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Ravi, my votes would go:
1. I like the image in Noreens post of an overview of flipped learning -  https://www.heacademy.ac.uk/system/files/resources/info_-_flipped_learning_-_final.pdf

2. Video from Lukshmy on tips for Flipped learning "Top tips on flipped classroom "

3. The blog on "End of a love affair" as a different viewpoint.

Thanks fascinating reading from everyone.

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ali- I vote for fredi's post in bottom right as an useful intro, Ravis post on the end of a love affair, and the managing students who haven't done the pre work ? but open they all seem like good resources and not much between them. 

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ali- I vote for fredi's post in bottom right as an useful intro, Ravis post on the end of a love affair, and the managing students who haven't done the pre work ? but open they all seem like good resources and not much between them. 

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Ravi: A fascinating article about how a class started with flipped classroom approach - but things changed over a year and it is no longer used, however the ethos of learning remains in place, students decide themselves now what they need to learn about. Main reasons why she doesn't use it anymore (from article):
1) I dislike the idea of giving my students homework.
2) A lecture by video is still a lecture.
3) I want my students to own their learning
4) My students need to be able to find and critically evaluate their own resources

To me this sounds like the panacea of education, I cannot imaging this happening without the initial spark from the flipped classroom.

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A little over a year ago I wrote a post about the flipped classroom, why I loved it, and how I used it. I have to admit, the flip wasn't the same economic and political entity then that it is now. And in some ways, I think that matters.

Here's the thing. When I recently re-read the post, I didn't disagree with anything I'd said. Yet my brief love affair with the flip has ended. It simply didn't produce the tranformative learning experience I knew I wanted for my students .

When I wrote that post, I imagined the flip as a stepping stone to a fully realized inquiry/PBL classroom. And the flip's gradual disappearance from our learning space hasn't been a conscious decision: it's simply a casualty of our progression from a teacher-centred classroom to a student-centred one.

What is the flip?

The flipped classroom essentially reverses traditional teaching. Instead of lectures occurring in the classroom and assignments being done at home, the opposite occurs. Lectures are viewed at home by students, via videos or podcasts (found online or created by the teacher), and class time is devoted to assignments or projects based on this knowledge. In theory, this sounds terrific.

When I first encountered the flip, it seemed like a viable way to help deal with the large and sometimes burdensome amount of content included in my senior Biology & Chemistry curricula. So many times in the past I had thought what many science teachers must think: "I'd love to do more hands-on activities, but we have to get through the content first." The flipped classroom might offer a solution.

My flipped experiments

I first encountered the flip in a blog post. At the time, it was a relatively new idea (at least in the K12 world). There weren't any websites or books devoted to it. And while the particular post I read was actually expounding the virtues of traditional teaching vs. the flip, I thought, "Flipping could actually work."

My students loved the idea of trying something that very few other students were doing. Some of my students even benefited from watching and re-watching videos. Even so, we used it sparingly. We never moved to an entirely flipped classroom that required my students to watch lecture after lecture, day after day, by video. Even so, when we did "flip," it felt more like we were juggling the traditional lecture around than moving forward into a new learning paradigm.

We began to shift

As I shifted my classroom from teacher-centred to student-centred, my students began to do lots of their their own research. Sometimes this resulted in them teaching each other. Sometimes they created a project with the knowledge they were acquiring. But the bottom line was that their learning had a purpose that was apparent to them, beyond simply passing the unit exam.

What was my role? I helped them learn to learn. I prompted them to reflect on their thinking and learning, while at the same time I shared my own journey as a learner. I helped them develop skills such as using research tools, finding and evaluating sources, and collaborating with their peers. My goal as a teacher shifted from information-giver and gatekeeper to someone who was determined to work myself out of a job by the time my students graduated.

The flip faded away

As this new way of learning played out over time, my students found they didn't need me to locate or create videos for them. Instead, they learned how to learn, and they were able to find their own resources. For me, this was a much more important skill than following my directions or using the resources I told them to use.

As this shift occurred, the flip simply disappeared from our classroom. It took almost a year for me to notice it was gone. Instead, our classroom had become a place where students discovered and shared their own resources, while engaging in projects with each other. There was no need for me to assign video homework or create portable lectures. It all happened during class.

Lest anyone think we were able to do this because we learn in a high-tech school, that's not the case. We weren't a 1:1 classroom. We used whatever devices my students had, which often was a couple of iPads, a few computers, and student cell phones. There were students who didn't have a device, so other students shared. We made it work and everyone learned.

The flip is gone for good

While I may not have intentionally removed the flip from my classroom, I would never resurrect it. Here's why:

1) I dislike the idea of giving my students homework. Really? Yes. Students spend over five hours a day engaged in academic pursuits. I think that is enough. Recently I've been reading Alfie Kohn's book The Homework Myth. He has mined the research on homework thoroughly, and - overwhelmingly - it shows that homework has no long-term impact on academic achievement. That's likely shocking to some teachers.

But beyond this, I think there's more to life than being engaged in academics. Students need to participate in a variety of pursuits - sports, music, drama, meaningful jobs - to fully develop all of their talents and discover areas of interest. Furthermore, students need to spend time with their families. What right do I have impinge on this?

2) A lecture by video is still a lecture. This summer I had the opportunity to speak with a superintendent from a division outside of my own. He was curious about the flipped classroom. We were with a group of educators and he asked if anyone present had used it. Since I was the teacher with the most experience with it, I spoke about what it looked like in our classroom. Mostly I talked about inquiry learning and student choice.

At the end, he looked at me and said, "So the videos - did you make your own, or use ones that someone else had made?" My immediate thought was, "you don't get it." I was candid: "If you think it's only about the videos, then you have a really shallow definition of what this could be. The real power is when students take responsibility for their own learning."

Of course, the reality is that many if not most teachers who opt for the flipped classroom strategy are not pursuing a student-centred approach to teaching and learning. The traditional model of learning is simply being reversed, instead of being reinvented. The lecture (live or on video) is still front and center.

Learning isn't simply a matter of passively absorbing new information while watching a lecture on video; new knowledge should be actively constructed. When we shifted to a student-centred classroom, my students took control of their learning, and I quit lecturing. I haven't lectured in almost two years.

3) I want my students to own their learning. It's been stated that "At its most basic level, the flipped classroom gives students more control over their educations, allowing them to start and stop or rewind important lectures to focus on key points." To me, this isn't giving students control over their education, although it may be creating new markets for content-oriented videos and related materials.

