we developed several case studies to flip a blended learning situation, fieldwork and classroom. On the website of our project REC-all.info you will find information on the case studies and webinars.

A framework is developed where different types of media are connected to learning activities regarding lower to higher order learning goals (based on the publication of Sealfon, C.D., 2012 and our own experiences with video lectures since 2006 in several projects).

If you are interested I can send you our intake formats implementation plan and outcomes/c.q. lessons learned.

Just let me know :-)

All the best,

Sylvia Moes, work package leader of case studies REC-all (EU) project.

I would be most interested! Thank you!

I will send you some of our work to start with.. Sadly enough I can only add 1 document per time, so you will see some docs coming in over several minutes...

I will also add an overview of the case studies in total, plus url to a couple of video interviews, maybe interesting for you also?

Back ground information on the documents:

to flip the study trip:

see please D5.01 case study Rome, VU University Amsterdam, (VUA) and a follow up on this in a master study, Cinematic City, VUA please see document D5.05

To flip the classroom:

see please D5.02 communication via text, Giants on Sociology, also VUA

To flip in a blended learning situation;

you can see the evaluation of D5.03 VAL method.

To use knowledge clips, interactive live webinar in an online learning course:

see D5.06 Rabbit Production from Valencia.

To go to a video interview with me @University College London, please visit: https://www.ucl.ac.uk/stream/media/swatch?v=51d1f7cdde57

And for the interview with the teacher of case study Rome and Cinematic City, visit please:

http://www.kaltura.com/index.php/extwidget/preview/partner_id/1197662/uiconf_id/13748761/entry_id/1_2qm91ax9/embed/legacy?

If any questions must be answered, I will be happy to answer them ;-)

all the best from Amsterdam,

Sylvia Moes

Project and Innovation manager Media VU University Amsterdam

chair of Special interest group Media&Education (till December 2013 under the name WEBStroom)

To flip the classroom:

see please D5.02 communication via text, Giants on Sociology, also VUA

To flip in a blended learning situation;

you can see the evaluation of D5.03 VAL method.

To use knowledge clips, interactive live webinar in an online learning course:

see D5.06 Rabbit Production from Valencia.

and the last one on Cinematic City, flip the study trip for Master students in the field of Film History ;-)

I must confess that Flip sounds like an effective way for teachers to maximise their use of time.

But in practice, I see that its success depends on the availability of time that teachers have for students when they have follow up questions, especially after using the multimedia resources provided.

Nothing worse than students eager to ask more and that Flip is really just a shorthand for teachers to relegate ALL, and not just SOME, of their teaching load.

I should also note that in current climate of universities, where ongoing funding cut-backs translate to ever decreasing number of consultation hours available to students, Flip can easily become a flippant form of pedagogy. Why?

Firstly, Flip is often coupled with the Blackboard Learning Management System. Lecturer sticks the multi-material next to curriculum notes. Students are left to their own devices in the asynchronous discussion board. Such chats are often no different from the intended function as bulletin boards, e.g. I got this book from such and such place, etc. Is it certainly not used for hot-headed debates and other learning activities. Part of the problem is because of the prevailing assessment is based on competition. So why should students offer each other freebies?

Secondly, Flip - is like MOOC - in many ways, particularly with its pedagogic faith based on simply depositing some multimedia resources. They are highly inferior as e-Learning Models. Namely they treat technology as simply media for sense-making, cognitive decoding and encoding.

There are varying degrees to which such learning processes are facilitated by the educator. But mostly these are just low costs means of disseminating information. With information glut instead of scarcity as the norm, one wonders what is Flip really adding to the learning equations.

