Small Steps towards a Blended or Flipped Subject

December 2016

SMALL STEPS

towards a Blended or Flipped Subject

FACULTY OF BUSINESS &ECONOMICS

Williams Centre for Learning Advancement

Five small steps you can make towards planning a Blended or Flipped Subject STEP

Start Small

1

Each time you deliver your subject, there will always be one topic that most of your students understand. This topic may be a foundational concept or even a high level concept but when you deliver, they just get it! This is the best topic for you to use as you begin trying to blend or flip your subject. If you want to brainstorm which method is best, please feel free to meet with a WCLA member.

Blend or Flip?

Once you select the topic deciding whether to blend or to flip is your next task. Opting to flip is always easier as there are many ways you can select to deliver your lecture: you can ask them to read the text at home, look at some

STEP

2

WHAT IS BLENDED AND FLIPPED LEARNING? Blended learning combines online delivery with the traditional face to face method to deliver the instruction. In a blended classroom a substantial proportion of the content is delivered online. The design of the course includes online discussions and typically has a reduced number of face to face meetings (Allen and Seaman, 2013).

Flipped learning focusses on how best to use class time with students. It reverses the traditional face to face learning environment by delivering instructional content, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom (Sams and Bergmann, 2013). In a flipped classroom, the delivery does not have to include technology. Here students can watch online lectures, collaborate in online discussions, read texts/research articles, and engage in concepts in the classroom with the guidance of a mentor.

References: Allen, I. E., & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Sloan Consortium. PO Box 1238, Newburyport, MA 01950.

Sams, A., & Bergmann, J. (2013). Flip Your Students' Learning. Educational leadership, 70(6), 16-20.

presentation slides you have created; review a video that you found online or even look at the video you created for the lecture. This step is the most important because it will take most of your time.

STEP

3

Try it!

Your next step would be to find the resources you need to create your flip or blended

approach. Using tools that are familiar to you can reduce your learning curve to implementing theDecember flip or blended 2016 approach. If you do want to use tools that are not familiar to you it is always best to seek the advice of those who have more experienced than you do. Talk to the WCLA members on what they would recommend. Their advice may include a colleague who you may know.

Test it!

STEP

4

Once you have created your blended or flipped solution ask a colleague, student or a WCLA member to test it. This is a key part of the process because you will get feedback that will assist in you adjusting to meet the learning needs of your students.

STEP

Review Again!

5 Finally, implement your blend or flip with a keen eye. You should welcome feedback and use the feedback to make tweaks to your solution. Your changed delivery will not be perfect the first time and will definitely improve as you make adjustments each time you offer the changed delivery.

Dr. Camille Dickson-Deane is an Educational/Instructional Designer for the WCLA. She assists FBE staff to transition their teaching from a face-toface setting towards flipped and blended modes. She also measures how these transitions affect teaching and learning in the Faculty.

W: fbe.unimelb.edu.au/wcla E: fbe-wcla@unimelb.edu.au