In our classroom, we sit down with the curriculum, and students actually see what the outcomes and objectives are. We then have a dialogue about what my students' learning might look like. They have a choice over what order they are going to work on outcomes, how they are going to learn and reach those outcomes, and how they are going to show me what they have learned.

As my students worked with me to invent our own version of student-centred learning, we realized that the three questions every student in our classroom had to answer were: What are you going to learn? How are you going to learn it? How are you going to show me your learning? This became our mantra - our framework for learning. This is what it means to give students "control over their education."

4) My students need to be able to find and critically evaluate their own resources. Consequently, if I'm continuously handing them resources, they are not going to learn this skill. It's more important for my students to learn to learn than to absorb the content in any video I might make and hand to them, with most of the thinking already done for them.

What did our classroom become instead?

Last year in my Chemistry class, our last unit was on Stoichiometry, which, essentially, is chemistry math. We had approximately 10 concepts to learn in 8 weeks. Each concept built upon the other, so there was a specific route we had to follow for it to make sense. Beyond that, how we got there was completely open.

I told my students we had 10 concepts to learn in 8 weeks. They could work at their own pace, with whatever resources they chose, but in the end, we all needed to be done in 8 weeks when the semester ended. On the first day we all started in the same place. I had provided a rudimentary outline of the concepts we needed to study on our wiki (which we'd been using all semester to create our own digital textbook). My students chose the resources that helped them learn best. Throughout the 8 weeks, students sent me the ones they considered "best of the best," and they were added to our online textbook. And it really was "ours."

What happened over the coming days is that my students fanned out. Some shot ahead because they found the initial concepts quite easy. Others needed to hunker down to really grasp them. My students differentiated their own instruction. They worked at their own pace, since they chose their own resources. They could do extra work at home if they felt it necessary.

I talked to every student every day. I could look at their work, have them articulate their thinking process, and see where they were struggling. I could spend time helping those who really needed it. The thing I find about Chemistry is that many students lack the background knowledge to begin to make the neural connections that are essential for understanding it. Some students experience a great deal of cognitive dissonance, and when they do, we talk about that in the context of their brain development.

To work through the concepts, some chose on-line stoichiometry sites, others preferred pencil and paper, and still others constructed models of their thinking. One student decided to use a traditional textbook. The students who needed to talk through their thinking could do so with their peers or with me.

Essentially, they needed to construct theories as to how stoichiometry works, rather than watching a video and memorizing the equation. As Alfie Kohn states, a learning environment that promotes constructing knowledge "treats students as meaning makers and offers carefully calibrated challenges that help them to develop increasingly sophisticated theories. The point is for them to understand ideas from the inside out."

That's how most people learn best, learning things from the inside out, and I don't think lecture videos promote this.

Was it chaotic?

No. The thing that I didn't expect was that my students created flexible groups, depending on what they were working on. They found peers who were working on the same concept they were, so that they could help each other. Sometimes they realized who they couldn't work with on a particular day, and found a different group of peers to work with instead. And to solidify what my students were learning, we engaged in hands-on activities and labs that actually used the Chemistry concepts they were studying.

For the first time, none of my students were left behind. Everyone learned Chemistry. Everyone received credit for the class. And my students became more adept at research, thinking, collaborating, problem solving, and reflecting on their own learning. Everyone finished on time.

It's not about fads - it's about ownership

I've learned that inquiry & PBL learning can be incredibly powerful in the hands of students. I would never teach any other way again.

When students own their learning, then deep, authentic, transformative things happen in a classroom. It has nothing to do with videos, or homework, or the latest fad in education. It has everything to do with who owns the learning.

For me, the question really is: who owns the learning in your classroom?

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A little over a year ago I wrote a post about the flipped classroom, why I loved it, and how I used it. I have to admit, the flip wasn't the same economic and political entity then that it is now. And in some ways, I think that matters.

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Flipped Classroom: When it Fails and Why

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Flipped Classroom: When it Fails and Why

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Ravi: A personal experience of flipped classroooms going wrong at amedical school. Main issues were:
1. Size of the class to allow for interaction in the class activity
2. Preparation and willingness of the teachiing faculty
3. Appropriate technology and planning.
Wonder if this reflects on us at Imperial at all?

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Recently, the university I attend switched from the traditional didactic format to a "flipped classroom." A flipped classroom shifts class time away from a lecture format to a more discussion based, allowing exchange between students and professor, as well among students. Ideally, the flipped classroom format allows students to come to lecture with a broad knowledge of the subject at hand, and during the lecture hour, the professor helps to hone this knowledge and contextualize the information in a way that will make the students understand it better. However, in its practice, it can become a shifting of responsibility teaching from the professors to the students alone.

When I heard that we were switching to a flipped classroom format, I was excited. The college I attended was a big proponent of the flipped classroom. In my experience, I felt that coming to class prepared and ready to discuss the day's material was a good way to stay engaged, build a rapport with professors, and to understand the subject from different viewpoints by listening and discussing with my classmates. The most excited amongst us were the deans, building their model off of those used at other institutions that had since seen double digit increases in board scores. Obviously, everyone was excited to jump into this new format in the hopes that we would see the same success, but we did not expect how difficult it would be to make the transition.

The practicality of bringing this format to our medical school had a few barriers to breach, not the least of which being the class size. In my experience (in undergraduate college), the flipped classroom tends to work best in a class of roughly 10-20. Our class has 165 students. Within the single 50 minute lecture period, it would be almost impossible for everyone - or even a meaningfully large proportion - to have their voice heard and give feedback. As it is now, class time interaction mainly consists of professors posing a question relating to the class, calling on a random person from the audience, and that student answering the question. There isn't any meaningful discussion and there isn't any significant dialogue. To add to the frustration, roughly five minutes per lecture hour are spent silently waiting for a microphone to pass to the selected student and waiting for the student to organize his or her thoughts. Almost daily, we sit through a painfully uncomfortable interaction with a student who sincerely does not know the answer to the question and a professor who sincerely wants to get an answer out of them.

Really, I can't blame them. I am a relatively confident speaker, but even when I am called on to speak in front of an audience of 165 on a subject that I barely understand, I find it nerve-racking. The faculty wants to ensure that there is sufficient student contribution in class, so the professors have had to reduce their in-class teaching time significantly.

