Presented with Lynn Trinko (trinko.1@osu.edu) and Innovate 2013 (http://digitalfirst.osu.edu/innovate2013/ and https://storify.com/InnovateOSU/innovate-2013)

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Redesigning Originally Traditional F2F Lectures!

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Presenters
Lynn Trinko
Lynn Trinko is currently the Director of Educational Technology in
the College of Education and Human Ecology at Ohio State
University. Her research interests include: e-learning, interactive
videoconferencing, and communities of practice. She is a Quality
Matters and MERLOT Peer Reviewer.
Tracey Stuckey-Mickell
Dr. Tracey Stuckey-Mickell is a Lecturer at Ohio State University
and teaches courses in educational research methods and
educational psychology. Her research interests include:
Interactive learning technologies, learning & instructional
strategies, and learning/academic achievement in at-risk
populations. She has special interest in online/blended learning.

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Flipped Classroom
Features of a flipped classroom:
• Content is presented prior to class
• Typically videos and supplemental materials
are used in lieu of lectures
• Students spend class time actively working
on content

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A Reflective Moment:
Recognizing Need for
Change (Analysis)

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Risk-taking in the
Classroom: To Flip or Not
to Flip? (Analysis)

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Pros VS Cons
 Increased 1:1 teacher-student
interactions
 Students learn at own pace
 Encourages mastery learning
 Increases student-student
interactions; peer to peer
teaching
 Levels playing field
 Diagnostics and tracking
 Multiple modes of instruction
 No more make up assignments
 Adopting flip encourages
MORE screen time for
students; do they really need
it?
 Increased homework?
 Increases digital divide
 Increased development costs
 Still didactic lecture based
philosophy
 Teacher‟s role is diminished
 Students can‟t adapt to the
“flipped” environment

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The Decision To Flip,
But How? (Design)
Resources needed:
 Time
 Technology
 Content
 Patience

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Before you flip
 Think pedagogy!
 Use existing technology to ease faculty and students into the
flipped concept
 Be clear on expectations
 You are the promoter of the flipped model!
 Release control to the students
 Assess student‟s understanding of pre-class assignments
 Build assessments to complement flipped model

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Tools (Design)
Deciding on technology tools
 Camtasia, Adobe Connect, or Tegrity?
 Graphics tablet (for annotating visuals)
 Webcam?
Recommendations
 Consult Ed Tech professionals
 Do your homework
 Most tools have a learning curve
 Allow time to learn

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Organizing your content
(Design)
 Cognitive levels?
 Materials (text, lectures, media, etc.)?
 Homework?
 Structure of class time?

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The Experience of Flipping
(Development)
 Lectures
 Time intensive!
 Scripting, visuals, recording
 Activities--accountability and
interactivity
 Self-study questions
 “Burning Questions” (Carmen
Discussion Boards)
 Practice activities (formerly
known as „homework‟)

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Implementing the Flip
(Implementation)
 Summer and Fall 2012; EDUPL 6641
 Two meetings/week
 Meeting 1: Review SSAs; “Burning Questions”
 Meeting 2: Practice activities in groups

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Determining Success
(Evaluation)
 What worked?
 What didn‟t?
 How well did students
master content?

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Challenges/Opportunities
 Rigor of practice activities
 Student progress
 Student accountability and effort
 Effective collaboration with Lab TA

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Benefits
 Lower anxiety
 ADA –compliance (transcripts)
 Non-native English speakers
 Increase student control
 “Burning Questions”
 Better use of class time

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Next Steps
 Re-record with Tegrity
 Shorten length (8 min max)
 More rigorous practices
 Informal assessments
 Student accountability

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OSU Resources
 Office of Distance Education & eLearning
 Digital First http://digitalfirst.osu.edu/
 Exploring Learning Technologies Community (Meetings are
held the 3rd Friday of every month from 10-11:30AM in 143
Physical Activities & Education Services (PAES).
https://carmenwiki.osu.edu/display/eltcommunity/Home
 Your local Educational Technology team

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Resources
7 Things You Should Know About Flipped Classrooms (EDUCAUSE Learning Initiative,
February 2012).
These 7 points provide a quick introduction to flipped teaching, including benefits, drawbacks,
and implications for teaching and learning.
http://net.educause.edu/ir/library/pdf/ELI7081.pdf
The Flipped Classroom Infographic, Jeremy F. Strayer, Ohio State University (Retrieved
from KNEWTON).
Using visuals and graphics, this concise piece presents the concept, some examples, and the
results in one case study at the high school level. http://www.knewton.com/flipped-
classroom/
TED Ed: Lessons Worth Sharing
Take the three-minute video “TED-Ed Tour” to understand the potential of the hundreds of
engaging videos for teaching on this site, including ways to customize those on the site or
design “flipped classes” using any video from YouTube. The site offers a wide range of videos
in which educators and animators collaborate, plus explanations and directions for “flipping”
classes. http://ed.ted.com/tour

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Questions and Answers
? ?
?

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Contact us
Lynn Trinko
Trinko.1@osu.edu
Tracey Stuckey-Mickell
Stuckey-mickell.1@osu.edu