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U P D AT E O NTHE FLIPPED CLASSROOM

Useful resources on MedEdWorldDr Catherine Kennedy, AMEE Projects Offi cer

MedEdWorldA global online medical education community

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A database of the expanding vocabulary used in medical educationGLOSSARY

Flipped Classroom: The ‘Flipped Classroom’ refers to an approach to teaching where the traditional class-time and self-study activities are reversed or ‘fl ipped’. In practice activities can take many forms, but generally involve students preparing for class by watching a pre-recorded lecture or undertaking assigned reading and activities, followed by the ‘lecture’ time being used for interactive discussion, problem-solving and other activities with the teacher. As such the role of the teacher shifts from being the ‘sage on the stage’ to the ‘guide on the side’.

Advantages of this approach include: an increase in interaction between students and teachers; a shift in the responsibility for learning on to students; the ability for students to prepare at a time that suits them, and as many times as meets their needs; an archive of teaching resources; collaborative working between students; an increase in student engagement and a shift from passive listening to active learning.

Possible disadvantages include: the need to invest time and resources to develop courses; the possible need for technological investment; and time for both teachers and students to adapt and acquire the new skills required for this more active and self-directed approach to learning.Key to the success of this approach is that students take responsibility for their learning and come to class prepared. This can be seen as both an advantage and a disadvantage.

This approach has been credited to two US maths teachers, Aaron Sams and Jonathan Bergmann. However, parallels to this approach can be seen in Team-Based Learning, and distance learning higher education programmes, such as The Open University in the UK.Reference adapted from: Bergman, J., Overmyer, J. & Wilie, B. (2011) ‘The Flipped Class: What it is and What it is not” The

Daily Riff http://www.thedailyriff .com/articles/the-fl ipped-class-conversation-689.php (Accessed 09/05/13).

The MedEdWorld Glossary can be accessed at www.mededworld.org/Glossary.aspx

The ‘Flipped Classroom’ refers to an approach to teaching where the traditional class-time and self-study activities are reversed or ‘fl ipped’. In practice activities can take many forms, but generally involve students preparing for class by watching a pre-recorded lecture or undertaking assigned reading and

A selection of key articles recommended by the MedEdWorld Community

A selection of texts recommended on MedEdWorld

Hour-long interactive presentations with experts in medical educationWEBINARS

Science in Medical Education: More than transmitting facts!Presenter: Aviad Haramati Host Institution: Georgetown University School of Medicine, USAwww.mededworld.org/Webinars/Webinar-Items/Science-in-Medical-Education-More-than-transmittin.aspx As part of this presentation Dr Haramati considers the changing role of faculty, and highlights the fl ipped classroom as a learning strategy for encouraging students to learn by asking questions.

TEXTBOOKS

Sams, A. & Bergmann, J. (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.www.mededworld.org/Publications/Textbooks/Flip-Your-Classroom-Reach-Every-Student-in-Every-C.aspx Learn what a fl ipped classroom is and why it works, and get the information you need to fl ip a classroom.

Pacansky-Brock, M. (2012) Best Practices for Teaching with Emerging Technologies (Best Practices in Online Teaching and Learning) London: Routledge.www.mededworld.org/Publications/Textbooks/Best-Practices-for-Teaching-with-Emerging-Technolo.aspx Discusses the fl ipped classroom alongside the range of new technologies that can be used to enhance teaching.

JOURNAL ARTICLES

Prober, C.G. & Heath, C. (2001) Lecture Halls without Lectures - A Proposal for Medical Education.The New England Journal of Medicine, 366:18, pp. 1657-1659. www.mededworld.org/Publications/Articles/Lecture-Halls-without-Lectures-A-Proposal-for-Medi.aspx The authors’ highlight the importance of making lessons “stickier” by using messages that capture curiosity, eliciting emotions, promoting active learning and using the fl ipped-classroom model.

RESOURCES

Dr Aviad Haramati (2012) “Science in Medical Education: more than transmitting the facts!”www.mededworld.org/Resources/Resources-Items/AMEE-2012-Plenary,-session-5A-Science-in-Medical-E.aspx In this recording of his 2012 AMEE Conference Plenary Dr Haramati highlights the fl ipped classroom as a learning strategy for encouraging students to learn by asking questions.

Salman Khan (2011) “Let’s use video to reinvent education”www.mededworld.org/Resources/Resources-Items/Let-s-use-video-to-reinvent-education.aspx TED Talks presentation on the advantages of recording presentations to be used in education. Relates to the Flipped Classroom. The Daily Riff – Various authors (2011) “The Flipped Class: Myths vs. Reality”www.mededworld.org/Resources/Resources-Items/The-Flipped-Class-Myths-vs-Reality.aspx A series of three articles on the Flipped Classroom: 1) The Flipped Class: What it is and What it is Not; 2) The Flipped Class: What Does a Good One Look Like? 3) The Flipped Class: Are You Ready to Flip?

