Personal Blogs

H818 'The Networked Practitioner' Conference 

Monday 15th February 2021, 21:00-21:15

Transcript for this video poster.

My project website (multi-media presentation)- Flipped Learning Ideas.

The panicked response to the COVID-19 pandemic highlighted a lack of skill and knowledge by educators in the area of digital education. The storm has not yet passed and it seems that many HE providers are now looking to combine face-to-face (f2f) and digital teaching methods to provide blended education (JISC, 2020).

The University of London has provided distance education for over 160 years (Tait, 2008). The University works with teaching centres (TCs) from all over the world (University of London, 2020a), who teach and support students using study materials provided by the University. The University seeks to provide examples of ways its interactive VLE content can be used to provide a blended learning experience.

A popular form of blended learning is flipped learning. In a flipped classroom, students consume teaching content ahead of their f2f classes; the content is usually provided digitally, in the form of short video lectures, podcasts, quizzes or short readings (Docherty et al., 2017; O’Flaherty and Phillips, 2015; Bergmann and Sams, 2007). The students apply their newly-learned knowledge in a follow-up f2f session, allowing a focus on higher order learning (Nanclares and Rodríguez, 2016; O’Flaherty and Phillips, 2015); teachers can also address misconceptions in class with the students (O’Flaherty and Phillips, 2015). Research shows that the flipped classroom can improve student satisfaction as many students report it more engaging than traditional lecture-based teaching (Nanclares and Rodríguez, 2016; Mason et al., 2013). Whilst educators may be familiar with the term, some may lack the pedagogic understanding on how to achieve this (O’Flaherty and Phillips, 2015).

Many open educational resources (OER) about flipped learning already exist, resources range from openly published research on the flipped classroom, video demonstrations of flipped classrooms as well as entire websites dedicated to flipped learning. Broadly speaking, the majority of OER seem to originate from English-speaking countries (Hare, 2020; Hodgkinson-Williams and Arinto, 2017), yet most of the University’s teaching institutions are outside of those areas (University of London, 2020b). A resource is required that has sought and located good quality resources about flipped learning from a range of countries, so that content feels relevant to many and may be shared widely to inform and inspire.

This conference presentation will demonstrate a resource that was made using curated open content and original open content drawing from existing research on flipped learning. It will provide information about flipped learning and be available on an open website. Practitioners can learn more about flipped learning and the ways it could be implemented. The resource uses materials produced in various global locations, demonstrating how flipped learning has so far been applied in different cultures. The developmental process behind the resource will be discussed, including how networking and open practice was used to shape the resource and informed the content and layout. Finally, plans for expanding the resources to be more broadly about blended learning will be be outlined.

References

Bergmann, J. and Sams, A. (2007) Flip Your Classroom, 1st edn, Eugene: International Society for Tech in Ed.

Docherty, P., Fox-Turnbull, W. and Zaka, P. (2017) Assessing the Effectiveness of a Flipped Classroom in Foundational Engineering Dynamics, [Online]. Available at https://akoaotearoa.ac.nz/projects/flipped-classroom- (Accessed 30 December 2020).

Hare, S. (2020) ‘A Critical Take on OER Practices: Interrogating Commercialization, Colonialism, and Content’, in Open at the Margins, Rebus Community [Online]. Available at https://press.rebus.community/openatthemargins/chapter/a-critical-take-on-oer-practices-interrogating-commercialization-colonialism-and-content/ (Accessed 13 November 2020).

Hodgkinson-Williams, C. . and Arinto, P. . (2017) Adoption and impact of OER in the Global South, African Minds [Online]. Available at https://www.africanminds.co.za/ (Accessed 18 November 2020).

JISC (2020) Learning and teaching reimagined A new dawn for higher education? Available at https://www.jisc.ac.uk/reports/learning-and-teaching-reimagined-a-new-dawn-for-higher-education (Accessed 13 January 2021).

Mason, G. S., Shuman, T. R. and Cook, K. E. (2013) ‘Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course’, IEEE Transactions on Education, vol. 56, no. 4, pp. 430–435 [Online]. DOI: 10.1109/TE.2013.2249066 (Accessed 2 January 2021).

Nanclares, H. H. and Rodríguez, P. (2016) ‘Students’ Satisfaction with a Blended Instructional Design: The Potential of “Flipped Classroom” in Higher Education’, Journal of Interactive Media in Education, Ubiquity Press, Ltd., vol. 2016, no. 1, pp. 1–12 [Online]. DOI: 10.5334/jime.397 (Accessed 30 December 2020).

O’Flaherty, J. and Phillips, C. (2015) ‘The use of flipped classrooms in higher education: A scoping review’, The Internet and Higher Education, Elsevier Ltd, vol. 25, pp. 85–95 [Online]. DOI: 10.1016/j.iheduc.2015.02.002 (Accessed 27 December 2020).

Tait, A. (2008) ‘What are open universities for?’, Open Learning: The Journal of Open, Distance and e-Learning, vol. 23, no. 2 [Online]. DOI: 10.1080/02680510802051871.

University of London (2020a) Study with a local teaching centre [Online]. Available at https://london.ac.uk/ways-study/study-a-local-teaching-centre (Accessed 2 January 2021).

University of London (2020b) List of Recognised Teaching Centres and summary of changes to scope of recognition (internal document- unpublished),.