Here I offer several other functions which comprehensive learning is required for technology, especially digital technology:

1. Active = Behavioralism = Technology as Tools ---> Increase Capabilities [doing minus interacting]

2. Constructive = Constructivism/ Cognitivism = Technology as Media --> Encode/ Decode Meanings, Sense-Making [knowing]

3. Interactive = Connectivism = Technology as Social Actors ---> Being and relating with others

For more, please refer to:

https://www.researchgate.net/publication/259942338_Learning_With_From__Through_Technology_Re-Designing_TPACK_as_TPACK9

https://www.researchgate.net/publication/259975900_Learning_With_From__Through_Technology_TPACK9_for_Dummies?ev=prf_pub

What Flip caters for mostly is #2, the notion of technology as media representations. It lacks, in particular, the last component, interaction which is needed to guide the sense-making processes. So it's not so great in #2 either.

And interaction has to be curated and built-in to the learning activities as well as the assessment criteria. The teacher can't simply just throw a whole lot of resources and think they've done their job, even give or take, with couple of lectures or workshops on top. There's such thing already available for students, it's called the internet. :-)

Finally digital technology has long way to simulate the benefits of live teacher in classroom situation, and even the traditional blackboard and chalk, pen and paper. There are lots of group and interpersonal dynamics which are not captured in the design of e-Learning models like Flip.

One can't simply use metaphorical substitutes like the Blackboard LMS and assume that learning can still take place in the same way as traditional classrooms. There's lot of situatedness in real life which hasn't translated in e-Learning, especially inferior models that are mostly Behavioralist, top-down variations like MOOC and Flip. Maybe teachers can still breath a little, they are not so easily made redundant...

Preprint Learning With, From, & Through Technology: Re-Designing TPAC...

Preprint Learning With, From, & Through Technology: TPACK9 for Dummies

While I wholeheartedly agree with your statement about e-learning, I think you miss the thrust of what a flipped classroom is "supposed to be". I put supposed to be in quotes because I believe that there are many instructors out there who claim to have flipped courses without proper planning and thought.

The major tenants of a flipped classroom, as represented in the literature and through informal discussion with several professors who currently flip their courses as well as students in those classes, seem to be content outside of class and homework in-class. Simplistically this means that material traditionally covered in a lecture format is relegated to outside of class time. This allows for streamlining of content as well as reduction of tangents and off-topic discussions. From a student's standpoint it allows the student to watch and re-watch specific sections of material that he or she did not previously understand in addition to be able to watch the videos whenever they desire to do so. Most professors expect their students to read outside, at least according to their syllabus only to relate the same information that the students were "supposed to have read" in the lecture thus providing no incentive for the students to do the reading outside of class.

The second tenant of a flipped classroom is homework in class. This is a simplistic view which I believe can be better stated, as John Bergman and Aaron Sams did in their 2008 article in Learning and Leading With Technology entitled Remixing Chemistry Class, as "time for more student-centered and inquiry based activities". This statement suggest that class time is a time of interaction with peers and professors alike. This format fosters group learning and allows students to receive feedback from an expert in the field and discover gaps in understanding. This group learning is conducted using several well-established active learning techniques such as problem-based learning, think-pair-share, and inquiry-based learning. These techniques promote more than just simple memorization of facts, as most traditional lectures abdicate, but challenge the students to apply their knowledge, analyze information, and evaluate statements, literature, and information that they are presented with on a daily basis not just in-class but in life as well. It is these types of activities that help to develop students' critical thinking skills. Students who think critically are able to answer higher cognitive order questions on Bloom's taxonomy scale, get better exam scores, and are generally more prepared for life post school than those who cannot. A great source to read on the subject of flipped classrooms is the Chronicle of Higher Education's Casting Out the Nines blog written by Robert Talbert from Grand Valley State University in Michigan.

Both tenants, Michael, suggest that Flip is about the use of multimedia resources as just that, learning aides with some time management components.

Must admit my own experience is that the group interactions and the discursive aspects have been stripped off in university settings.

Maybe it was a poor implementation version, devoid of the good practices stipulated by Bergman and Sams (2008).