EDUCAUSE (2012) “7 Things you should know about… Flipped Classrooms”www.mededworld.org/Resources/Resources-Items/THINGS-YOU-SHOULD-KNOW-ABOUT%E2%80%A6%E2%84%A2-FLIPPED-CLASSROOMS.aspxAn explanation of what a fl ipped classroom is, how to do it and what the implications are for teaching and learning.

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Including reports, websites, video clips,images and diagrams.

Recommended to support teaching, learning and assessment

Penn State University “7 Things You Need to Know about Flipping the Classroom.”www.mededworld.org/Resources/Resources-Items/7-Things-You-Need-to-Know-about-Flipping-the-Class.aspx This paper looks at the way technology if being used to ‘fl ip the classroom’, and explores the advantages and issues to consider before introducing into teaching.

Edudemic (2013) “The 10 Best Web Tools For Flipped Classrooms”www.mededworld.org/Resources/Resources-Items/The-10-Best-Web-Tools-for-Flipped-Classrooms.aspxA list of tools derived from an @Edudemic Twitter Poll, with suggestions for how they can be used.

The Flipped Institutewww.mededworld.org/Resources/Resources-Items/The-Flipped-Institute.aspx An online resource providing self-help and other assistance to teachers moving from a traditional classroom lecture model to a fl ipped model. Amongst the available resources is a handy list of ideas “Using Class Time Diff erently” for Higher Education.

Flipped Learning Networkwww.mededworld.org/Resources/Resources-Items/Flipped-Learning-Network.aspxA website with a range of resources for fl ipped learning.

LEARNING TECHNOLOGY

TED-Ed www.mededworld.org/Learning-Technology/Equipment-Items/TED-Ed.aspx With TED-Ed you can use, tweak, or completely redo any lesson featured on TED-Ed, or create lessons from scratch based on any video from YouTube.

Camtasia www.mededworld.org/Learning-Technology/Equipment-Items/Camtasia.aspx Screen recording and video-editing software. Use Camtasia to record on-screen activity, customize and edit content, add interactive elements, and share your videos with anyone, on nearly any device.

Camtasia Relay www.mededworld.org/Learning-Technology/Equipment-Items/Camtasia-Relay.aspx Presentation and lecture capture software that allows you to easily record and share presentations, lectures, meetings, and mobile video from virtually anywhere.

Screencast.com www.mededworld.org/Learning-Technology/Equipment-Items/Screencast-com.aspx Online storage and sharing facility for high quality images and videos with a range of privacy options to control audience access.

Turning Pointwww.mededworld.org/Learning-Technology/Equipment-Items/TurningPoint.aspx A voting system that uses ‘clickers’ to enable interactive feedback during class time.

Poll Everywhere www.mededworld.org/Learning-Technology/Equipment-Items/Poll-Everywhere.aspx Instant audience feedback, an easy way to gather live responses in any venue: conferences, presentations, classrooms etc. It works internationally with texting, web or Twitter.

Celly www.mededworld.org/Learning-Technology/Equipment-Items/Celly.aspx Private and secure social networking, it uses social building blocks called “cells” for everyday collaboration, knowledge sharing, and group communication on any device.

Echo360 www.mededworld.org/Learning-Technology/Equipment-Items/Echo360.aspx Active learning technology that enables students to participate more frequently, study more eff ectively, and collaborate more often, during and after class.

Sams, A. & Bergmann, J. (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day.

www.mededworld.org/Publications/Textbooks/Flip-Your-Classroom-Reach-Every-Student-in-Every-C.aspx Learn what a fl ipped classroom is and why it works, and get the information you need to fl ip a classroom.

Pacansky-Brock, M. (2012) Best Practices for Teaching with Emerging Technologies (Best Practices in

A space for debating a wide range of topics of current interest to the health professions.

Our survey said…

Wikispaces www.mededworld.org/Learning-Technology/Equipment-Items/Wikispaces.aspxA space on the Web where you can share work and ideas, pictures and links, videos and media — and anything else you can think of.

FORUMS

Method of the Month – The Flipped Classroomwww.mededworld.org/Forums/f129/t4005/Flipped-Classroom.aspx Post you queries, ideas and suggestions about the ‘fl ipped classroom’ here for discussion with colleagues. You can also add your recommendations on topics to a forum for upload into the MedEdWorld site.

POLL

Are you familiar with the ‘Flipped Classroom’?www.mededworld.org/News/News-Articles/Poll-Results-Are-you-familiar-with-the-%E2%80%98Flipped-Cl.aspx The results of our June survey revealed that 22% of respondents have utilised the ‘fl ipped classroom’ in their curriculum or training programme, and 34% of respondents reported that they had read about the ‘fl ipped classroom’ but have not seen it applied. Twenty-two per cent of respondents had heard of the approach but not studied it, whilst 22% were not aware of the concept.

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The results of our June survey revealed that 22% of respondents have utilised the ‘fl ipped