Additionally, to convert their lectures to this new format, professors have had to adapt to new technologies, such as in-class polling systems and quizzes, and must integrate them into their lectures. Although this comes naturally for some professors, others who have been giving the same lectures for years have had great difficulty using and incorporating new systems. What makes this even more difficult is that this shift was only announced at the beginning of the school year. Instead of having a summer to convert their lectures and learn to use the new technology, many professors have had to learn as they go by trial and error. What limited instructional time we have is even further limited by technical inadequacies. The students have been caught in a perfect storm of excessive pre-study, poor class direction and inefficient use of class time. In the past months, the on campus atmosphere has become increasingly tense and the student-professor relationship has become increasingly strained. In our own limited case, it seems that the flipped classroom is an ideal that is destined to fail.

All this being said, a flipped classroom is not an inherently bad idea. In my undergraduate classes, I felt like I learned more and learned faster in flipped classroom environments. However, there are some key differences between the ideal flipped classroom format and the traditional medical school didactic format that must be overcome to make the conversion successful. The issues of technology and re-education of faculty are important and can be relatively simply addressed. Even something as simple as having professors training during the summer and giving professors the time and assistance they may need to adopt the new format should be sufficient. However, the most paramount issue is, unfortunately, also the most difficult; medical schools that would attempt to employ the flipped classroom must address class size. With an national average total class size of 125, it would take a complete overhaul of how classes are taught to reach a class size manageable for a truly interactive flipped classroom. To reach an ideal class size of roughly 15-25 (maybe up to 30), I would recommend that participating schools reorganize classes into blocks of students rotating through organ systems and basic science classes such that a single professor or a small core of professors is responsible for teaching a subject year round. I recognize that it is simply not economical for most medical schools to have full time professors and that most medical schools prefer to have practicing physicians on staff. The complicated and variable commitments of practicing physicians, as well as the cost of keeping professors on staff full time, is a rather significant upheaval of the traditional didactic format. If an institution is looking to successfully employ a flipped classroom, the classroom may not be the only thing that has to be flipped.

I am certain that the flipped classroom could be a great opportunity for us as medical students. We had a right to be excited about the idea of the flipped classroom. To give first and second year medical student the opportunity to engage and immerse themselves in new material from the first few days of their education could change how they interact with others and practice medicine for the rest of their careers. However, if your institution decides to attempt to employ a flipped classroom, I recommend you to be wary and to ensure that the students, faculty and everyone involved are prepared for the challenges ahead.

Contributing Writer

University of Tennessee Health Science Center

I am currently a medical student at the University of Tennessee Health Science Center, and a proud contributor to in-Training.

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Flipped Classroom: When it Fails and Why

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Ajay Major, MD, MBA (12 Posts)Founder and Editor-in-Chief EmeritusUniversity of Colorado School of Medicine My name is Ajay Major, a Class of 2016 graduate of Albany Medical College and an internal medicine resident at the University of Colorado School of Medicine.My journey into medical journalism and publishing began in April 2012 when I founded in-Training, the online magazine for medical students, and served as editor-in-chief for four years.

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Just-in-time teaching & Peer Instruction

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Just-in-time teaching & Peer Instruction

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Ravi: This is an intersting blog I came accross about methods to increase the levels pf participation and depth of participation from students using the flipped classroom technique. I have put the diagram but also the link to the full blog.
The author essentially allows the students to decide what is going to be taught in the f2f session through the feedback from the pre-reading. This means students have a genuine reason to carry this out to ensure the f2f session is valuable for them? (interestingly also uses participation to guide summative marking- not so easy in the medical school!)

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Managing students who have not completed the flipped classroom pre-class work

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Managing students who have not completed the flipped classroom pre-class work

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I found this article about techniques to manage stuents not doing the pre-clas work. However, thinking how we apply this in the medical school - I am not sure how it would apply? Can we really get the students to sit somehwere and do it during the class the so called "set up a corner" technique?

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Faculty Focus | Higher Ed Teaching & Learning

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In the previous article "Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work," I mentioned that one of the most frequently asked questions about the flipped classroom model is, "How do you encourage students to actually do the pre-class work and come to class prepared?"

A few days after the article was published, a reader emailed me to ask a follow up question. It's actually the second most popular question I hear from educators. She asked, "What do you do when students still aren't coming to class prepared?"

The flipped classroom model-or any active, student-centered learning model-relies heavily on students being prepared and ready to engage in the learning activities. If students are unprepared, then it limits what they can do, how deeply they can engage with the material, and how meaningfully they can connect with other students. It also challenges you to determine how to proceed. Do you give a quick lecture to recap the pre-class content so everyone is on the same page? Do you give the unprepared students an alternative assignment? Do you kick them out of class? Do they earn an F in the course?

Your response to this question is based on your teaching philosophy and the type of classroom environment you want to create. For many Faculty Focus readers, I would guess the answer to all of these questions is probably "no." Many of us would prefer to pro-actively design the learning environment using strategies to promote learning and personal development instead of relying on punitive measures to change behavior.

So, what can we do to address the challenge of unprepared students? Here are five recommendations to start the discussion:

Have a conversation. Before you react too quickly, take a few days to identify exactly who is not prepared. Is it the same two or three students each time? Is it the same group or team of students? Do you see a trend? Are they only unprepared on Mondays, for example? Are the students resistant? Are they genuinely worried about not completing the assignment? Keep a record, and then have a conversation with the students. Ask them to make arrangements to stay after the next class. (Don't ask them to stay after today's class because they are most likely not prepared to do so and that will just create more friction between you and the students). Sometimes all it takes is a conversation with a student to find out what's going on and why they are falling behind. Then make a plan together to move forward. Once they realize they're on your radar, you may not need to do anything else

Review your pre-class assignment. The flipped classroom is a partnership. You and your students are working together. Your role is to design the learning experience. Their role is to come to class ready to participate in the learning experience. You plan the activities. They engage in the activities. You teach by guiding from the side. They learn by doing. One of your responsibilities is to design the pre-class assignment. Is it clear what the students are supposed to do? Is it too demanding? Does it take too much time? Is it confusing? Could it be organized more effectively? Sometimes a simple adjustment in the pre-class assignment is all you need to do to improve student preparedness.

