Originally presented at the 2015 NASPA International Convention.

1. Flipping Out
Concepts of Inverted
Classrooms for
Teaching and Training
with Paul Gordon Brown and Susan Marine

2. Susan Marine
Assistant Professor
Merrimack College
marines@merrimack.edu
Paul Gordon Brown
Adjunct Faculty
Merrimack College
www.paulgordonbrown.com
paulgordonbrown@gmail.com
@paulgordonbrown.com

3. #SAflipped
This session is Twitter-friendly.
@paulgordonbrown

4. Goals for this session.
Participants will be able to:
1. Recall research that supports the need for new approaches to
student learning and integration of technology into teaching and
training programs.
2. Detail the benefits and concerns related to the use of
classroom flipping concepts and digital technology in their
teaching and training environments
3. Identify classroom flipping platforms and related digital tools
that can be used in teaching and training and strategies for their
deployment.
4. Articulate the time, resource, and human capital investments
that must be made in order to create flipped learning
environments.

5. Outline.
Background
Example from Teaching
Example from Training
Technology
Q&A

6. Background.

7. With the traditional
methods...
The learning
is up here!

8. Lectures are
common

9. Structures divide the
student and the teacher

10. Technology and flipping helps
break down these barriers

11. Diverse learners
and
diverse learning
styles are better
accommodated

12. learning becomes a
co-constructed experience.

13. What is flipping?

14. Flipping uses class time smartly…
focusing on what it
is best suited for.

15. http://edumorphology.com/2013/12/unbundling-higher-education-a-doubly-updated-framework/

16. Easiesttoreplicateonline:

17. Hardertoreplicateonline:

18. Harder-ertoreplicateonline:

19. Hardesttoreplicateonline:

20. Why flipping, why now?
• Lecture technology vastly improved
• Greater calls for accountability
• Michigan study showed appreciable gains
for students who flipped
(Barrett, 2012)

21. Problem-based learning
• Flexible knowledge development
• Effective problem solving
• Self-directed learning skills
• Collaboration skills
• Intrinsic motivation
(Hmelo-Silver, 2004)

22. the catch
• Student evaluations may be lower
• Students learn more
• Is ‘not liking it’ worth the tradeoff of better
student learning?

23. The holy lecture: time to go?
• Video lecture is as effective as in-person
lecture for conveying information
(Zhang, Zhou, Briggs and Nunamaker, 2006)
• Students do watch the videos and come to
class better prepared (DeGrazia, et al., 2012)
• Shorter is better, and quizzes are essential
(Toto and Nguyen, 2009)

24. Comparison: Flip vs. Non-Flip
Day and Foley (2006) found significant gains
in achievement among students who watched
video lectures and completed a pre-class
worksheet versus the traditional in-class
lecture model

25. Example from Teaching.

26. Flipping the
Graduate Classroom
ED630: Higher Education and
American Society

27. Why did we flip?
• Heavy content made the course lecture
heavy, often unengaging
• Short time span (6 weeks) necessitated
rapid ability to process information
• Intro course, so setting the tone is essential
• Wanted to ‘mix it up’

28. Elements of the Flip
• Pre-class lecture
• Intro quiz at the beginning of each class
session
• Revisiting concepts after ‘instant scoring’
the quiz
• Three graduated activities per class period

30. Graduated learning example
• Pre-class lecture (history, 1800-1920)
• Jeopardy Game (learning/remembering)
• ‘nevermore college’- applying
• Democratization exercise– designing
effective inclusion strategies (evaluating/
creating)

31. Example from Training.

33. Components of a student
conduct training…
• Understand the Student Code of
Conduct and the Conduct Process
• Be able to confront an incident
successfully and write an incident report

34. Read through
the Code and
be able to
successfully
answer a quiz
Review results
with your
supervisor during
a subsequent
1-on-1 meeting

35. View a video of an
incident.
Review a sample
report that
highlights
important
components of a
successful report.
Write your own
report.
Get into groups lead
by pro staff and
returning RAs.
Review video.
Discuss the video-
RA’s approach to
confronting the
incident.
Review each other’s
reports and rewrite.

37. Behind
Closed
Doors

38. Technology

42. Blogs, Wikis, Podcasts and Facebook: How Today’s Higher Education Faculty Use Social Media 1
BLOGS, WIKIS, PODCASTS AND FACEBOOK
Mike Moran
Pearson Author and Chief Strategist
Converseon
Jeff Seaman, Ph.D.
Co-Director, Babson Survey Research Group
Babson College
Hester Tinti-Kane
Vice President of Marketing
Pearson Learning Solutions
A LWAY S L E A R N I N G
how today’s
higher education faculty
use social media
OCTOBER 2012

43. Blogs and Wikis
Podcasts
Facebook
LinkedIn
Twitter 3%
4%
8%
14%
22%
Faculty social
media use in
teaching

44. Institutional support
Time (learning or use)
Lack of integration with LMS
Inability to measure effectiveness
Grading and assessment
Separate course and personal accounts
Concerns about privacy
Integrity of student submissions
Perceived barriers to social media use by faculty
70%
66%
63%
54%
48%
42%
37%
33%

45. You don’t
Expert
have to be an

46. it takes
TIME

47. Q&A

48. Susan Marine
Assistant Professor
Merrimack College
marines@merrimack.edu
Paul Gordon Brown
Adjunct Faculty
Merrimack College
www.paulgordonbrown.com
paulgordonbrown@gmail.com
@paulgordonbrown.com

49. Flipping Out
Concepts of Inverted
Classrooms for
Teaching and Training
with Paul Gordon Brown and Susan Marine