems presented via online lecture beforehand with prompt questions / cases and preparatory questions to consider before seminar

11. How is flipped learning being implemented across the UK HE sector?  Crowd-sourcing of questions for plenary lecture slot: Carl Gombrich (UCL) –Teacher-led webinars / stimulus resources –Students review webinar and upload 3 questions to VLE site –poll of most popular questions – top voted questions debated in live lecture slot http://www.carlgombrich.org/flipping- lectures-reflections-on-a-term-of-learning/

12. How is flipped learning being implemented across the UK HE sector?  Micro lectures -introducing complex ideas: Jasper Shotts (Lincoln) –micro lectures (10 mins) on Health & Social Care: stimulus for questions and feedback to instructor on what student s do / don’t understand (feedback loop) –opportunity for students to test their understanding and engage in discussion activities http://edeu.lincoln.ac.uk/educational- development/flipped/

13. Consequences for learning: some issues to consider  Dearth of evidence on impact- most literature from case-studies & small-scale pilots, usually in US –Do students engage in deeper learning? (Mellefont & Fei, 2014)  Is flipped learning suitable for all levels / styles of learning?  How should we respond to students who won’t or can’t engage? (Loch & Borland, 2014) –Cultural adjustments (‘where are the answers?’) & cognitive leap from pre-class to in-class activities (applying theory) –Ethical challenges in leaving students behind –Integrity of learning at risk – staged / linear model (linking ideas) vs. ‘pick and mix’.

14. Consequences for teaching and staff development  Upskilling of lecturers: design of learning and teaching to smaller groups of students –Pedagogic craft to embed video recordings effectively in course design and delivery as stimuli for pre- and in-class learning –Transition to active learning pedagogical design

15. Consequences for the physical estate  What is the role of the large lecture theatre in the future as a venue for effective learning?  Are sufficient numbers of smaller rooms and collaborative spaces available to support flipped learning design?

16. Questions? Dr Richard Walker E-Learning Development Team University of York, UK

17. References Brownlow, R. (2013). ‘Tales from the Cardioverse: Presentation of an Interpretive Phenomenological Analysis study which explores students’ experience of learning through online Entertainment-Education’. 3 rd Higher York e-Learning Conference, 4 th June 2013, York St John University. Available at: https://vle.york.ac.uk/bbcswebdav/xid-4253028_4https://vle.york.ac.uk/bbcswebdav/xid-4253028_4 Aronson, N., Arfstrom, K., & Tam, K. (2013). Flipped Learning in Higher Education. Pearson White Paper. Available at: http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/HigherEdWhitePaper%20FINAL.pdf http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/HigherEdWhitePaper%20FINAL.pdf Hutchings, M. & Quinney, A. (2015). The Flipped Classroom, Disruptive Pedagogies, Enabling Technologies and Wicked Problems: Responding to ‘the Bomb in the Basement’. The Electronic Journal of e-Learning, 13:2, pp.106-119. Lage, M.J., Platt, G.J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment, The Journal of Economic Education, 31:1, 30-43 Loch, B. and Borland, R. (2014). The transition from traditional face-to-face teaching to blended learning – implications and challenges from a mathematics discipline perspective. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 708-712).The transition from traditional face-to-face teaching to blended learning – implications and challenges from a mathematics discipline perspective Mellefont, L & Fei, J, “Using Echo360 Personal Capture software to create a ‘flipped’ classroom for Microbiology laboratory classes”, Rhetoric and Reality: Proceedings of the 2014 ASCILITE conference, 23-26 November, Dunedin, NZ, pp. 534-538. Available at: http://ecite.utas.edu.au/97088http://ecite.utas.edu.au/97088 Young, C.P. L. (2013). Recording: From E-Learning to Active Learning: Transforming the Learning Environment. Available at: http://www.rec-all.info/profiles/blogs/recording-from-e-learning-to-active-learning-transforming-the-leahttp://www.rec-all.info/profiles/blogs/recording-from-e-learning-to-active-learning-transforming-the-lea Young, C.P.L, & Moes, S. (2013). REC:all. How to move beyond lecture capture: Pedagogy guides. Media & Learning Association. Available at: http://www.uoh.fr/front/documents/pdf/how_to_move_beyond_lecture_capture_pedagogy_guide.pdf http://www.uoh.fr/front/documents/pdf/how_to_move_beyond_lecture_capture_pedagogy_guide.pdf Walker, R., Voce, J., Nicholls, J., Swift, E., Ahmed, J., Horrigan, S. & Vincent, P. (2014). 2014 Survey of Technology Enhanced Learning for higher education in the UK. UCISA. Oxford. Available at: http://www.ucisa.ac.uk/telhttp://www.ucisa.ac.uk/tel