Proceed as planned. If you give a quick lecture to recap the pre-class work, you will be giving a quick lecture in every class from now on. Try not to fall back to that approach. Proceed with your activities just as you planned. This will show students who are unprepared that class time will not be derailed by their lack of preparation. Be sure to show students the value of the pre-class work. How are they using the pre-class work during class time? How does the pre-class work help them finish the in-class work more efficiently and effectively? What parts of the pre-class work are being applied during class time? How are you recognizing students for their preparation? The unprepared students will see the value of the pre-class work and hopefully this will motivate them to be prepared next time. And, if your activities rely on group work, use the power of peer pressure. Most group members will not tolerate someone being chronically unprepared.

Re-think participation grades. If you build in participation grades as part of your grading policy, then make "completing pre-class work" a significant part of the participation and final grade. This will give you more flexibility in determining what counts as "participation" and how you choose to respond. This approach also permits students to have more control over their choice in whether to come prepared. They know the consequences in terms of how their lack of preparation affects their grade. You may consider other policies such as a "free pass" on one pre-class assignment. After all, life happens. Even your best, brightest, and most well-prepared students can have an off day.

Set up a corner. A couple of years ago, I led a faculty development workshop at a university, and one of the faculty members shared this strategy for managing unprepared students. She said she had success setting up a corner in the front of the room where students who did not complete the pre-class work would go to finish their assignment during class time. This approach allowed students to catch up, but if the pre-class assignment took longer to complete than class time, then they had to figure out a way to complete the in-class work on their own time.

Download the free report "Blended and Flipped: Exploring New Models for Effective Teaching & Learning." Get your copy now "

When students are unprepared for the learning activities, it can cause stress for both you and the other students in the room. With these five recommendations, hopefully you can address why students aren't prepared and help support them in recognizing their role and their responsibilities in this type of learning environment. I always say, "Just as you are learning how to teach in this way, your students are learning how to learn in this way."

These recommendations are designed to start the conversation. What other approaches do you use when working with unprepared students in the classroom?
Barbi Honeycutt is the owner of FLIP It Consulting in Raleigh, N.C. and an adjunct assistant professor at NC State University. Connect on Twitter @BarbiHoneycutt or the FLIP It blog.

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Five Ways to Motivate Unprepared Students in the Flipped Classroom

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In the previous article "Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work," I mentioned that one of the most frequently asked questions about the flipped classroom model is, "How do you encourage students to actually do the pre-class work and come to class prepared?"

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Overview of flipped classroom for medical education

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Overview of flipped classroom for medical education

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An interesting summary of flipped classroom for us medics, with some learning theory attached and ideas of what the pre-assignment and classroom assignment could entail.

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This short video introduces the concept of flipped classroom in medical education. The comparison is made to existing curricular formats (e.g. TBL).

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The flipped classroom for contemporary physicians: a  multi institution collaborative?

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The flipped classroom for contemporary physicians: a  multi institution collaborative?

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Yasmin Grant: Prober and Sam Khan (TED talk posted elsewhere on this padlet) suggest the flipped classroom could be enhanced by cooperative efforts aamong medical schools

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Yasmin Grant: Charles Prober, MD at Stanford Uni believes the flipped classroom model encourages more effective learning. One reason he postulates is that there is consistency e.g. in the format of video presentations regardless of the content. In a lecture situation, content can be delivered via a variety of formats, which may leave the learner confused. For example, if you have 50 minutes to deliver a lecture, some professors use up to 150 slides. This may drive a delivery pace that is difficult for many students to follow.
http://www.ascopost.com/issues/september-10-2015/the-flipped-classroom-swapping-the-traditional-lecture-hall-for-an-online-version/

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Yasmin Grant: an NEJM article which states the Department of Education in the US concluded' ' on average, students in online learning conditions perform modestly better than those receiving face-face instruction'

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Effect of surgical knot tying in a flipped classroom 

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Effect of surgical knot tying in a flipped classroom 

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Posted by Yasmin Grant

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https://www.facs.org/~/media/files/education/aei/presentation/_3%20liebert_surgery%20core%20clerkship.ashx

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Struggling to edit my padlet name when posting comments & resources. Can anybody help? Thanks, Yasmin

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Posted by Y
asmin Grant

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ali- using ppt and audacity to make a video

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ali- using ppt and audacity to make a video

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How To Make Your 1st YouTube Video With Powerpoint

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http://www.videowithpowerpoint.com/ - Free Powerpoint Video Maker's Toolbar https://gumroad.com/videowithpowerpoint/ytoffer - NEW Powerpoint Cource 2017 - 20% Youtube special https://compelling.tv/onehourvideosystem - RAPID POWERPOINT VIDEO CREATION! https://compelling.tv - FREE RESOURCES FOR THIS TUTORIAL! If you've never created a video before, this is a straight forward tutorial on how to create a simple but effective video on YouTube, and convert viewers of that video to your website.

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ali- making video with explain everything

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ali- making video with explain everything

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Making Flipped Class Videos With Explain Everything

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ali- this is a nice TED video from salman khan 

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ali- this is a nice TED video from salman khan 

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Let's teach for mastery -- not test scores | Sal Khan

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did this last week for a few hrs, but it has saved nothing. technology is great but can malfunction.

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Let's do some brainstorming together. Lukshmy and Noreen, you both work in the same context. Can you see any examples when the traditional format of flipped classroom would apply. Do you ever ask your students to prepare something in advance? How unpredictable is the teaching?

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I had a look at this - it shows if the students have read material and then there are on line quizes etc.  This is a free site but there might be a way to do something similar on blackboard - which I may not be using to full potential.  Looks like it allows students to vote as well.  Does anyone use any sites like this? Or possibly know if blackboard has this function

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Advantaged and disadvantages of flipped classroom

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Advantaged and disadvantages of flipped classroom

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A short abstract with evidence of advantages and disadvantages in flipped classroom.

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ADVANTAGES AND DISADVANTAGES OF FLIPPED CLASSROOM: STEM STUDENTS' PERCEPTION - IATED Digital Library

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Information about the paper titled "ADVANTAGES AND DISADVANTAGES OF FLIPPED CLASSROOM: STEM STUDENTS' PERCEPTION" at IATED Digital Library

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I found this interesting video highlighting common problems with flipped classroom and solutions to these. As a group do we have any concerns about flipped classroom? Are we as teachers prepared to take a risk and try something new or is there a comfort in sticking to what we are used too. Perhaps as teachers we need a forum to share our own fears and concerns for trying out something new. What do you think?

