You are on page 1of 2

OLTD 509

Flipping the Classroom

I have chosen to demonstrate my learning and understanding of the Critical Challenge Question (CCQ) in 509 with a
blog entry following a seminar I participated in called "Flipping the Classroom." It includes my musings and my overall
perspective on flipped learning as demonstrated by the hastily prepared but sincere, lesson plan and TED-Ed lesson.
The Critical Challenge Question that this evidence is reflective of is:
How can I inspire, initiate and implement sustainable integration of emerging technologies in my practice and the
practice of others? Program learning outcomes also demonstrated by this evidence include:
1. Be familiar with common terms, definitions and elements related to emerging technologies.
2. Consider potential design/implementation opportunities and challenges of emerging technologies.
The evidence indicates an inspired view of flipped classes as a viable option for the HCA program both online and f2f. I
have created a lesson plan, and TED-Ed lesson that with some fine-tuning could be introduced in an f2f class as early
as this spring. It could be a Beta production! I think this emerging technology offers HCA students an opportunity to
develop necessary skills for healthcare. In addition this will be an opportunity for my colleagues to see how emerging
technologies can be implemented in their practice.
The evidence indicates an excitement and attitude that hopefully will inform my online offerings. I am intent upon
creating a blended delivery model and am heartened to know flipped classes can be a component of a blended model.
I anticipate that adult distance learners would appreciate an opportunity to apply their new learning in an active
"sticky" session.
The CCQ and the learning outcomes indicate a continued evolution in development of my OL teaching knowledge and
skills, my repertoire. Assessing emerging technology and implementing when appropriate is necessary to infuse a
practice with effective ways of imparting knowledge. As a caring and conscientious OL teacher I will be expected to
desire and dedicate, time and attention to remaining current and relevant.

Week 3 Flipping the Classroom Seminar


Jay facilitated this seminar solo. She is a dynamo that at times seems to operate in simultaneous dimensions, not to
mention time zones. I am contemplating a hybrid course design for my master's project so was interested in the
differences between blended learning and flipped classes.
What I have determined is that flipped classes, same as blended learning, can be a disruptive innovation in education.
However, as with all new processes there will be a steep learning curve. Avi remarked that "creating a blended
program... not easy. Incorporating a flipped approach that is (more than) sustaining innovation.... much easier step".
His response leaves me thinking flipping classes may be less challenging than blending learning. However, a recent
HCA conference presentation offered another perspective. The co-presenters were unanimous that the process of
flipping classes could be a challenge, and they would recommend using this format only on occasion. From my
perspective, the HCA course content lends itself to an active exploration or inquiry model that would work well with
flipped classes. The content is standard nursing knowledge reframed in a less medical, less technical
construct. Students are expected to develop a practice that reflects dimensions of health through a "caring" lens.
Many of our 3-4 hour classes start with the ubiquitous lecture, and students find it difficult to stay engaged or even
awake. Adults, for the most part, are not used to sitting in a classroom for 7 hours/day. Keeping their attention is a
game much like I suspect it is for teachers of adolescents. A flipped classroom may work better for adults because of
their time- limited ability to sit, focus and concentrate. Older teens know how to sit and appear to be functioning, but
for adults it can be challenging. In addition, much of HCA theory would be amenable to homework via multimedia. It

is the application process that taxes many students. It might be liberating for students and instructors both to have
central concepts introduced as homework and leave the class time for clarification, inquiry, and application. With 3-4
hour classes, there would be plenty of time to have the learning "stick".
However, as pointed out the amount of work and creativity required to construct a class may compel instructors to
keep the same teaching styles/ideas and just simply "flip" the homework. I know 3-4 hours would be plenty of time
for students to cement their learning, but in reality I would need to provide/create a multitude of participation
exercises. Repositories, like Creative Commons, could be a resource for engagement activities.
Another issue that comes to mind is the transition of students back to a traditional class with other instructors. Three
instructors are responsible for the teaching of a five-day week. Could it work or would there be a hue and cry about
the overall format? I already teach a course that has been labeled the "hardest" due to assignments that require
group inquiry and application. Unfortunately, some students appear habituated to the "pour-in" learning model. For
this reason, a flipped format may well be considered too "hard" and unpopular.
As a post-secondary teacher, I am mindful that students are paying for their learning. For this reason, it is critical that
students understand benefits, beyond content, are inherent in this model. Valued workforce skills such as critical
thinking and knowledge application skills are integral to flipped learning. Indeed, student skill development may be
advantaged via this model than they would with traditional learning models.
Jay's seminar format moved participants slowly to the crescendo of creating a short lesson plan that included a
flipped segment. I repurposed bits and pieces of teachings and created a Ted Ed experience. It was a concept mash
up that crossed across course lines but seemed to work well, and I am thinking of using it this spring.
Jay challenged the group to create their videos but given the unlimited choices available and the timeline I chose
YouTube as my source. The lesson showcased an exciting video that did exceed 4-7 minutes, which is the
recommended length for video material with flipped classes. I was less concerned of the duration of the video
because I was hoping the captivating story would keep viewers engaged. The challenge for me was actually thinking
of open-ended questions that would guide student thinking and exploration without being didactic. It was familiar
territory imagining how the lesson would unfold, and I was pleased with the final product. Flipped classes...food for
serious thought.
Lesson Plan- Flipped Class
TED- Ed - Video and content
Resources:
http://flippedlearning.org//site/Default.aspx?PageID=92
http://net.educause.edu/ir/library/pdf/EQM0432.pdf