the post test.

Connect with students: When students

are in class, break them into groups to do

something. Perhaps answer some end-of-

chapter questions or perform an actual

task such as creating a SWOT analysis*

or using a rational decision-making mod-

el). The professor walks around and

makes suggestions, answers questions,

and corrects understanding. Learn stu-

dents’ names while you talk with them.

Test repeatedly: In order to ensure new

learning is building on previous learning

(mastery), allow students to assess them-

selves with frequent quizzes, exercises, or

small projects. Not all need to be for rec-

orded marks, but by providing grading,

students can assess themselves and in-

structors can offer corrective advice along

the way.

*A SWOT analysis a tool for analyzing an

organization.

Just why should I flip my class and

who is telling me to do it? I have gath-

ered some data from a couple of

sources to help answer those questions.

Let’s start with why.

Why? Higher marks.

A collection of researchers from

George Mason University, Pearson

(publishers of educational material and

texts), and the Flipped Learning Network

(FLN) has found that flipping the class

can have stunning results—especially in

higher education (Flipped learning can

flip results in higher education, 2014).

The Georgia Institute of Technology

flipped its Human-Computer Interaction

course and found that the class average

went from 79.9% to 88.2% (more than

10% increase). When UBC flipped one

section of its Introduction to Modern

Physics, the flipped class scored 87% on

the Quantum Mechanics Concept Sur-

vey compared to 67% in the “unflipped”

sections (20% difference). Here’s more

results from the same study:

Missouri University of Science and

Technology (Chemistry)- Grades in-

creased from 70.9% to 80.4% (>13%).

Eastern Gateway Community College –

passing rates increased from 63.9% to

82.7% (>29%)

Who? Take a look.

The same article lists many well-known

schools using flipped technique such as

the University of British Columbia, the

University of Memphis, the University of

North Carolina, Chapel Hill, Texas A&M

University, Capital University, Georgia

Institute of Technology and Harvey Mudd

College. While not quantified, the article

states that there was an increase in stu-

dents’ participation and attitude toward

the material. Students were “generally

more satisfied with the new for-

mat” (Flipped learning can flip results in

higher education, 2014, paragraph5).

Increased participation and higher

marks? That’s a win/win. Pearson is one

of my favourites in providing online con-

tent that allows instructors to flip the

class (including a “pre- and post-test” for

each chapter). Here are some sugges-

tions from Pearson (Pearson, 2013):

Start Small: There will be many things to

“iron out” over the first term or two. So

select one course to flip. Also, flip it slow-

ly. Ease the students away from straight

lecture to using the outside sources.

Some even encourage students to use

the outside sources in class.

Provide Structure: Be clear on what stu-

dents are expected to have done before

class. For example, before coming to

next week’s class, watch this video, take

a pre-test, follow the study plan, and take

Flip Your Classroom! Why, What and How?

www.okanagan.bc.ca/ilt

Some Flipping Data

1

I Flip Because I Click

2

CanFlip14 Conference

2

Learning Beyond

Instruction

3

Resources:

The Flipped

Classroom

3

The Flipped Classroom [An article

summary]

4

Library’s Curriculum Builder for

Moodle

4

Experiencing

the Flip 5

Welcome to

ILT Program

Administrator

5

Welcome to ILT Program Ad-

ministrator

5

ILT Lunch and

Learns

6

Contacts &

Links for ILT 6

V O L U M E 5 I S S U E 3 F A L L 2 0 1 4

IN THIS ISSUE

[T}here was an increase in student participation

and attitude toward the material. Students were

“generally more satisfied with the new format.”

Some Flipping Data By Michael Orwick, Business, Kelowna Campus

References:

Flipped learning can flip results in higher education. (2014, August 26). Retrieved from My Course Redesign Community:

http://community.pearson.com/courseredesign/general/flipped-learning-can-flip-results-in-higher-education/

Pearson. (2013, September 24). MyLab & Mastering 10 Best Practices. Retrieved from Pearson MyLab:

http://www.pearsonmylabandmastering.com/northamerica/mymanagementlab/educators/results/results-library.php?product[]

=MyManagementLab&hpd

I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Fall 2014 page 2

www.okanagan.bc.ca/ilt

Bob and Sharon are seated around a

table with two mugs of coffee. Bob is eager

to hear about Sharon’s experience with flip-

ping her first-year science classroom.

Bob: So I’ve been hearing all this talk about

flipping the classroom, but I am not really

sure what this means. Can you fill me in on

what actually happens in a flipped class-

room?

Sharon: Well, it is not surprising that you

aren’t so sure what flipping means given

that, although there is one main theme,

there are many ways that a flipped class-

room can be manifested. The main idea is

that students are assigned to watch videos

which present lecture material outside of

class time.