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The Flipped Class: Overcoming Common Hurdles

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Flipped classroom | Higher Education Academy

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Higher Education Academy frameWORKS - A shared point of reference for the sector

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I have found this article, there seems to be a lot on teaching the basic sciences in this way but I can't find anything on the clinical course. I wonder whether a flipped classroom is more suitable for certain areas than others?  I have also added a link to the HEA website which I thought had a few resources

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To make better use of the fixed amount of instructional time available to train doctors, Stanford and four other institutions are collaborating with the Robert Wood Johnson Foundation on an initiative to dramatically change medical education. They're doing this by reversing the traditional teaching method of classroom time being reserved for lectures and problem-solving exercises being completed outside of school as homework. This "flipped classroom" model aims to help students engage with the material that they're learning and create a foundational context for this new knowledge so they're more prepared to apply it at the bedside.

The above video describes the initiative and how educators are creating new interactive teaching tools to integrate the basic science curricula with the diseases, infections and conditions that students will see during their clinical training. As mentioned in a previous post on Scope, students have been involved in every step of the process to make sure the new curriculum is clear, compelling and relevant. "It's really rewarding to have this opportunity to impact the education of other medical students all across the country," Jennifer DeCoste-Lopez, a final-year Stanford medical student, comments.

Stanford is partnering on the initiative with Duke University, the University of Michigan, the University of California at San Francisco, and the University of Washington.

Previously: Stanford Medicine's Lloyd Minor on re-conceiving medical education, Flip it up: How the flipped classroom boosts faculty interest in teaching, A closer look at using the "flipped classroom" model at the School of Medicine, Using technology and more to reimagine medical education and Using the "flipped classroom" model to re-imagine medical education
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The scenario many of us learned in school is that two X chromosomes make someone female, and an X and a Y chromosome make someone male. These are simplistic ways of thinking about what is scientifically very complex.

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Using the "flipped classroom" model to bring medical education into the 21st century - Scope

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To make better use of the fixed amount of instructional time available to train doctors, Stanford and four other institutions are collaborating with the Robert Wood Johnson Foundation on an initiative to dramatically change medical education. They're doing this by reversing the traditional teaching method of classroom time being reserved for lectures and problem-solving exercises being completed outside of school as homework.

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Tim: ...an interesting musing about why learning should be enabled by technology not led or constrained by it.

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Ever since the inception of the VLE it feels like we have been asking ourselves this question. We await the next generation, the technology that will save us all from the tyranny of the VLE. VLE (or LMS for my American friends) systems are a divisive technology in education. Some people hate them, others love them, most tolerate them. The benefits of their use are still questioned and explored. So if we're not convinced that they are beneficial, why won't they die?

If you haven't read this post, titled Christ, I hate Blackboard written by user Davenoon please do. Not only is it hilarious, it demonstrates the level of loathing the VLE can produce.

"These are the words, if I could shit them into being, that I would use to catalogue the depth of my loathing for Blackboard." Davenoon 2014

The comments that follow the article demonstrate the dichotomy of feeling that surrounds the VLE. This post will not debate the virtues of Blackboard, Canvas or Moodle. What I am interested in is why we are still using them. How, given the speed of technical innovation in all other areas, the VLE remains very much unchanged from where it began.

We are asking the wrong question

We constantly ask what the next generation of each technology we use should do. Therein lies my issue, what it should do. What features it should have, what functionality we expect. But this narrows our thinking. Boils learning to a series of tasks and processes. Learning is much more complex than that.

So the question ought not to be why won't the VLE die, what the next generation should do; rather what do we want to explore. What pedagogies? What teaching methods and strategies? How will technology support or enhance those things?

We allow ourselves to be technology lead

This point really relates to the one above. We spend so much time worrying about the technology, why it doesn't work, why we hate it, what we want to see, what's next, that we miss the most fundamental thing.

Technology use is about people. Technology would be nothing if we didn't use it. It is that interaction between teacher, technology and student that we should be concentrating on. How can technology help to facilitate this interaction, how can it support or enhance it? We should ensure that the technology enhances, not detracts, from the humanity of the learning process.

Technology is created the wrong way

We are feature focused. Probably because that is the way our minds work. We think about activities, "I want students to do x", because really most technologies just replicate what we do. They rarely fundamentally change our activities, they might make something easier, sometimes technology even enhances an activity but it's rare that it replaces it entirely.

It's hard to escape this way of thinking and I'm not smart enough to suggest how we can do it. It is easier to think about features, "I want to be able to do x", as that is how we are conditioned. Imagine if we could. If our ideas were unbound from reality, to what currently exists and what is currently possible.

When VLEs were first created I'm sure they were answering a teaching need, chiefly the ease of access to materials for students, sadly since then 'the problem' appears to have been forgotten and what has been created seems to be a feature heavy unusable beast. Lots of features are being added without rationalisation or thought about how people actually use them or how they interact with 'real world' teaching.

We like things that reproduce what we already do.

VLEs were supposed to be a revolution. According to many the VLE would replace the lecture and, in the opinion of many doom mongers, the lecturer too. Students would all learn online without once meeting face to face and the University would crumble in to oblivion. That hasn't happened (yet) and I can't see any evidence of an appetite for that amongst the majority of the student body.

Neil Selwyn, in his 2013 book Digital Technology and the Contemporary University: Degrees of Digitization, describes technology as replicating what we do in the real world. The thought had never occurred to me but as I reflected I realised how true that is. We do in class tests, now we do them online. We used to hand in paper assignments, now we do that online. We ask students to discuss topics in class, now we use online discussion boards. We carry out our lectures and seminars online using video conferencing but we're still largely following the same format as a face to face session, it's just online. Yes in all of these examples the technology may have brought some efficiency or flexibility but it has made little fundamental change to our processes.

Change is easiest accepted when it's incremental and I have always found explaining the use of technology easiest when I relate it to something people are already doing. I'm not entirely sure we are ready for a revolution.

Adoption is a matter of culture change

Even if we had something different. We would need to change the existing culture and processes. If you've ever introduced something new in to HE, you'll feel the pain of this process. It is not quick, it's not painless and it certainly isn't easy.

