Creating, Implementing and Evaluating Flipped Classroom E-Learning

Bernie Garrett

Maura Macphee

Joanne Ricci

Ranjit Dhari

Khristine CarinoSchool of Nursing, UBC

&

Namsook JahngCentre for Teaching, Learning & Technology, UBC

• A way that meets the needs of the learner, aligns with the nature and requirements of the discipline, and uses the expertise of the instructor, all to best effect

• Logistical flexibility – flexibility of location, time, pace of learning, and credentialing

• Pedagogical flexibility – flexibility of delivery, interaction, and media of instruction

UBC Flexible Learning Framework

Flexible Learning (FL)

• A commitment to campus-wide

“dramatic improvement” in student

learning

• Experimentation and evaluation of

new learning techniques

• Campus-wide learning community for

students, faculty

• Local, provincial, national, and

international engagement

Flexible Learning at UBC

What makes FL different?

• Flexible learning is about promoting integrative social pedagogy rather than simply blended learning

• Students are encouraged to make meaning out of connections

• Stimulating interaction is key to successful implementation

• 33 funded projects to date• 100 courses• 100,000 students• Centre for Teaching and Learning

Technology• School of Nursing: $250,000 over 2

years

UBC FL Program

• Flipped Classroom• Virtual neighborhood• Online presentations• Augmented Reality Lab

activities• ePortfolio

Example FL Activities

Image Credit: User Generated Education

Flipped Learning Project Videos

http://mediasitemob1.mediagroup.ubc.ca/Mediasite/Catalog/catalogs/CTLTEvents

Flexible Learning in School of Nursing

Hybrid model of education

• On-line learning

• In-class engagement, active learning strategies

• Links to skills lab, simulations

• Links to clinical practice

• Pre-work

• Post-clinical conferences

Undergraduate curriculum

•20-month accelerated program

•120 students per cohort

•Pre-requisites = 48 university credits

School of Nursing

(Maura, Bernie, Khristine)• Evaluation research of FL

activities

• Planning, implementation

of new FL activities

• Educational research

• Community engagement

(within UBC; outside UBC-

e.g. practice partners)

Faculty/Instructors

• Content

authoring

• Teaching

• Research

CTLT

(Jeff, Namsook, Lucas)

• Pedagogical

consultation

• Instructional design

• Project management

• Technology

recommendation

• Professional

development

• Faculty technology

training

(individual/workshop)

Applied Science

(Jim, LTRs)

• Technical support

• Technical trouble

shooting

• Connect

System/Admin

support

• Web programming

• Video recording &

post production

CTLT_Namsook Jahng. STLHE 2015

AnalysisNew

ProposalExploration Design Development Implementation

- Initial planning

meeting

- Description &

Identification of

needs

- Discussion on

timeline & budget &

potential risks &

benefits

- Review the content &

activities

- Explore available

options &

alternatives

- Find examples &

existing resources

- Identify relevant

tools & activities

& platforms

- Prototype

- Examine pedagogical

aspects with the

design

- Decision on

authoring content,

developing products

- Developing, testing,

modifying products

- Technical support

- Pedagogical

consultation

- Collecting

feedback/evaluatio

n on the new

learning procedure

Evaluation

Faculty/Ins

tructor

SoN PI/

Coordinator

Instructional

Designer/PM

Technology

Specialists/PD

Developers/L

TRs

Evaluation

Coordinator

CTLT_Namsook Jahng. STLHE 2015

How to plan, design, develop

• What types of didactic content are appropriate for e-learning module conversion?

• When creating videos for e-learning modules, how should content be recorded and edited to promote student engagement and learning?

• What other instructional technology can be used to enhance collaborative learning among students and between students and faculty?

• How are guest speakers best utilized in e-videos?

CTLT_Namsook Jahng. STLHE 2015

CourseName&Instructor(s) N336 Professional Nursing Practice with Communities and Populations

#ofCredits/Classsize Undergraduate/n=20

ModuleTopic/Title PublicHealthNutrition–Blendedmodulesfor3hourclass-time

LearningGoals Toensurefullengagementwithvarietyoflearningexperiencesandalternate

resourcesthatwillenhancestudents’academicgrowthandpracticereadinesson

PublicHealthNutritionandDentalprograms.