Bob: Where do these videos come from?

Sharon: Nowadays there are lecture-type

videos on almost any topic on the internet –

like the Khan Academy. But a number of

speakers at the CanFlip14 recommended that

instructors make their own videos. That way

the lecture material can be tailored to your

own style and the specific needs of your stu-

dents.

Bob: But doesn’t it take a long time to make a

video?

Sharon: Yes – I can’t deny that I have had to

devote some time into this. But I don’t have

to make new videos every year. The other

thing is that I promised myself not to aim for

perfection but rather “good enough.” Some-

times I will make mistakes—but instead of

repeating the whole video—I will just edit that

part using Camtasia software. Or I will put a

note-bubble in the video which says “oops –

should have said this instead of that!”

Bob: OK, I think I am understanding a bit bet-

ter—but I think the biggest problem I have is I

don’t see the point. Why get students to

watch a lecture outside of class, when they

could just come to class and see you lecture

there?

Sharon: With this question, you have hit on

the main reason I (and I assume others) flip

the class. We don’t use the class time to

simply repeat what is in the video lectures.

Rather we use class time to involve students

in problem solving activities, group work, click-

er questions, etc. In fact, I guess you could

say that I flip because I click. That is, a few

years ago I started using clickers in my

class to probe student understanding and

to promote student engagement. Well, the

students were engaged, but I found it hard-

er to finish the curriculum. I therefore

moved some of the lecture content into

online videos so I had more time for these

sorts of interactive activities.

Bob: But can students actually learn from

watching a video?

Sharon: The short answer is definitely! I

have seen this in assignments and tests.

Many students will successfully answer

questions which were based exclusively on

the content presented in a video lecture.

While I don’t have concrete data from my

own classes, the educational literature is

now suggesting that students learn more

through the combination of online lectures

and interactive classroom exercises as

compared to traditional lectures.

I Flip Because I Click: A One Act Play in 500 Words By Carl Doige, Chemistry, Vernon Campus

So I’ve been hearing all this talk

about flipping the classroom,

but I am not really sure what this

means. Can you fill me in on

what actually happens in a

flipped classroom?

The theme for the fall issue - Flip Your Classroom! Why, What and How? - was inspired by CanFlip14, which was the flipped

classroom conference that was hosted for the third straight June at Okanagan College. Over a 140 participants (30 from

Okanagan College) heard 25 educators present at the two-day conference where ideas, innovations, and inspirations using

flipped classroom techniques in teaching and learning were shared. “Technological and social change has presented oppor-

tunity and reason to examine how best to learn and teach” said one of the conference organizers Graham Johnson.

The idea is uncomfortably simple. Take the normal classroom-homework equation and flip it on its head.

From Public Affairs, Okanagan College. http://www.okanagan.bc.ca/Campus_and_Community/employees/publicaffairs/news.html?BlogEntryID=35003

CanFlip14 Conference June, 2014 Okanagan College, Kelowna Campus

I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Fall 2014 page 3

www.okanagan.bc.ca/ilt

While often educators focus on formal

teaching and instructional methods as part

of their repertoire, increasingly, research is

revealing that what takes place before and

after the formal instructional period is crucial

to learning outcomes. Three elements of the

learning process are put into focus when

learning takes place outside of the period of

direct instruction: pre-learning, discussion,

and review. With respect to pre-learning, in

one study researchers found that students

who had completed pre-lecture quizzes per-

formed better on exam questions than those

who did not complete a

quiz. (Narloch, 2006).

What makes this

study really striking is

that these benefits

were enjoyed even

when learners had only

been given matching or fill-in-the-blank type

pre-quizzes and were tested using essay and

multiple choice questions.

Discussion has also been shown to be an

effective way for learning to happen. The

famous educator Lev Vygotsky was among

the first to identify the importance of discus-

sion as a means of supercharging learning.

More recently, as Schwartz and Neumann

discovered in a study on team discussions,

even when learners initially make errors or

get things wrong, their discussion often leads

them to the correct answer regardless of their

individual level of pre-knowledge. (Schwarz &

Neuman, 2010).

Review of material with immediate feed-

back has also been shown to amplify the pow-

er of instruction to aid memory and recall.

Leading educator Carl Weiman points to

“active lectures” as one option, where stu-

dents use clickers to solve problems in class.

(Associated Press & Weiman, 2011).

Finally, some studies have also shown that

student satisfaction with their learning in-

creases when they have greater control over

the pace and when

they enjoy more au-

tonomy (Fitzelle &

Trochim, 1996).

