The term “flipped classroom” has become both familiar and increasingly more nebulous as its legitimacy is appropriated by companies like Coursera, Udacity, and EdX to construct a market for pre-recorded video lectures. Critics argue that the flipped classroom shifts attention away from engagement with primary evidence, constructing learning entirely around pre-recorded lectures and replacing reading with viewing. Advocates, including seminar leader Jen Ebbeler, point to the variable ways that a “flipped classroom” can be designed and argue that a flipped class can allow for more attention to reading, analysis, and higher-order problem solving. This seminar offered by NITLE looked at how we can incorporate the elements of the flipped classroom to enhance student learning as well as the quality of our instruction. It also examined some of the potential pitfalls and offered suggestions for avoiding them.

1. Dr. Jennifer Ebbeler
jebbeler@austin.utexas.edu
Associate Professor of Classics
University of Texas, Austin
6 November 2013
http://prezi.com/wlrxk5yn9gub/les
sons-from-a-flipped-classroom/

2. A) assign videotaped lectures, spend class
time on problem sets, discussion
B) reversal of traditional inside class and
out of class activities
C) redistribution of learning activities, to
emphasize active learning during class
D) a trendy but ill-defined term
E) All of the above

3. STRUCTURED ACTIVE IN CLASS
LEARNING
Intentionality

4. 

Ian Bogost, “The Condensed Classroom”
Jonathan Rees, “On Boring”
Derek Bruff, “Class time Reconsidered”
What is entirety of course content? What tools,
structure do I need to put in place to accomplish
objectives?

5. 



Assigned “Readings”
 Primary and
secondary
Problem sets/practice
questions
Discussion: live and
online
Lecture: pre-recorded
and live





Active, not passive
Variation
Technology serves
pedagogy
Good enough is best
Video as last resort
 Make your own
OR curate
carefully

6. INSTITUTIONAL


Tangible Resources
 Technology
 Instructional Design
and Assessment
Specialists
 $$ and Time for
Course Development
 Additional Classroom
Staff
Support for Risk-Taking
IN THE CLASSROOM

8. 


Students flip class,
not instructor or
course design
“Stealth” Approach
Incentivized
Structure,
accountability

9. FALL 2012 /SPRING 2013
FALL 2013

10. 







F 11
F12
A: 29.5
A-: 12.5
B+: 9
B: 16
B-: 9
C+: 4
C-F: 20
25
15
15.5
15.5
8
3
18
Sp 13
41
10
9
10.5
6
4
19.5