Materials/Components Online Face-to-Face

Contents/

Materials

ppt Insertedinvideos

Hand-outs Forcasestudy

videos X(5videos:10-15min)

others

Activities

lecture x(invideos)

discussion x

groupwork x

others

Readings

textbook

onlineresources x(modulepages) PamphletsinVCH

articles x

others

Assessments

quiz/test X(guidingquestionsforvideos)

exam X(includedinfinalexam)

rubric

project

paper

peerfeedback X(non-graded)

participation X(non-graded)

others

Feedbacksurvey x

others

N336Professional Nursing Practice with Communities & Populations

Ranjit Dhari RN, MSN & Joanne Ricci RN, MSN

Flipped N336 content

NUTRITION

DENTAL HEALTH

Think about your own plate.

Flipped N336 content

• Nurses do majority of counseling/teaching in these areas

• These topics are important for each developmental phase on the lifespan continuum

• Special expertise is required and experts are hard to schedule

Why Nutrition and Dental Health?

“Here is a chance to test your understanding of

healthy eating in the school aged population.”

Food Security Strategies Game: What works?

• Food Policy Coalitions/Councils

• Community Assessment and Mapping

• Enhance healthy food through grocery stores and local food outlets

• Create healthy food and beverage environments in public service venues

• Improve availability of mechanisms for purchasing foods from farms

• Transportation Planning

• Charitable Food Programs

• Food Recovery Programs

• Nutritional Support for Low Income Pregnant Women

• School Meal Programs

• Food Knowledge and Skills Programs and Community Kitchens

• Urban Agriculture

• Farmer’s Markets

• Farm to School Programs

• Food Purchasing Initiatives

Try to rank the various activities listed in terms of effectiveness. Give one,

two, or three stars . More stars means more effective.

Food Security Strategies Game:

What works?• Food Policy Coalitions/Councils

• Community Assessment and

Mapping

• Enhance healthy food through

grocery stores and local food

outlets

• Create healthy food and beverage

environments in public service

venues

• Improve availability of

mechanisms for purchasing foods

from farms

• Transportation Planning

• Charitable Food Programs

• Food Recovery Programs

• Nutritional Support for Low

Income Pregnant Women

• School Meal Programs

• Food Knowledge and Skills

Programs and Community

Kitchens

• Urban Agriculture

• Farmer’s Markets

• Farm to School Programs

• Food Purchasing Initiatives

Evaluating FL

Quasi-experimental design, UBC ethics approval

Traditional class:

• Homework

• Lecture

• In-class case, discussion

• Questions on final exam

Traditional class versus flipped class

Flipped class:

• Online modules with

guiding questions,

embedded questions

• In-class case, discussion

• Questions on final exam

Initial Impressions

Traditional versus Flipped Approaches

Absent students

Less student discussion, engagement

‘Rushed’ speaker

• No time for Q&A with students

• ‘Clock-watching’

Evaluating FL (Findings) Evidence of deeper-level learning

Traditional class: Guess

• One student or none would

provide answers to the

questions

• Discussion was superficial

and hesitant

• Discussion punctuated with

guesses and maybes or I

guess

• Plan of action for family was

vague

Flipped class: Certainty

• Richer discussion-facts were

more readily shared to

support answers

• Better flow of discussion

• Expert information cited;

certainty and confidence

noted

• Decisive plan of action and

good critical analysis evident

Evaluating FL (Transcript example)

Traditional class:

Guess

•What is the

required

amount of milk?

• Yeah, a lot of

dairy

• A lot of dairy

products

Flipped class: Certainty

• G2: Too much dairy

• G1: threes way too much dairy… He’s

having way too much milk

• G2: And the other thing is when you drink

too much milk it can make you anemic

because the calcium can’t replace the iron

• G1: He doesn’t have a lot of textures

• G2: He’s not eating food, he’s eating baby

food, he’s two years old he should be

eating regular people food or at least some

people food

Lessons Learned

• Up-front faculty time required to produce and meet our

partners in an already full schedule

• The inevitable computer glitches

• Technical challenges for those of us who are still newbies with

“IT”

• Lack of clarity as to the final outcome for the pragmatic minds

• Initial angst of the students to venture into new territories

Successes

• Modules were well put together

• Met the various learning styles of the students

Successes

• Opportunities to review the content with clinical

instructor at the practice sites as well as review cases

studies in class

• Working with CTLT, CIS, LTR

• Faculty work load was freed up for several hours to

meet with students or plan with colleagues in the

subsequent terms

Impressions• Absent students were not penalized for missing content as it

was available on line

• Students could review content numerous times or select

specific areas to enhance their understandings as the need

arose

• Students appeared to be less stressed especially if other

assignments were due at this time

• Guest Speaker was often rushed due to time limitations

resulting in “clock watching which impacted engagement with

students

• No time available for questions or incidental learning

• Clock watching

Questions and Discussion