Flipping the class-

room doesn’t need to

mean “crowding out”

instruction, just making more space and time

for non-instructional activities which can ce-

ment the process. Flipped classrooms also

allow for more differentiated learning that

builds upon learners’ preferences to construct

their own pathway to the material. When stu-

dents work towards a common goal, share

their ideas and impressions, and use the ide-

as of others to build on their own knowledge,

the positive effects of “flipping” the classroom

are multiplied by the power of the team. Both

team-based learning and flipped classroom

techniques

can be

applied in a

variety of

disciplines,

levels, and

educational

contexts. For more information, please

visit the resources posted here, or view the

video posted here. For more information

about Team Based Learning (TBL) visit the

TBL Collaborative.

References

Associated Press and Carl Weiman. (2011).

“Involve Students, Don’t Lecture at them: Nobel

Laureate” CTV News May 13. http://

www.ctvnews.ca/involve-students-don-t-lecture-

at-them-nobel-laureate-1.643592

Fitzelle, G. T., & Trochim, W. M. K. (1996). Sur-

vey Evaluation of web site instructional technol-

ogy: Does it increase student learning?

Narloch, R., Garbin, C. P., & Turnage, K. D.

(2006). “Benefits of Prelecture Quiz-

zes”. Teaching Of Psychology, 33(2), 109-112.

Schwarz, B.B. & Neuman, Y. (2010). “Two

Wrongs May Make a Right … If They Argue To-

gether!” Cognition and Instruction, 18(4), 461–

494.

Learning Beyond Instruction By Rosalind Warner, Political Science Kelowna/Penticton/Vernon Campuses

When students work towards a

common goal, share their ideas and

impressions, and use the ideas of

others to build on their own

knowledge, the positive effects of

‘flipping’ the classroom are multi-

plied by the power of the team.

For excellent resources on the flipped classroom go to the Institute for Learning and Teaching Resource LibGuide

under the “Flipped Classrooms” tab.

Featured Title on the Flipped Classroom

Keengwe, J., Onchwari, G., & Oigara, J. N. (Eds.). (2014). Promoting active learning through the flipped classroom mod-

el. Hershey, PA: Information Science Reference. LB 1027.23 .P75 2014

"About this book" from OC Voyager Catalogue: "With the integration of technology into education systems, our society has begun to em-

brace the new approaches we have taken towards transforming traditional learning environments into active learning through questions,

collaboration, and discussions. Promoting Active Learning Through the Flipped Classroom Model focuses on an in-depth assessment on

strategies and instructional design practices appropriate for the flipped classroom model. Highlighting the benefits, shortcoming, percep-

tions, and academic results of the flipped classroom model, this book is an essential reference for students, educators, administrators,

and researchers interested emerging approach to improving student learning."

Resources on Flipped Classrooms in ILT Resources LibGuide http://libguides.okanagan.bc.ca/ILT

I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Fall 2014 page 4

www.okanagan.bc.ca/ilt

The Flipped Classroom: A Survey of Re-

search by J.B. Bishop and M.A. Verleger

(An article summary)

This comprehensive review article defined

the flipped classroom as an “educational

technique that consists of two parts: interac-

tive group learning activities inside the class-

room, and direct computer-based individual

instruction outside the classroom” (para.

15). The authors discussed the theoretical

shift to student-centred learning and interac-

tive classroom activities. When the tradition-

al lecture and demonstration becomes auto-

mated via technology, the authors highlight

the need to take a closer look at what theo-

retical approach is used to engage students

during classroom time: learning styles; peer-

assisted, collaborative learning; cooperative

learning; problem-based learning; or active

learning.

The authors discovered that most pub-

lished studies report only student perceptions

and used single-group study design methodol-

ogy. Student perceptions of the flipped class-

room were mixed, but generally positive over-

all. Students “preferred live in-person lectures

to video lectures, but also liked interactive

class time more than in-person lectures.

Shorter, rather than longer videos were pre-

ferred” (para. 31). With minimal data pub-

lished on the effects of this method on stu-

dent performance, the authors identified a

need for more research involving objective

learning outcomes using better experimental

design. “Anecdotal evidence suggests that

student learning is improved for the flipped

compared to the traditional classroom” (para.

2). The comprehensive bibliography provides

an excellent resource for additional infor-

mation including 83 published research arti-

cles, 39 blog posts and news articles, 5 web-

sites dedicated to the flipped classroom, and

six web resources for flipped classroom

teachers.

