Learning on ScreenFlipped Learning
Depending upon the learning objective the video I set in the pre-session material may be existing material or I may create new video content. Box of Broadcasts offers access to an large archive of media allowing the educator to create clips and playlists which can be set to the class. Care and caution must be applied to directing students to videos, as media does not go through the peer-review process of academic publishing. Therefore it is the role of the educator to select reliable content. Some content is produced from reputable sources and so can be considered more trustworthy. For example I co-led the University of Exeter’s first MOOC, ‘Climate Change: Challenges and Solutions’. Most MOOC’s contain video content so can be directed to students. For creating video material which is tailored to the course I recommend screen-cast software such as screencast-o-matic.
Flipped learning creates opportunities for active student-led learning through knowledge construction, increased feedback and engagement…
Educational technology is also being used to support the in-class flipped session. Two good examples of software to facilitate and encourage collaborative learning in the classroom are ResponseWare and Padlet. ResponseWare is an audience response system that offers interactivity (in the form of questions) to PowerPoint slides. Students can see how others have voted which can be used to fuel debate and discussion. Padlet allows students to post content, together with anyone from any device. Content can be questions or answers or further material which can be used to lead in-class discussions.
Delivery through online video has advantages to the educator as well as the learner. By hosting videos on platforms such as YouTube or Flipboard, the educator has access to the analytics. Knowing how many views, and when the material has been accessed, is useful for understanding the cohort engagement. The risks of an unengaging session can therefore be reduced by reminding learners to access the material (if uptake is low). The best way to combat lack of uptake is to make clear the shift in responsibilities to the students. The role change from the traditional lecture does not just impact on delivery and learning styles but shifts responsibilities to the student. Making sure this is communicated to the students beforehand is really important and is often referred to as student-led learning.
By setting student-led learning through task-orientated learning or guided-learning this reduces preparation time required for the flipped session. Pre-session material should match tasks to learning objectives suited for collaboration and discussion. Tasks are the focus of the feedback and engagement-driven session resulting in an active discussion. No further preparation is required other than expertise in the subject area and content in order to chair the session.
In summary a flipped classroom offers new opportunities for active, student-led learning through knowledge construction, increased feedback and increased engagement. Advances in educational technology have fuelled the adoption of this teaching technique to large courses, which caters, for different learning styles and is popular with students. By ensuring the shift of responsibility is communicated to the students, and having the ability to monitor engagement in the online material, the challenges and risks are reduced.
Dr Damien Mansell
