The desire to take transmission out of the classroom and replace it with contructivism is not unique to a discipline or a educational level.

1. Introducing - Flipped Learning
What is it? Why use it? How does it work?
Prof Simon Lancaster
S.Lancaster@uea.ac.uk
@S_J_Lancaster

2. What percentage of their previous
studies can students remember
when they get to University?
A. > 90
B. 70-90
C. 50-70
D. 40-50
E. 30-40
F. < 30
17% 17% 17% 17% 17% 17%
> 90
70-90
50-70
40-50
30-40
< 30

3. Freshers 'forget 60% of their
A-level studies'
“Secondary education has become increasingly
politicised, which involves greater emphasis on testing
and results of tests” Dr Harriet Jones, University of
East Anglia

4. Our Priorities
Student Experience
The transition to higher education
Effective pedagogy facilitated by technology
Small group sessions
Assessment for learning & prompt and constructive feedback as
feedforward

5. What do we mean when we talk
about the transition to university?
School University
Children Adults
Supported environment Independent environment
With all this going on we expect them to make an academic transition as well.

6. Do you know what a MOOC is?
A. Yes
B. No
50% 50%
Yes
No

8. PreUniversity Skills
Programme

9. A pragmatic progression
Screencasts
Vignettes
Lecture Flipping
Peer Instruction

10. Do you Screencast?
A. Do I what?
B. No and no interest
C. No
D. No choice, institutional
policy
E. I’d like to but it’s too
technically difficult
F. Yes
0% 0% 0% 0% 0% 0%
Do I what?
No and no interest
No
No choice, institutional p...
I’d like to but it’s too tec...
Yes

11. ‘Screencast’?
A screencast is a recording of the evolving image on the
screen during a presentation synchronised with the
speaker’s audio narration.
We record using Camtasia Studio but other solutions are
available.

12. ‘tis easy

13. Strengths and Weaknesses
Learning aid
Assistance for students with
disabilities and learning
difficulties
Revision aid
Illness contingency
Self observation
Recording ‘quality control’
Logistics and resources
Time Consuming
Preparation
Editing
File creation and
maintenance
Discourages lecture
attendance?
Discourages note taking?
Lazy revision?

14. What is absent in a screencast
versus a live lesson?
A. Charisma
B. Claustrophobia
C. Agoraphobia
D. Intimacy
E. Interaction
F. None, they are equally
good
0% 0% 0% 0% 0% 0%
Charisma
Claustrophobia
Intimacy
Interaction
None, they are equally...
Agoraphobia

15. ‘Vignette’: covering a critical
concept augmented by an
interactive component.Vignettes
‘

16. Student comments on
Faculty Authored Vignettes
“Staff vignettes are great revision tools because they
are recorded well and the information is clear and
concise!”
“Good revision tool because if you haven't completely
understood something in the lecture or when revising
then you can go to that place in the vignette and listen
to the explanation again!”
“All lecturers should do it”
“Would be more effective if lectures were recorded as
vignettes that are only 5 minutes long”

17. What is the default copyright status of
everything published on the internet?
1. All rights reserved
2. Non commercial use permitted
3. Attribution required
4. Copyright free
0% 0% 0% 0%
All rights reserved
Non commercial use per...
Copyright free
Attribution required

18. Alternative copyright Licensing

19. Open Educational Resources
ScoopIt

20. Do you ask your students to
prepare and present
presentations?
A. Yes
B. No
0% 0%
Yes
No

21. The student authored
vignette model
1. The students are paired and allocated a
revision topic.
2. Each student pair prepares a presentation to
be critiqued by their peers and instructors.
3. Each pair delivers a presentation to their
peers and the session is captured using
Camtasia Studio.
4. Each student pair creates a vignette from
their screencast or a subsequent recording.
5. The student authored vignettes are
published online to be used as a revision
tool.