Article Reference: Bishop, J. L., & Verleger,

M. A. (2013, June 23-26). The flipped

classroom: A survey of research. Paper

presented at the American Society for Engi-

neering Education Annual Conference,

Atlanta, GA. Retrieved from

www.asee.org/file_server/papers/

attachment/file/0003/3259/6219.pdf

The Flipped Classroom: A Survey of Research. (An article summary) By Wendy Wheeler, M.Sc. M.Ed.(Candidate), College Professor, Human Kinetics Diploma, Penticton Campus

This comprehensive review

article defined the flipped

classroom as an “educational

technique that consists of two

parts: interactive group learning

activities inside the classroom,

and direct computer-based

individual instruction outside

the classroom.”

“Curriculum Builder” for Moodle - A Flippingly Great New Tool! By Roen Janyk, Web Services Librarian

Tired of posting PDF articles and persistent links in Moodle? Worried about copyright? Want to share a reading for tomor-

row’s class? The Library’s new Curriculum Builder is an ultra-easy way to create and manage course reading lists, all

without leaving your Moodle courses. Easy for you and even more convenient for your students!

Curriculum Builder allows instructors to create reading lists from within Moodle. Link directly to resources in OCtopus (the

Library’s Search Engine), including articles, e-books, catalogue records, websites, and other digital resources. Easily

create links to journal articles, web resources, books, and more!

Curriculum Builder is not only convenient for students and instructors alike, it also eliminates confusion related to copyright infringe-

ment, and allows the Library to more accurately track the usage of Library materials.

How does it work?

1. Add the Curriculum Builder ‘external tool’ and search OCtopus directly from your Moodle course.

2. Click “Add to Reading List” and your selections are saved

3. Annotate reading list items, change item rankings, and add individual links to web pages, etc.Instructions for adding a reading list to

Moodle using Curriculum Builder

Detailed Curriculum Builder instructions are located on the Library webpage under “Services for Faculty”.

http://www.okanagan.bc.ca/Student_Services/students/library/services/faculty/CurriculumBuilder.html

You can also contact your liaison librarian for a copy of the instructions. For more information about Curriculum Builder, please contact

Roën Janyk, OC Web Services Librarian (rjanyk@okanagan.bc.ca).

Watch for upcoming Lunch and Learns that will help you incorporate this new tool into your online learning environment!

I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G Fall 2014 page 5

www.okanagan.bc.ca/ilt

Although I had begun to “flip” my class

before I ever knew what it meant, I became

quite intrigued with the idea of making the

learning more fun and student centred.

Being that I teach many of the concept-

driven courses in business, I have always

worked to find ways to make them more

tangible. I believe flipping helps me do this.

You can create your own videos for stu-

dents to view out of class, but I found that

simply searching YouTube can locate many

great videos that already exist. I include

those links as well as articles and websites

too.

The current textbook provides a study

plan for each chapter and this works great

for flipping. Each chapter has a short pre-

test to measure the students’ current

knowledge. Then, based on the results, it

provides a study plan indicating which con-

cepts and pages the student should review.

When the students have read the pages,

they take a short post-test to see if they

have learned the material.

I require the study plan be done before

the class. (Please note that, frankly, any

good students will have read the chapter

before class anyway, so this is not any real

extra commitment.) On “flipped days,” I begin

with a short review of the main concepts and

handle any questions. Then I give them some-

thing to do. It is the “you-do” that really em-

beds the learning.

So, for example, instead of lecturing on a

SWOT analysis, after I review the fine points of

a SWOT, the students work in groups to create

a SWOT of a real company. They use their

tablets and laptops to find data, or they can

watch the suggested videos. I move around

the room, helping and directing. The textbook

also has the option of mini simulations for

students to follow, making choices and receiv-

ing feedback on their decisions. Either way, at

the end, each student signs it and hands it in.

I can grade it for marks or just for participa-

tion.

I found a few interesting things this term:

● Students who are not participating can be

identified really early.

● Those expecting the prof to “force-teach”

them quickly realize that they control their

learning

● Exceptional students are not held back as

they can go as quickly and deeply as they

wish.

At mid-term my results are mostly positive.

Two of my three classes are enthusiastic

about it; one class is lukewarm with almost

half preferring lecture. The lukewarm

class, coincidentally (?), is far behind the

others in completion of the study plans.

The grades on the most recent mid-

terms compared to the grades of the last

two semesters are as follows. One course

had two sections: one section scored a

median of 60%, the other, 73% for an

average of 66.5%. This term the two

sections had a median of 67% and 73% for

an average of 70%. So the average was

up, but difference was in the increased

score for the lower mark of the two

sections.

The other class (just one section) had an

average of 67% over the last two semes-

ters. This year, they earned 75% on the

midterm! Too small a sample for any

absolutes, but it appears that students are

at least getting as much as before, and a

little bit more.

