Flipped Classroom (eBook)

Carl Reidsema is an Associate Professor and mechanical design engineer with over 12 years of industry experience. Beginning his academic career at UNSW, he led the development of the first hands-on team-based course in engineering design for over 1100 students. In 2010, he became Director of Teaching and Learning for Engineering at UQ, where he spearheaded the development of the Flipped Classroom model for integrating theory with design practice for over 1200 students. Carl’s work is centred around the notion of Transformational Change in Higher Education. Carl is Director of eLIPSE, a centre for the development of online tools.Lydia Kavanagh is a chemical engineer who returned from industry to academia over a decade ago. She is currently employed by UQ as the Director for First Year Engineering and has oversight of 1200 students each year. Lydia’s research focuses on engineering education and includes issues such as work integrated learning, graduate competencies, student teamwork, online learning, and strategies for transition to first year. Lydia won a national teaching award for excellence in 2012 for her work with students, curriculum and teaching scholarship. She is the Director of Research Excellence for eLIPSE.Roger Hadgraft is a professor of engineering practice who has spent more than 20 years improving engineering education and redesigning curricula using project-based learning at Monash, RMIT, Melbourne and Central Queensland Universities as well as consulting more widely on PBL to universities both nationally and internationally. He is currently Director, Educational Innovation and Research in the Faculty of Engineering and Information Technology at the University of Technology Sydney. Neville Smith is a PhD student in the field of education, having completed a Bachelor of Education (Honours), a Bachelor of Behavioural Studies and a Bachelor of Education (Middle Years of Schooling). Neville’s primary research interest and PhD topic is centred on change and transition, particularly in the area of exploring the lived experiences of transition for international PhD students in Australia. Neville has also tutored extensively for the previous six years in the School of Education and Faculty of Health Sciences.

Foreword 5
Preface 7
Overview and Acknowledgements 11
Contents 13
Part I Practice 22
1 Introduction to the Flipped Classroom 23
Abstract 23
1.1 Why We Flipped 25
1.2 What Is a Flipped Classroom? 25
1.3 Student Challenges 28
1.4 Academic Challenges 29
1.5 Flipped Learning—Where to from Here? 29
1.6 Practice and Practices of Flipping 32
1.7 A Final Word 33
References 34
2 Design Considerations 35
Abstract 35
2.1 Introduction 35
2.2 Changing Practices 37
2.2.1 Transforming Your Practice 37
2.2.2 Transforming the Student’s Practice 39
2.2.3 Changing the Learning Environment 42
2.3 Flipped Classroom Design Considerations 43
2.3.1 A Design Process 43
2.3.2 Element 1: Context 44
2.3.3 Element 2: Drivers 46
2.3.4 Element 3: Flip? 46
2.3.5 Element 4: Outcomes 48
2.3.6 Element 5: Components 49
2.3.7 Element 6: Resources 51
2.3.8 Element 7: Evaluation 52
2.4 Conclusion: Finalising Your Design 53
References 54
3 Technology in the Flipped Classroom 56
Abstract 56
3.1 Introduction 57
3.1.1 The Flipped Classroom and Technology 57
3.1.2 Technology as a Means to an End 58
3.2 Selecting Technology 59
3.2.1 A Learning Design Framework 59
3.2.2 Questions You Should Ask 60
3.2.3 An Example of Continuous Improvement 63
3.3 Overview of Technology 64
3.3.1 Introductory Thoughts 64
3.3.2 Producing and Distributing Content 65
3.3.3 Supporting Communication 66
3.3.4 Providing a Narrative 66
3.3.5 Facilitating Collaboration 70
3.3.6 Assessment 70
3.3.7 Understanding What Students Are Doing in Your Flipped Classroom 72
3.4 Conclusion 73
References 74
4 Assessing Flipped Classrooms 76
Abstract 76
4.1 Introduction and Literature Review 77
4.1.1 Assessment Methods 77
4.1.1.1 Learning and Achievement 77
4.1.1.2 Classroom Observation 78
4.1.1.3 Flipped Classroom Evaluation Survey 79