I suppose at the end of the day, the student-centric ideals in problem/ inquiry-based learning depend on a whole of host other configurations and variables rather than just Flip alone. Maybe what I would say is that it is the necessary but not sufficient factor for effective PBL/ IBL... [if at least in my own personal experience].

This article* is quite timely. Snippet from article, citing Prof Jacobson, one of our own people from Sydney Uni's CoCo:

"Professor Michael Jacobson, co-director of the Centre of Computer Supported Learning and Cognition at the University of Sydney, has heard this kind of talk before. ''Even back in the 1970s, people were saying computer-assisted instruction would replace teachers,'' he says. ''Now it's the flipped classroom and the cloud that will replace teachers.

''Self-directed learning is the concept that students can learn things on their own: that they'll 'just figure it out'."

Read more: http://www.smh.com.au/national/non-government-schools/a-cloudy-future-for-education-20140521-38ot2.html#ixzz32XHriY7s

First of all, I'd like to really thank you (Michael Moore), and Tieu-Tieu Le Phung, and Sylvia Moes.. These ideas and documents are really valuable..

We, as Zirve University school of foreign languages, are trying to expand the teaching time via schoology.com which is a kind of LMS platform (like Blackboard). It really worked... as you know, teaching especially languages need time and process and it is really difficult to extend the teaching time only at school..

and also as technology developed and almost all the students have a digital device (refer to my article:Digital natives in higher education) it was also difficult to have all the students attention even during in class teaching time (who listens while you have a chance to tweet or Facebook), so we made a big decision-step and started using that platform. we created podcasts and gave online assignments..it is a Facebook-like platform, you can chat, share ideas, pictures, videos, assignments even you can do your exam online.. so it really helped us.. the only limitation for us was spending too much time on internet made them a little bit digital demans (refer: http://www.oecd.org/site/educeri21st/40554230.pdf ) but not as much as young learners... but anyway, these are multi-tasking people..

thank you for all the information you shared..

When I utilize flipped classrooms, I do not do it so the students can "figure it out" on their own and I do not fear that it will "replace" me. I use it to maximize learning and the time that is allocated to my course. The online learning component focuses on the lower levels of Bloom's taxonomy. This allows students to come to class with the "background" information that facilitates in-class activities, while eliminating the use of in-class time for the "sage on stage" approach. Because students come to class with knowledge, in-class time is utilized to develop skills and attitudes, along with high-order Bloom's.

Dear Lauren, that's exactly what we did in our REC:all project... :-)

What types of Bloom's questions did you start out with before you were flipping and then what types are you now able to do utilizing the flipped format? How have your students responded to these changes?

Michael, I would wonder if course content material makes a difference? Are you going to look at STEM courses versus Liberal Arts and Humanities? High enrollment versus low? Gateway versus major course work? As I understand it the critical component to flipping is the in-class discussion. I like what Professor Schlesselman said particularly about eliminating the sage on the stage. I am attempting a flipped classroom in a supplemental school program I teach in this fall. I am also considering a flip in a potential introduction course I have applied to teach in college this Fall.

This TED presentation confirms the propensity to neglect learners' curiosity due to flipping and the need for some "live"/ real-time Q&A interactions. Perhaps others have better experiences than I did. This perhaps alludes to the performative aspects of teaching which have more functions than merely transmit information [obvious though easily forgotten].

TED Presentation by Ramsey Musallam

http://www.ted.com/talks/ramsey_musallam_3_rules_to_spark_learning?utm_content=awesm-inlinelinkcreator&utm_campaign=null&utm_source=facebook.com&awesm=on.ted.com_pzUw&utm_medium=on.ted.com-facebook-share#t-284177

I flipped it twice, so it stood the same... just kidding.

My main concern (and it is a big one) about flipped classroom is that it requires that students have access to the multimedia resources at their homes and free time. I think this is not always the case for some students and it may cause differences among rich and poor families.

Nice Dear Antonio M. Oller-Marcén