Experiencing the Flip By Michael Orwick, Business, Kelowna Campus

Although I had begun to “flip”

my class before I ever knew what

it meant, I became quite intrigued

with the idea of making the learning

more fun and student centred.

The Institute for Learning and Teaching (ILT) is pleased to announce that Ross McKerlich is the new pro-

gram administrator for the ILT. Ross is an educational technology coordinator who has worked at Okanagan

College since January 2012. In addition to education technology, his background includes adult education,

research, and facilitation. Ross says, “I am excited about this new position and the unique nature of the

Institute for Learning and Teaching. The community building work of ILT fellows is important and a key com-

ponent of the ILT.”

Ross sees his position as removing barriers to community building so that the culture of learner

centeredness can grow and flourish at Okanagan College. A further goal is to ensure that every employee

knows about the ILT and partakes in its many educational programs, including the Learner Centered

Instructor Certificate as well as the Service & Support in a Learning Centered Organization Certificate.

Ross is located on the KLO campus and can be reached by email (rmckerlich@okanagan.bc.ca) or phone (local 4921).

Welcome To the New ILT Program Administrator Ross McKerlich

Ross McKerlich

I N S T I T U T E F O R L E A R N I N G A N D T E A C H I N G

I L T I N F O L I N K S

Fall 2014 page 6

As part of its mandate to support dialogue amongst peers and to enhance the practice of learning and teaching the ILT publishes three

issues of its newsletter a year (Winter, Spring, and Fall). All employees of Okanagan College are encouraged to contribute.

Thank you to each of the authors for your valuable contribution to this issue of Enhancing the Practice of Learning and Teaching! The

thought, expertise, and time that has gone into creating the end product is appreciated.

ILT Newsletter production team

Managing Editor: Darrell Skinner dskinner@okanagan.bc.ca

Copy Editor + Distribution: Michael Orwick MOrwick@okanagan.bc.ca (Articles are submitted to Michael Orwick for editing)

Design/Layout Editor: Jennifer Sigalet Jsigalet@okanagan.bc.ca

ILT Newsletter Committee Chair: Jennifer Sigalet Jsigalet@okanagan.bc.ca

For more information on ILT Newsletter: http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Newsletters.html 03/11/14

ILT Educational Programs http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Educational_Programs.html

ILT Events Registration http://www.okanagan.bc.ca/ilt/events

ILT Fellows http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Meet_the_Fellows.html

ILT Mission Statement http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Mission_Statement.html

ILT Newsletter http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Newsletters.html

ILT Resources LibGuide http://libguides.okanagan.bc.ca/ILT

ILT Website http://www.okanagan.bc.ca/ilt

CHECK OUT the new online registration form for ILT EVENTS: http://www.okanagan.bc.ca/ilt/events

I L T N E W S L E T T E R C O N T A C T S

www.okanagan.bc.ca/ilt www.okanagan.bc.ca/ilt

Lean Thinking: Eliminate Waste, Strive

for Excellence

Rob St. Onge and

Moya Webb All Campuses Early October

Understanding Autism Joanne Pool Kelowna Thu Oct 16

Learn & Play: Halloween/Harvest Door

Decorating Beverlie Dietze All Campuses

Until Oct 31

Canada and the First World War

1914-1918 Howard Hisdal Vernon Fri Oct 24

Canada and the First World War

1914-1918 Howard Hisdal Salmon Arm Mon Oct 27

Canada and the First World War

1914-1918 Howard Hisdal Penticton Mon Nov 3

OC Library and ILT 2014 Scholarly and

Creative Expo.

Visit the Website for event details.

Faculty Research and Scholarly and Creative

Talks http://www.okanagan.bc.ca/

Page35611.aspx All Campuses Nov 3—7

Canada and the First World War

1914-1918 Howard Hisdal Kelowna Fri Nov 7

All Carbs are not Created Equal Lynn Johnson and Heather Carson Kelowna Thu Nov 27

Learn and Play: Creating Ginger Bread

Houses Beverlie Dietze All Campuses Early December

Teacher as Leader in the Classroom Roberta Sawatzky Kelowna January 2015

Results from the Student

Satisfaction Survey Jan O’Brien Kelowna February 2015

Sustainable Living – What’s in it for you? Rob St. Onge Kelowna Mon Feb 23

Sustainable Living – What’s in it for you? Rob St. Onge Vernon Tue Feb 24

Sustainable Living – What’s in it for you? Rob St. Onge Salmon Arm Thu Feb 26

Sustainable Living – What’s in it for you? Rob St. Onge Penticton Fri Feb 27

ILT Lunch and Learns and Speaker Events