five shades of flipping

Five shades of flipping”

Alan DixUniversity of Birmingham and Talis

http://alandix.com/

loads of experience …

early adopteruse of web in teaching

&teaching about learning

technology

textbookauthor

online material

even a MOOC

but never flipped

why flip? R&D

reuse MOOC materials

Talis lighthouse trial

why flip? R&D

reuse MOOC materials

Talis lighthouse trial

online HCI course

ran early 2013

to gain experience

with ‘MOOCs’

and reusablematerials

Human–ComputerInteraction

HCIcourse – content

talk-over slides video

+ additional resources

HCIcourse – experience

low-quality video

is still a lot of work

attrition:

1000s of interest

100+ formal sign up

2 completed

HCIcourse – legacy

loads of videos

course now hostedat OER siteinteraction-design.org

why flip? R&D

reuse MOOC materials

Talis lighthouse trial

lighthouse pilot

universal player

micro-analytics …individual course

resourcestudent

why flip? pedagogy

Pros

better use of face-to-face time

greater student autonomy

more flexible learning

etc., etc., etc., …

Cons

lots more work

visibiity & control

will they do it?

panic!!!!!!

why flip? pedagogy

Pros

better use of face-to-face time

greater student autonomy

more flexible learning

etc., etc., etc., …

Cons

lots more work

visibiity & control

will they do it?

panic!!!!!!

autonomous learning?

http://de.wikipedia.org/wiki/Erasmus-Programm#/media/File:Erasmus_party.JPG

starting small …

Autumn 2014 course

mix of UG3 & MSc

portion of course (4 weeks)

mixing video with face-to-face

Spring 2015 course

masters students onlysingle session

different mixes

basics + integrationpreparatory videos on ‘basics’ followed by integrative lecture (chalk & talk!)

2 fully flippedvideos followed by discoursive F2Fvideos followed by group discussions

2 part & partall material on video, some also taught in class N.B. noticable attendance fall-off when told in advance!

70 students

20 students

learning analytics ….

not just traffic lights!

http://en.wikipedia.org/wiki/Traffic_light#/media/File:LED_Traffic_Light.jpg

analytics – who read/viewed what

typically about 1/3 watch everything, 1/3 some, 1/3 none at all!

used stats to ‘encourage’ students in class

N.B. did not look at individual student analytics

students did not seemphased by this level of analytics

analytics – how much

journal paper PDFrecommended reading

most students just read beginning

in class explained structure of paper

and next…

see what happens at exam time ;-)

questions?