Personalising the Flipped Classroom
Design Pattern Tags : Course, Learning engagement/activities, Flipped classroom, Online assessment and feedback (Turnitin, Video Assessment, Rubrics, PeerMark, Blackboard), Personalisation, Diagnostic online testing, Online communication, Social media
Personalising the Flipped Classroom Associate Professor Joan Richardson
December 2015
Abstract/Snapshot:
The student cohort in the common core course, Business Computing 1, is very large (approx. 1000), with a wide variance of prior experience.
All communication originates from the lecturer, so there is a risk that students are not able to form an effective relationship with their tutor/s, and will perceive the learning experience to be somewhat impersonal.
Students with prior knowledge in the business computing area are required to undertake unnecessary reading and activities, resulting in frustration and lower motivation.
Tutors previously used standardised instructions/lesson plans which do not allow for them to personalise the workshops to match their student learning profiles.
Learning Context The pattern can have wide application in regard to subject area and level.
It will be most valuable for very large class sizes, with multiple tutors.
It can readily be adapted for delivery both on campus and online.
It is most suited to courses where online tests can be constructed to measure knowledge/skills (i.e. not higher order cognitive skills).
Rationale This pattern aims to personalise learning and communication. It will:
promote a more meaningful relationship between the tutors and their students
allow students to assess their prior knowledge/skill level prior to workshops (and therefore only undertake pre-reading and activities where required)
enable tutors to personalise the workshop content/activities, using shared resources, within a standardised framework, as well as provide feedback from them to the teaching team.
Learning Design The elements of this curriculum design pattern align to the lectures, preparatory workshop activities, review exercises and assessment, providing comprehensive scaffolding of learning. The curriculum for Business Computing 1 is adequately supported by resources (prescribed textbook including activities, PowerPoint files and video lecture capture) in Blackboard.
Resources/Technology The Google site contains or links to the following resources to support the pattern:
Flowchart of the learning pathway for a module
Pedagogy and best practice resources related to the pattern
Case study of initial implementation of the pattern, including:
Extract from Mobile Learn Suggested Communication and Comments
Example of a diagnostic test
Example of a Facilitators Guide
Screen capture of Grade Centre results
Extract from Lecture and Workshop Ideas and Feedback.
The project team has also created an RMIT development Blackboard site: GLBDB1: Personalising the Flipped Classroom
Google site: Personalising the Flipped Classroom
Case Studies/Implementation The pattern involves the following steps:
Course coordinator reviews/revises teaching schedule and identifies champions from within teaching team. Approval for load allocation received (1 month prior to semester start)
Teaching team meets to discuss objectives, process; allocate roles and workload (week 3)
Teaching team construct diagnostic tests, facilitators guides, workshop resources and share online e.g. Google drive (week 3 to week 9)
Course material loaded to Blackboard site (week 2)
First lecture—lecturer briefs students on course outline and expectations (week 1)
Tutors send out first email to students (week 1 after lecture)
Students complete first diagnostic test prior to workshop 1
Tutors examine Grade Centre results (access, marks)
Tutors download Facilitator Guide Workshop 1 and plan workshop
Tutors deliver Workshop 1 (week 1)
Tutors repeat process as per attached flowchart, adjusting communications and workshop plan as required results (week 2 to week 12).
Outcomes The students’ experience will be enhanced through:
undertaking reading/activities only where they do not have the required entry knowledge/skills for the workshops, through the use of online diagnostic tests
receiving communications such as announcements and instructions directly from their tutor (via mobile technology if desired), resulting in a more personalised relationships (one of 15—30 students, rather than one of 1000)
attending workshops where the content, resources and activities are tailored to their workshop group’s needs (within the framework of a standardised lesson plan), and allow time for more interaction and concentration on practice and application rather than on basic skills development.
The academics/teaching staff will have the opportunity to:
access a range of resources (facilitators guides, PPTs, activities etc.) that have been developed by the members of their teaching team
tailor the workshop content to suit the needs of their group
access learning analytics on Blackboard access/activity and results of diagnostic tests
provide feedback and suggest possible improvements regarding the workshops, to the lecturer and the other tutors.