Because we will never win

Even IF we could think of something different, some incredible revolutionary environment, I can absolutely guarantee someone would say it doesn't work for them. It doesn't suit their needs or their teaching style. So what we end up with is a bloated, mangled, customised behemoth to make sure that everyone is catered for. Then we receive complaints that it's bloated, mangled and customised and no-one wants to use it.

In my experience, when it comes to technology, we are never going to win.

ICT dictate what we do

Related to the points below, ICT in my experience largely dictate what we can and can't have. Rightly so, they need to make sure it works with their infrastructure, is sustainable and reliable. But why should we be shackled by their infrastructure? Should we be held back because they do not have the staff with the necessary skills?

Controversial I am sure but it has to be asked. Why do ICT think that they are experts on the learning process? On teaching? On students? They are the experts on technology, on infrastructure, networks etc. but they have limited experience in any other area. If this is what we need to move forward why should they be allowed to hold us back?

Other technologies hold us to ransom

Related to the point above the existing infrastructure will often not allow us to explore what we need to. We are limited by student management systems, timetable systems etc. that we want to plug-in to our environments but won't work with one another. This is the ICT departments headache and one of the reasons they can be dictatorial about what we adopt.

Our processes hold us to ransom

Neil Selwyn describes the VLE as a tool of management and surveillance. Another way for management to keep an eye on teaching staff. Again, I had never thought of it that way. It helps to explain the scepticism and mistrust that surrounds it. As the VLE has become part of management it has resulted in a high number of processes being integrated with the VLE. In many instances the VLE has become an absolute necessity for these processes to be completed. Once a technology is part of a process it's very difficult to remove it and even more difficult to persuade people that they can change it. We are creatures of habit.

We don't like change

And mostly because...

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If you haven't read this post, titled Christ, I hate Blackboard written by user Davenoon please do. Not only is it hilarious, it demonstrates the level of loathing the VLE can produce. "These are the words, if I could shit them into being, that I would use to catalogue the depth of my loathing for Blackboard."

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Tim: Another paper reviewing several reports on flipped learning in undergraduate chemistry. Although it's focused on chemistry, I think the results are relevant to other subjects.

One limitation is that only one model of flipped learning was used in all the reports: video pre-task, quiz, problem solving in face-to-face session.

A good point is that they provide data on student outcomes. A main effect seems to be on student retention rates, although some studies report an increase in grades too.

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Federico: You are right Monika we focussed only on the video preparation part. But it is the part that scares me the most since it is where I have to put most of the work. And have a video ready that should stay public in some way. If you make a mistake in a regular lesson it can slip by unnoticed but the video is there.

I've found this page that gives some ideas for the in-class activities.

Monika: That is really interesting, for me it is actually the other way round. I was always more worried about the class engagement aspect. I guess it's the pressure of creating a video of decent quality. Interestingly (for me), some research into videos on MOOCs shows that participants didn't really pay that much attention to the quality of video in terms of production. They were more concerned with the content that it was conveying so even a very basic talking head containing relevant information produced by an academic in their office was more appreciated over commercially produced resources that content wise weren't that relevant.

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In-Class Activities and Assessment for the Flipped Classroom | Centre for Teaching Excellence

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In a flipped classroom students engage with lectures or other materials outside of class to prepare for an active learning experience in the classroom.

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I find it interesting that the majority of the literature and the sources you are quoting deals with the aspect of the video but not so much how the classroom part of the session is transformed. The classroom part to me is the crucial part in flipping.

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Tim: As regards people not watching the video, I particularly liked your last link from edutopia.

The problem isn't so much people not watching, as people not paying attention. I know how it is, you start watching but get distracted. One great solution I found on a MOOC (and described in the link) is just to insert quick questions every few minutes. It certainly made me pay attention!

Monika: There is software (or used to be) called Zaption that lets you insert questions and tasks within a video and you can't proceed with watching it until you complete the task. Sounds like a similar thing was part of the MOOC that you completed, Tim. Some alternatives to Zaption are here - http://www.educatorstechnology.com/2014/02/8-good-web-tools-to-create-video.html

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Federico: I've also found this problem stated that was something I did not think before:

"I know as I'm teaching, I get direct feedback from my students by looking at their faces and gauging comprehension. I, as a teacher, don't get that feedback as I'm designing and creating my videos.”

Source: http://www.teachhub.com/pros-and-cons-flipped-classroom

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Federico: This is still on the problem of people not watching the video. I've found some posts discussing the issue, both in school and HE. It seems that mostly a quiz is the go to solution for it.

http://www.flippedclassroomworkshop.com/get-students-to-watch-flipped-videos-wsq-technique/

https://www.researchgate.net/post/Flip_Lectures-how_to_get_students_to_do_the_prior_learning2

http://www.howtolearn.com/2013/07/flipped-classrooms-ensuring-students-watch-at-home-videos/

https://www.edutopia.org/blog/flipped-learning-toolkit-common-hurdles-jon-bergmann

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Tim: Sorry, I can't edit Federico's posts, so have to add a separate post to comment.

I agree that the solution to people not watching the video is not to do that in class. In my view, a key advantage is to free up contact time for interactive work.

There must be better solutions - eg. have a quiz people must do before they come to the session.

Monika: Hi Tim, combining flipped classroom with team based learning (TBL)seems to work pretty well. TBL is technically a branch of flipped classroom. I don't know if you are familiar with team based learning but it might be worth exploring. TBL offers a structure to flipping, and checking whether pre-reading has been done. What we found at Imperial is that while students might come unprepared to the first session, they definitely do the work for the next one because it becomes clear that they cannot get involved if they don't do the work.

Tim: Thanks Monika. Yes, I am aware of TBL, and will be more so after the 'Introduction to TBL' I'm doing in a couple of weeks. I agree that the initial tests seem like a good way to encourage the completion of pre-work.

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What I wish I knew before I flipped my lecture

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What I wish I knew before I flipped my lecture

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Tim: An interesting view from a lecturer at UCL on using flipped lectures.

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Federico: I've also found a paper about Flipped Classroom in Programming Languages, which is my field.

Monika: Great - what did you find useful, interesting about it?

Federico: It presents the project of changing a regular course into a flipped classroom course and it also has a rich reference section.

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Federico: I've found this page which has some links to papers/articles, I haven't read them all so I can't vouch.

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Federico: This page here also has some good tools (free as well).

