The ‘What the Flipped’ session at the DMLL Autumn Disruption event on Wednesday the 25th of November 2015.
The expo’s rationale and theme focused on the reason behind the motivation in education and learning teaching methods/ strategies. Therefore, this Flipped session includes the opportunity for participants to reflect on the motivation to use an Flipped approach in the classroom.
The original intention was for a mixture of current students and staff members to attend the event, the ‘What the Flipped?’ session in order to recover ideas and experiences from a primary view. However, the session ended up been comprised of all staff members or external visitors, which provided us with an alternative perspective we were not expecting.
The session fostered an invaluable discussion and debate on how and why Flipped Learning should be used, as well as a means of best sharing and collaborative practice(s).
Flipped Learning Network
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and 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.
Coventry University Definition
[P]ractice that creates learning through active participation and skills development through the curation of educational experiences in a technology rich learning environment.
Major general themes became apparent from the session, including the following:
Fear of Flipped
Staff members often have a fear of flipped learning. This is often because of the ‘unknown’ in the case of student’s views and level of engagement.
There, the Flipped approach provides lecturers with the opportunity to explore a heightened level of creativity, in terms of creating the resources that are released prior to the academic tutorial/ lecture. Consistent Engagement becomes the key tool within Flipped.
Resources Content, and Time
Staff time is short. Why should staff have to create online content as well as lecture material?
They shouldn’t. Content should NOT be hour-long video lectures placed online. Whilst this may be appropriate in some cases, generally speaking it is not. There needs to be a move away from the idea of ‘Flipped Learning’ and dumping huge videos online as a resource for students, [who probably wont engage in them].
Flipped should be built into the curriculum and not bolted onto the existing curriculum.
‘Do students feel that they are doing all the work?’
Students need very clear expectations for what they need to do, and the benefits to them of using the flipped approach.
A mentality of ‘we pay you to provide us with the knowledge we need to pass our exams’ needs to be addressed.
It needs to be explained that whilst content learning is important, learning strategies and continued self-directed study are what matters when in continuing employment. In terms of professional experience in an working environment, students having self-directed study is incredibly important in terms of their own self development and time management.
The direction and strategy for using the flipped approach should not be led by management.
Flipped needs to come directly from the teachers involved and should be encouraged but not forced. Management should support flipped implementation, perhaps through mitigating the fear of failure for staff.
All approaches must be relevant to the module, level of study, and students, and therefore cannot fit into a management structure.
Boots-on-the-ground staff should be developing and implementing flipped methodology with support from management and not fear of failure.
Participants quotes and reflection of Flipped Learning:
‘What is happening in the classroom setting if students DON’T do the work?’
‘Based on resource driven content’
‘Self directed study’
‘Levels of progression’
‘Levels of engagement’
Written by Oliver Wood
Edited by Esmé Spurling
Lead by Martin Jenkins