4.1.1.4 Classroom Environment Survey 79
4.2 Assessment Planning 81
4.3 Implementation of Assessment Methods for the Flipped Classroom 82
4.3.1 Structured Classroom Observation 82
4.3.2 Assessment of Learning and Preparation 84
4.3.3 Interviews and Focus Groups 84
4.3.4 Classroom Environment Instrument 85
4.3.5 Flipped Classroom Evaluation Survey 86
4.4 Summary and Conclusions 86
Appendix 1 88
Appendix 2 88
Appendix 3 90
Appendix 4 91
References 92
5 Reflective and Reflexive Practices in the Flipped Classroom 94
Abstract 94
5.1 Introduction 95
5.2 Reflective and Reflexive Practices 95
5.3 Using Adult Learner Principles as a Way to Approach Reflective and Reflexive Practices 97
5.3.1 Motivation to Learn 97
5.3.2 Need to Know 98
5.3.3 Readiness to Learn 98
5.3.4 Problem-Solving 100
5.3.5 The Role of Experience 100
5.3.6 Learner’s Self-concept 101
5.3.7 Conclusion and Suggestion for Further Reflection the Role of Experience 102
5.4 Application 103
5.5 Alternatives 103
5.6 Adaptation 104
References 104
6 Case Study Framework 106
Abstract 106
6.1 Introduction 106
6.2 Case Studies 107
6.2.1 Methodology 107
6.2.2 Component 1: A Purpose for Flipping the Classroom 107
6.2.3 Component 2: The FC Within the Curriculum 108
6.2.4 Component 3: Design and Implementation 108
6.2.5 Component 4: Students 109
6.2.6 Component 5: Academics 109
6.2.7 Component 6: Online 109
6.2.8 Component 7: Resources 109
6.2.9 Component 8: Evaluation 110
6.3 What Might You Look for in the Case Studies? 110
References 112
Part II Practices 113
7 Designing an Active Learning Environment Architecture Within a Flipped Classroom for Developing First Year Student Engineers 114
Abstract 114
7.1 Introduction 115
7.2 Design Step I: Specification 116
7.2.1 Student Learning Mechanisms 116
7.2.2 Learning Environment Architecture (LEA) Mechanisms 117
7.3 Design Step II: Method Selection and Architecture 117
7.3.1 Overview 117
7.3.2 The DOEM Project 118
7.3.3 Hands-on Activities 120
7.3.4 Individual Learning 121
7.3.5 Support Systems 122
7.4 Design Step III: Course Creation 123
7.5 Design Step IV: Evaluating the Flipped Classroom LEA 124
7.5.1 Assessing the Architecture 124
7.5.2 Student Interaction with Online Materials Modules 126
7.5.3 Participation in Problem-Solving and Narrative Workshops 130
7.5.4 Participation in Build Workshops 131
7.5.5 Assessing Course Component Interaction 131
7.5.6 Assessment of Learning Mechanisms and Outcomes 134
7.6 Student Reflections of Learning Processes 137
7.7 Conclusions and Recommendations 144
References 145
8 Experiences with “Flipping” an Introductory Mechanical Design Course 147
Abstract 147
8.1 Introduction 148
8.2 Methods 149
8.2.1 Course and Faculty Development 150
8.2.2 Assessment Methods 150
8.3 Results 151
8.3.1 Direct Assessment of Learning and Instructor Interviews 152
8.3.2 Video Access Analysis 152
8.3.3 Classroom Observation 153
8.3.4 Classroom Environment Inventory 155
8.3.5 Flipped Classroom Evaluation Survey 157
8.3.5.1 Student Preferences and Behaviours 158
8.3.5.2 Content Analysis of Benefits and Drawbacks 158
8.3.5.3 Self-Reported Video Use 161
8.4 Discussion 162
8.4.1 Comparison to Other Mechanical Engineering Courses 162
8.4.1.1 Direct Assessments 162
8.4.2 Comparison to Other Mechanical Engineering Courses—Indirect Assessments 162
8.5 Conclusions 163
References 164
9 Inclusive STEM: Closing the Learning Loop 166
Abstract 166
9.1 Introduction 167
9.2 Inclusive Teaching 167
9.3 Closing the Learning Loop 170
9.4 Outcomes 172
9.5 Future Improvements 173
9.6 Conclusion 175
References 176
10 Flipping on a Shoestring: A Case Study of Engineering Mechanics at the University of Technology Sydney 177
Abstract 177
10.1 Introduction 177
10.2 Changing Expectations and Practices 180
10.3 Learning Activities 182
10.3.1 Pre-lecture Preparation 182
10.3.2 In-Class Activities 183
10.4 Evaluation 184
10.5 Conclusion 189
References 189
11 Design, Deployment and Evaluation of a Flipped Learning First-Year Engineering Course 191
Abstract 191
11.1 Introduction 191
11.2 Design Setting 192
11.3 Initial Session Preparation 195
11.3.1 Plenary Session 198