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For the past couple of weeks, I've spent some time addressing my earlier commitments to flipping at least some portion of my Language Arts classes. (You can learn about my ongoing saga at "4 Ways Flipping Forces Fundamental Change" and at "Why I Haven't Flipped...Yet"). Reading FlipYour Classroom by Jonathan Bergmann and Aaron Sams provided practical advice and a justification for flipping, Learning about the Stanford studies that suggest better results from flipping your flipping (that is, doing hands-on work in the classroom first, reinforced by flipped lessons at night) But, ultimately, what I needed to do was to dive in and try out some tools with my kids and my curriculum in mind. The unexpected result: I've had to acknowledge something I hadn't really thought about - I am a video-phobe.
C'mon, Everyone, Let's Flip
Stripping away all the hype and trendiness of "flipped classroom" movement, we must take a moment to acknowledge that it has brought two important changes to the way many of us think about education and instruction:

(1) The teacher-generated, DIY use of video to deliver direct instruction (lecture) provides opportunities for students to learn using a medium that engages them and allows them to interact, at the minimum, with the instruction by pausing and rewinding to learn more effectively and at their own pace;

(2) Moving some, if not all, direct instruction into an asynchronous learning environment (typically, "homework" time) allows the teacher to extend the classroom and re-think which kinds of instruction benefit the students best in each environment, the classroom or elsewhere.

Essentially, a "blended" teaching model is born.
Must We All Become "Talking Heads"?
I think, for most of us, a flipped classroom model usually brings to mind a "talking head" video of a teacher delivering a lecture or demonstrating how to do something with a screencast, partnered with face-to-face hands-on learning in the classroom. Bergmann and Sams are quick to point out that simply transferring a boring lecture to video will not transform anyone's teaching in a way that dramatically benefits students.

Some of us don't lecture all that much anyhow, so we have to think long and hard about what would actually happen in those videos. Some of us can't warm up to the idea of talking into a machine. Some of us are perfectionists with the media we create, and we just can't see how we can fit production of those Academy Award-winning films into our schedules without giving up every moment of our "free" time. And some of us are just plain camera shy.

Whether you dive in or resist the making of videos to make the flip happen, it's important to recognize that there are many more options available to us for delivering asynchronous instruction.
Testing the Tools
With this in mind, I purposefully chose tools that I could use easily and learn quickly without acquiring any special equipment beyond my laptop (which has a built-in video camera), iPad (which does not have a video camera - too old), and my iPhone. The variety of tools here, I hope, will provide a wide range of resources for teachers to consider as they address the aspect of flipping that matters to them most - that is, as they work out the best ways for students to learn with online tools vs. the best ways for them to learn face-to-face.

Against my personal inclinations, I did force myself to create a few "talking head" videos without massive preparation (even without make-up!) just for comparison's sake, and I soon learned that I am most comfortable with voice-overs, still pictures, and text. In the end, I found it's important to realize that the choice of a tool is quite individual and depends upon the lesson, the students, and the teacher.

Here's what I found out.
iPad/iPhone Applications Only
Explain Everything (iPad/iPhone, $2.99)

With this application, you start out with a board space (white, green, or...) where you can add text, pictures, video, or drawings. Next you record your voice-over for each slide you create. No account is needed for sharing lessons via email after you save to your photo library, a plus when working with younger students. This application allows for simple annotating and editing of the slide and voice-over elements. This is a good, all-purpose application, and, if you prefer, can be used without the "talking head" effect.

Video in Video (iPad/iPhone, free)

I couldn't test this app on my iPad, because it doesn't have a camera (too old - something to think about if you are having students use these applications since not all may have the latest, greatest devices). So I tried it out on my iPhone and easily combined a video of students working in class with a "talking head" in the corner explaining what was going on. I can see how this would be effective for narrating a process on display or for asking questions to generate student discussion or written response.

Sock Puppets (iPad/iPhone, free, upgrade to Sock Puppets Complete for $3.99)

Use your voice, or multiple voices, to create brief animated lessons delivered by Sock Puppet characters. Change out the background and props. You will need to upload to YouTube or Facebook in order to share. Too cute for words, right? Upgrade for more options. The puppets are the "talking heads" here.
"Cloud" (Laptop or Desktop) Applications
Use this basic screencasting tool to walk your viewers through whatever you do on your computer. Sharable via Screencast.com, with limited storage, it is especially good for brief how-tos (under five minutes). Upgrade to Snagit for more images and longer videos ($49.95). The very popular, top-of-the-line product for flipping lessons is Camtasia - where you get the whole nine yards for recording and editing screencasts and videos, plus the ability to include interactive assessments ($99, or schools can arrange for a site license). This tool allows you to be a "talking head" as much as you want.

VoiceThread (free, also available on iPad/iPhone)

This tool works like a narrated slide show. Students can add comments in text or writing as well. Your finished product can be embedded easily or shared as a link. This format is great for image-rich mini-lectures, though due to uploading issues, you are limited to shorter files on mobile devices. A limited upgrade is available to educators who apply. An educator's license allows you to set up class accounts for your students for $79 per year or $15 per month, "talking head" optional.

Mozilla PopcornMaker (free)

Create mash-ups that draw upon Soundcloud, Vimeo, or YouTube videos. I used this to make a fun teaser for our new elective celebrating reading and technology. (Unfortunately, annoying ads pop up in the midst of your video.)

Choose videos from the TEDEd files or add your own. Complete the lesson with questions and discussion prompts. Share the link for others to participate. Students will need to log in to interact with the lessons you create. I finished my first TEDEd flip, on the topic of innovation, in 15 minutes.

SooMeta (free)

This versatile tool can be used for digital storytelling (a kind of flipping, if you think abou tit) or for more traditional flipped lectures. You can easily search for and pull in media from the web, add your own voice recordings or music from Soundcloud, then embed your mini-lesson in a blog or wiki. You can add polls too. I used this to prompt student writing about their summer reading. I chose a voice-over over "talking head" video, but that's me.

FlipGrid (free)

This tool allows you to type a question and create a link for a "grid." Students respond to the question in video format (they're the "talking heads" this time) and are added to the "grid" of all the responses. Users must be 13 years old, but this tool could be a fun way to set up a lesson by getting students to think about and respond to a question at home. It might be great for building vocabulary in English or learning foreign languages. Warning: Users need to be able to use Flash on their devices, and they will need access to recording video as well.