22. Do wish you had more time for
interaction?
1.Yes
2.No
0% 0%
Yes
No

23. Are there parts of the course your
students “Don’t get”?
1.Yes
2.No
0% 0%
Yes
No

24. Are you ever frustrated by
persistent misconceptions?
1.Yes
2.No
0% 0%
Yes
No

25. Flipping: A Concept not a Recipe
• Choose an open
educational resource
(OER)?
• Ask students to
prepare a ScoopIt?
• Screencast?
Preparation
Engagement
• Challenge your
students
• Student source your
questions and your
answers?
• React to events

26. The UEA Chemistry model of
lecture flipping
Students are strongly encouraged to watch a screencast
recording of the (previous year’s) lecture the flipped lecture
is replacing.
They attend the timetabled teaching slot and are engaged in
as interactive and as ‘challenging’ a session as the ‘lecturer’
can muster using every audience participation device at their
disposal.

27. Which are genuine student
evaluation comments?
1. I really enjoyed the flipped lectures and find that revising that material
is much easier.
2. The flipped-lectures are a definite step in the right direction, away from
archaic lectures with little or no mental stimulus, towards a more
interactive learning experience that maximises learning outcome!
3. They were good fun as it was nice to have interaction with the lecture
as opposed to just being talked at, it was also nice having knowledge
of what you were talking about as we had already gone through the
material!
4. I think the flipped lectures were a really good idea because it was a
more interactive way to engage students into learning, rather than the
repetitive routine of having to listen to the lecturer work through a
PowerPoint presentation for an hour.

28. How should you react if you get a
spread of answers?
1. Move on.
2. Shrug, look disapproving and
move on.
3. Refer them to the notes and
move on.
4. Repeat your original explanation
and move on.
5. Repeat your original explanation
and poll again.
6. Invite the students to find
someone who disagrees with
them, discuss it and then poll
again.
0% 0% 0% 0% 0% 0%
Move on.
Repeat your original ex...
Repeat your original exp...
Refer them to the notes...
Shrug, look disapprovin...
Invite the students to fi..

29. What is the objective of a question
posed during a flipped session?

30. Where does most of the substance
of a mature oak tree come from?
1. The acorn
2. Soil
3. Rain
4. Air
0% 0% 0% 0%
The acorn
Soil
Rain
Air

31. Turn to your neighbour

32. Where does most of the substance
of a mature oak tree come from?
1. The acorn
2. Soil
3. Rain
4. Air
0% 0% 0% 0%
The acorn
Soil
Rain
Air

33. Which one of the three little pigs
built the most environmentally
sustainable house?
A. First little pig (straw)
B. Second little pig (wood)
C. Third little pig (brick)
0% 0% 0%
First little pig (straw)
Second little pig (wood)
Third little pig (brick)

34. Turn to your neighbour

35. Which one of the three little pigs
built the most environmentally
sustainable house?
A. First little pig (straw)
B. Second little pig (wood)
C. Third little pig (brick)
0% 0% 0%
First little pig (straw)
Second little pig (wood)
Third little pig (brick)

36. The Goldilocks Zone

37. Who is best placed to determine
the Goldilocks Zone?

38. Student Sourcing Questions?
Be open to students suggestions
Encourage students to submit questions for use within
flipped sessions
Seek answers from students and even draft new questions
‘on the hoof’

39. Why should anyone tweet?
To provide a novel
and very immediate
means of
communication with
students over a
particular topic or
module.
Building a network.
https://followerwonk.com/analyz
e/@S_J_Lancaster?op=fl
October 22, 2014

40. How do teachers use Twitter?
October 22, 2014

41. Conclusions Suggestions
Ask what you are adding by expecting your students to
attend.
Can you reduce your content sufficiently to allow enough
interaction?
Can you ever have enough interaction?
If you can’t then flip.
Start small but commit fully.
Question everything, especially the questions.
Try Peer Instruction…
Seek (possible) answers from the floor.
Relinquish as much control as possible and enjoy the ride.

42. Acknowledgements
Prof Eric Mazur
Dr David Read
Prof Simon Bates
Dr Ross Galloway
Dr Anna Wood
Prof Tina Overton

43. More than anecdotal evidence
Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle
K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary
Pat Wenderoth Active learning increases student
performance in science, engineering, and mathematics
PNAS 2014 ; published ahead of print May 12, 2014,
doi:10.1073/pnas.131903011

44. Action Learning Activity
Design a question in the Goldilocks zone