11.3.2 Feedback on the Participation 198
11.3.3 Design Effort and Resources 199
11.4 Evaluation 200
11.5 Conclusions 203
References 204
12 Flipped Classes: Drivers for Change, Transition and Implementation 206
Abstract 206
12.1 Introduction 206
12.2 Context 208
12.3 Drivers to Flip Classes 209
12.4 Transition and Implementation of Flipped Classes 211
12.4.1 Transition 212
12.4.2 Implementation 214
12.5 Student Perspectives 216
12.5.1 Research Question 1 219
12.5.2 Research Question 2 220
12.6 Summary 220
References 221
13 A Technology-Enabled Flipped Classroom Model 223
Abstract 223
13.1 Introduction 223
13.2 The Flipped Classroom: Constituent Elements 224
13.3 Alignment of Strategy and Pedagogy 225
13.4 The TERASA Learning Framework 228
13.4.1 The Constituent Elements of the E-Learning Ecosystem 229
13.4.1.1 Element # 1: ILKC—The Curriculum Management System 230
13.4.1.2 Element # 2: ILAMS—The TBL Template Sequence 232
13.4.1.3 Element # 3: ILecture—Virtual Library iPad Application 233
13.4.1.4 Element # 4: IFolio—A Purpose Built e-Portfolio 234
13.5 Translating the Model from the Medical School to the University 236
13.5.1 Growing Interest 237
13.5.2 Challenges 237
13.5.2.1 Top of the List Is the Management of Technology and Infrastructure 238
13.5.2.2 The Role of the Faculty in TBL Was also Inherently Challenging 238
13.5.2.3 Student Acceptance of Ownership of Their Learning 238
13.5.3 Moving Forward 239
13.6 Conclusion 240
References 240
14 Flipping a Postgraduate Classroom: Experience from Griffith University 241
Abstract 241
14.1 Introduction 241
14.2 Context 242
14.3 Motivation and Drivers for Using Flipped Classroom 245
14.3.1 Motivation 245
14.3.2 Drivers 245
14.4 Design and Implementation 246
14.5 Evaluation and Outcomes 250
14.6 Challenges and Opportunities: A Reflection 253
14.7 Conclusion 254
References 254
15 Flipping the Learning of Subdivision Design for Surveying Students 256
Abstract 256
15.1 Introduction 256
15.2 Initial Approaches to the Design Project 258
15.3 Development and Application 260
15.4 Virtual Bus Tour 261
15.5 Assessment 262
15.6 Feedback 263
15.7 Evaluation 263
15.8 What Can Be Improved for the Next Iteration 265
15.9 Final Thoughts 266
15.10 Conclusion 266
References 267
16 Flipping a Collaborative Classroom to Gain Deeper Understanding of the Health System 268
Abstract 268
16.1 Introduction 269
16.1.1 How Did We Get Started? 269
16.2 What Did We Do? 270
16.3 How Did We Do It? 271
16.3.1 Assessment 272
16.3.2 Weekly Workbooks 272
16.3.3 Weekly Critical Blog 272
16.3.4 Technology 274
16.3.4.1 Padlet 274
16.3.4.2 Blackboard and the Learning Pathway 275
16.3.4.3 Teaching Space 275
16.4 Reflections from the Teaching Team 276
16.4.1 Group Dynamics 278
16.4.2 Class Engagement 280
16.4.3 Feedback Processes 280
16.5 Final Thoughts and Future Steps 281
16.6 Conclusion 282
References 282
17 Implications for Pedagogy: Flipping the Classroom to Engage Pre-service Teachers 283
Abstract 283
17.1 Introduction 284
17.1.1 Flipping the Classroom and Multiliteracies Pedagogy 284
17.1.1.1 Describing the English and Literacy Course 284
17.2 Setting up and [Re]Conceptualising the Course 285
17.3 Adapting Pedagogical Practices to Align with New Thinking Possibilities 286
17.4 Acknowledging and Encouraging the Need to Develop New Habitus 289
17.5 Flipping the Classroom and Preparation for Teaching 293
17.6 Final Conclusions and Points of Significance 295
References 297
18 Flipped Tutorials in Business Courses 298
Abstract 298
18.1 Introduction 299
18.2 Teaching Context 300
18.3 Flipped Classroom Intervention 301
18.4 A Model of the Roles of Tutor and Student 303
18.4.1 Role Shifts for Students and Tutors 306
18.4.1.1 Student Role Transitions: Cell A Instruction and Cell B Disconnection ? Cell D Collaboration 307
18.4.1.2 Tutor Role Transitions: Cell A Instruction and Cell C Disruption ? Cell D Collaboration 310
18.5 Reflection, Reflexivity, and Managing the Role Transitions for Students and Tutors 312
18.6 Conclusion 314
References 315
Erratum to: Inclusive STEM:Closing the Learning Loop 317