Flipped learning is the reversal of traditional teaching; where students receive learning materials outside class, allowing higher cognitive learning to take place in the classroom. Research shows the potential benefits of flipped learning in higher education; in terms of improved student and practitioner motivation and improved student attendance and performance (Hamdan et al., 2013). There is much interest in flipped learning in higher education, due to the potential educational gains and the learning technology now readily available to enable it.
At Ulster University, the Office for Digital Learning delivered two Flipping The Classroom webinars to staff during 2015. From discussion and feedback during these sessions, a need for further support was identified, to help staff implement flipped learning. This included help to plan the learning design and activities; overcome challenges; to share ideas and experiences; and find out about the possible digital technologies to enable it.
A training initiative was developed to address this, consisting of a workshop and online activities in the VLE beforehand. It uses the Viewpoints Curriculum Design Toolkit to plan flipped learning, by sequencing in-class and out-of-class activities and how they link together to create an effective learning design, which can be tailored to individual or course team needs. The initiative was evaluated and shown to be effective, with 93% (n=90) of practitioners more likely to flip, or further flip, their practice after attending the workshop.
This webinar will provide an overview of this initiative, including the use of technology and evaluation findings. Further information about the initiative is available at http://addl.ulster.ac.uk/digitalfutures/view/supporting-ulster-staff-to-plan-flipped-practice.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013) A review of flipped learning.
Viewpoints Curriculum Design Toolkit (2012) http://wiki.ulster.ac.uk/display/VPR/Workshop+Toolkit