9Slides (free, also available for the iPad)

This tool coordinates a professional-looking "talking head" video with your slides, syncing your information in both text and video formats. A free account allows you to create five talks. Upgrade with educational pricing is $9.99 per month. I produced a video for my students using the bare bones of PowerPoint and Photobooth on my iMac. I did have to share my video to iPhoto (to convert it to Quicktime) to get it to upload. Conveniently, you receive an email when your materials are ready for you to sync, (a conversion process that can take some time). Once everything is ready, this part of the process proceeds pretty easily. One interesting quirk is that you can't make a video private unless you purchase an upgrade. Still, this tool surprised me, despite the "talking head" aspect. I liked the professional quality of the side-by-side slides and video, especially for those who are practiced in giving presentations in a slideshow format.

Don't forget the rules for creating effective slide presentations, however. Teachers might learn a thing or two from Ken Krogue's Forbes piece on "Great Presentations: Tips from Great Presenters."
Choose What Works for You
Bergmann and Sams wisely point out that if flipping doesn't work for you, don't do it. We must think carefully about the choices we make with our students' time - and our own. The variety of tools available for creating a blended learning environment give us even more to think about as we search for the best ways to reach today's students. And, after all, that's the point.

Susan Davis is an education blogger, strategist, and consultant in Fort Worth, Texas. She also designs professional development programs for the Association of Technology Leaders in Independent Schools. You can follow her on Twitter @suludavis.

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10 Teacher-Tested Tools for Flipping Your Classroom - Getting Smart by Susan Lucille Davis - blended learning, digital learning, EdTech, flipped classroom, Online Learning, Teaching

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For the past couple of weeks, I've spent some time addressing my earlier commitments to flipping at least some portion of my Language Arts classes. (You can learn about my ongoing saga at "4 Ways Flipping Forces Fundamental Change" and at "Why I Haven't Flipped...Yet").

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Federico: This article should give a quick "how to" to flip a classroom, there is also a downloadable guide at the bottom.

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Flipped Classroom | Faculty Innovation Center | The University of Texas at Austin

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Like the best classes have always done, this approach supports instructors playing their most important role of guiding their students to deeper thinking and higher levels of application. A flipped class keeps student learning at the center of teaching.

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Federico: The first tool proposed here is Panopto, which Imperial College has: imperial.cloud.panopto.eu

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Hafsa Wajeeh, dtopgadgets

Have you "Flipped your classroom" yet? The flipped classroom is a useful technique that has moved lectures out of the class, and onto digital media. In doing so, teachers can drastically increase interaction time with their students. It also creates two unique learning environments instead of just one, and opens up the opportunity for students to ask questions, solve problems, and use technology in a meaningful way.

A number of tools are available that can be used to record lectures, including YouTube, Edmodo, Schoology, and Moodle. No matter what tool you're using, recording and uploading lectures, then hosting them for years to come has never been easier.

The first tool is Panopto. It is one of the most widely used class capturing tools, used in many K-12 classrooms and universities. To use this, you'll need a Panopto recorder installed on your classroom computer. With it you can easily record a class lecture, yourself, your PowerPoint presentations, and your screens. These recordings can then be uploaded to Canvas, and students can review these lectures later anytime they want.

If you are a teacher and you are using Panopto, you don't have to worry about uploading your lectures because it is integrated to a Course Management System, Canvas. Before start recording, you can choose to add archive to your course folder, and when you are finished with recording it will automatically be added to your course folder. It also allows you to send a live feed of your lecture recordings to your students.

Panopto is as useful for students as it is for teachers. As a student, you can search any lecture using related keywords. You can also take your own notes in a better way because you have the option to pause the lecture anytime. In this way you can understand and concentrate on the lecture more easily while working at your own pace.

Tegrity is another great tool that is used for flipping the class. It records each and every activity that is performed on a teacher's computer. Audio of the teacher can also be added by simply adding a microphone to the computer. If you add a web-cam, and a tablet you would be able to record the video of the teacher and his writing actions as well. Tegrity is also integrated with a Course Management System, Angel, so after completion of lecture recording, these are uploaded automatically for the students.

To use Tegrity, you don't have to change your teaching style. As a teacher or instructor, you can manage the number of students you want to share the recording links with, and can delete the recordings whenever you want, or save them for future.

As a student, you have freedom to find a specific portion of a lesson, bookmark it, and you can also send electronic questions to your teachers. This tool helps you access materials easily, even from your smartphone.

3. Screencast-o-matic

Screencast-o-matic is a tool that helps a teacher in recording everything they do does on their computer. They can also add audio to the recording with the help of a microphone. This tool can be especially helpful when teaching involves modeling the use of online tools and resources as students can effectively watch over the shoulder of the teacher.

As a teacher you don't have to install any software to use this tool, as it is run directly from the website. If you set up a free account on their website, you'll get 15 minutes of free recording, video uploading, and you can directly publish the recorded material to YouTube. If you purchase Screencast-O-Matic, along with unlimited recording and editing, among other features.

4. Camtasia Studio

This is one of the most popular class flipping tools, proving itself again and again in the classroom. With Camtasia, as a teacher you can integrate Power Point presentations, videos, flash cards, music, and even games to your lessons, or add different visual effects to them.

You can also edit your lessons that have been prepared using this tool. In the latest version of this high quality screen recorder, quiz creation and sharing has become even easier to boot.

5. Wikispaces

Wikispaces is an online tool that helps a teacher to prepare and save lessons online. This tool is being used by a number of teachers and institutions due to its simple interface and flexible use. And being free doesn't hurt, either. If you are a teacher it would be a lot easier for you to use this tool then setting up your own website.
Image attribution flickr user flickeringbrad

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5 Digital Tools For The Flipped Classroom

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Hafsa Wajeeh, dtopgadgets Have you "Flipped your classroom" yet? The flipped classroom is a useful technique that has moved lectures out of the class, and onto digital media. In doing so, teachers can drastically increase interaction time with their students.

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Federico: This post addresses one of the disadvantages I see in the flipped classroom: people not watching the video. However, the solution defeats the purpose in my opinion.

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Federico: This looked like a good introduction to the whole topic, sorry if it's too basic.

Monika: Hi Federico, nothing is ever too basic, it's a clear introduction and the links and articles at the end are quite useful for further exploration. Also the point they are making about whether flipped classroom is actually a new idea or is not could be a good topic for debate.

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Institute for Teaching and Learning Innovation

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