FlipCon13

Several flipped model lecture techniques are examined through quasi-experimental methods in an undergraduate economics course (Spring 2013) to ascertain the impact on learning outcomes. This presentation will discuss preliminary results of: chunking pre-made videos, temporal placement of online assessments, lecture capture videos, in-class feedback/activity modules, and the full flipping model. Data will include statistical comparisons of assessments to show any discovered impact on immediate and long-term learning outcomes, and tracking statistics from Blackboard regarding usage patterns of the online videos. The presenter(s) will discuss experimental techniques and statistical methods employed and the overall impact of the experiments according to the professor. Practical implications of this research and suggestions for further research will be presented.

Explore the effect of technology and group work on active learning, individualized instruction, and problem solving and communication skills. Be able to accommodate multiple learning styles and put students in charge of their education. Help every student individually, every class.

Planned Outcomes:
Instructors will learn strategies to enable the following outcomes:
Students become more engaged in material (active learning).
Instructor shifts responsibility for education to student.
All material is covered on time.
Individualizes instruction
Addresses multiple learning styles.
Students learn traits desired by employers.
communication –written and oral
work in groups
solve problems
show initiative
computer skills

This session presents results from the implementation of flipped learning in a linguistics course for pre-service teacher candidates. Both quantitative and qualitative data show that flipped learning resulted in increased comprehension, increased interaction, and increased critical thinking skills. The components of this flipped course included: interactive video, student research, class collaboration, and final video/Glogster project, with visuals showing examples for each component. This implementation of the flip resulted in a constructivist learning experience with students being active participants instead of passive recipients of learning. The presenter provides data from blogs, questionnaires, interviews, and exams from two semesters. Participants will learn how to create an effective, user-friendly and cognitively demanding flipped classroom for a college level course.

The Mathematics department at Ohio Dominican University (Columbus, OH) is pioneering a One-Room Schoolhouse (ORS) model for its upper level mathematics courses. The ORS setting utilizes the flipped classroom approach to allow a single instructor to conduct multiple courses in the same classroom at the same time. This allows a small liberal arts college to offer a great variety of specialized, low-enrollment courses on-demand, at no additional cost.
In this presentation we will take a look at the following aspects of ORS:
• Scheduling
• Physical space
• Technology requirements
• Instructional materials
• Classroom management
• Student reactions
• Scalability
We will use individual instructor and student experiences, registrar data, and results of anonymous surveys to support our findings.

Flipping my classroom was not a problem. Helping my adult learners become self-sufficient active learners was a problem.
Through an entrepreneurial grant from my school we combined my classroom with educational support services. We used learning contracts and invasive educational support services to improve student outcomes.
This presentation will share the results of this experiment and our plans for the future. We have examples of learning contracts used and quantitative and qualitative results.

In our interactive presentation, we will share the amazingly collaborative “full circle” results of our flipping initiative. Our team consists of pre-service mathematics education college students who experienced classroom flipping in their mathematics classes. The same students also learned how to use the Flipped Classroom Method in their teacher education classes; learning the instructor roll and how important it is to motivate students to accept responsibility for their learning. The awesomeness of the collaborative effort is the 360 degree initiative. The pre-service students transformed what they learned in their own college classes to their high school mathematics classes where they are the teachers. In addition to our results, we will provide attendees with examples of successful flipped resources used to enhance student engagement. The session will also include lessons learned. Participants will receive downloadable files for all resources presented including assessment resources that have been used during successful accreditation visits.

This presentation describes how the flipped approach was implemented in an introductory Computer Science undergraduate course in algorithmic thinking at a four-year college. It examines content that is appropriate for learning at the student’s individual pace outside the classroom. It focuses on suggestions for active learning exercises at (Bloom's) higher levels of learning in the classroom. This approach showed that the instructor’s different role, as a guide rather than a lecturer, allowed students to learn actively, built confidence, and especially provided one-on-one support and motivation for weaker students, who learnt from their peers as well as from the teacher. These advantages can help address problems with retention of students in the introductory programming courses in the CS major. Student reaction to this new classroom paradigm was overwhelmingly positive.