Start Here - Course Information & Orientation

Course Information: 

Teaching Flipped gives instructors an introduction to the ins and outs of teaching with a flipped, hybrid, or online MOOC-type classroom. At the end of this course you will have:

• Knowledge of the basics of flipped/hybrid/MOOC classes, what is known and not known in the literature, and where these learning methods are heading
• Learned how to develop the online (video lecture) content, as well as, in class active learning activities for the flipped classroom
• Reflected on and thought about how to organize your course for a flipped environment, and
• Accumulated a toolbox of strategies for designing and assessing both the students' learning experience as well as your teaching

This class is taught Flipped / MOOC-style by veteran flippers and MOOC-ers to give you experience with the tools and learning methods that can help your students succeed in this type of learning environment.
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Dr. Cindy Furse Professor of ECE, Veteran Flipper          cfurse@ece.utah.edu	Dr. Donna Ziegenfuss   Associate Librarian   donna.ziegenfuss@utah.edu	Dr. Stacy Bamberg    Assoc. Prof. of Mechanical Eng.          sjm.bamberg@utah.edu
Why I Flipped Links to an external site.

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The Course Outline

In case you are interested in looking at the course structure in one place, here is the list of modules and objectives

9/8 - 9/14  Module 1 -  What is the flipped classroom all about and why would I want to flip my course?
Module 1 will introduce you to the concept of a flipped a classroom and get you started thinking about how this pedagogical approach fits into your teaching and classroom.

Module 1 Objectives:  At the end of this module, participants will:

• Module 1A -- Grasp the concept of what a flipped classroom is and how it works
• Module 1B -- Reflect on their own course design and teaching practice.
• Module 1C -- Start brainstorming ideas for how your "flip" might look.

9/15 - 9/21  Module 2  - What are other people doing as they flip their course? What teaching and learning strategies are important to consider when flipping my classroom? How can organize resources and examples I find?
When you begin to flip a course, it is helpful to ground your ideas and actions in the literature; that is, investigate what people are already doing and what they have already found to work and why. Don't just plan to 'plop' flipping on top of what you already do. Be strategic about your decision-making as you decide what to flip and why!

Module 2 Objectives:  At the end of this module, you will have:

• Module 2A: Investigated emerging pedagogies, technologies, and resources associated with your discipline by focusing on already created videos and resources you can reuse
• Module 2B: Reflected on disciplinary concepts or bottlenecks that cause problems for your students and may be prime targets for a flip redesign
• Module 2C: Compiled a collection of ideas and examples about innovative teaching in your discipline using a free product called Diigo.

9/22 - 9/28  Module 3 - How do I create an online lecture video? What tools are available?
Flipping the class puts what used to be 'in' the classroom (typically the lecture) 'out' of it (that is what this module is about), and what used to be 'out' of the class (typically examples, peer learning, homework) 'into' it. You will find out about the types of videos that can be created, and you will create videos of your own/

Module 3 Objectives:  At the end of this module, participants will have:

• Module 3A: Decided what type of video they want to create.
• Module 3B: Selected, Played With, and MASTERED! technology 
• Module 3C: Posted and Received student feedback on one example.

9/29 - 10/5  Module 4 - If I am not lecturing in the classroom, what should I be doing?
Active learning is a great strategy to include in your classroom that involves anything that engages all students in active thought in the classroom.  Talking with peers, trying out problem solving strategies, etc. are all ways that engage students more deeply in the classroom.

Module 4 Objectives:  At the end of this module, participants will have:

• Module 4A: Articulated active learning strategies that work in their discipline
  
• Module 4B: Tested out new active learning strategies with their peers
• Module 4C: Tried active learning strategies in their classroom (if teaching)
  

10/6 - 10/12  Module 5 - How do I integrate flipping strategies into my course?
The purpose of this module is help you start thinking about what a flipped course design in your discipline might look like and what you hope your students will achieve by the end of your flipped course.

Module 4 Objectives:  At the end of this module, participants will have:

• Module 5A: learned about backwards course design and the elements of a quality course (QCF)
  
• Module 5B: designed and aligned student learning outcomes, assessments and teaching and learning activities for either one small flipped topic/concept or for a full flipped course, and
  
• Module 5C: reflected on your flipped course design or learning activity experience and share with your peers

10/13 - 10/19  Module 6 - So I flipped my course, how do I find out if students benefited from this approach? How do I collect data to evaluate my flipped course activities?

In addition to designing, building and teaching the flipped course course, instructors should also consider what data they need to monitor and improve the learning environment. The assessment of student learning outcomes, as you learned in module 5, are measured through the actual assignments designed into the course by the instructor and completed by the students. However, there are many other potential sources of information that can aid in evaluating the overall quality and effectiveness of the course. It is recommended that instructors gather information from several different sources in order to increase the validity of the evaluation results and to ensure that decisions about course revisions are evidence-based.

Module 6 Objectives:  At the end of this module participants will have:

• Module 6A :Reflected on your own experiences as a learner in this course and provided feedback data for improving this course design on flipping the classroom
• Module 6B: Aligned assessments with the flipped ideas, activities or course you have designed
• Module 6C: Reflected on and designed strategies for evaluating your flipped classroom environment
  

The Alignment Grid  (Alignment Grid Download Download Alignment Grid Download

In module 5 of this course you will create an alignment grid as a way to visualize how the assessments and teaching and learning activities you have designed align to course objectives/outcomes. Here is the alignment grid we developed for this Teaching Flipped Course:

At the end of this flipping the classroom faculty development course, participants will be able to: