Chief Learning Officer

To Flip or Flop? Best Practices Learned Over Three

Years of Flipping Educational Interventions

Brian S McGowan, PhD, FACEhpChief Learning Officer

ArcheMedX, Inc

Chief Learning Officer

The Flipped Workshop1. Learners consume foundational content as “pre-work”

prior to a live meeting2. Pre-work generates interim learning data that informs

Faculty3. Faculty customize content and strategies for learners to

apply content at the live meeting4. Face-to-face time is saved for deeper learning and/or

application

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Theoretically, Why Flip?1. Predisposes learners2. Offers sequential experiences3. Improves learner homogeneity4. Allows data-driven design,

planning, and customization by faculty/planners

5. Optimizes in-cla$$ time

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Flipped Classroom Experience

2014: ACEhp Pre-Conference Workshop 2014: ANCC CNE Symposium2015: ANCC CNE Symposium2016: Internal Staff Training

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Learning Actions Model

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2014 ACEhp Flipped Classroom• Target audience:

– CME educators (n = 110+)• Strategies:

– 11, Webcam videos of Faculty– Learning Actions Model– Hoped to launch~ 4 wks prior to event

• Outcomes:– ~50% pre-work participation – Live meeting became a refresher

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Content Launches

2nd Notice

3rd Notice

Final Notice

Live Meeting

Our ‘Designed’ Plan of Action: Flipped ClassroomPa

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patio

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What did we actually do?

Content Launches

2nd Nudge

Content Launches

2nd Notice

Live Meeting

Parti

cipa

tion

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2014 ANCC Flipped Classroom• Target audience: – CNE educators (n = 125+)

• Strategies:– 11, Webcam videos of faculty – Learning Actions Model– Started ~ 4 wks prior to event

• Outcomes:– 80% pre-work participation – ~4,900 documented learning actions– Innovation of the Year Award

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2015 ANCC Flipped Classroom• Target audience:

– CNE educators (n = 120+)• Strategies:

– 11, Narrated PowerPoints – Learning Actions Model– Launched 4 wks prior to event– ‘Meet the Faculty’ webinar 2 wks prior

• Outcomes:– 90% participation in pre-work– ~2,000 documented learning actions– Among the highest rated interventions in

association’s history!

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2016 Staff Flipped Classroom• Target audience:

– Departmental Staff (n=12)• Strategies:

– 7, Narrated PowerPoints – Learning Actions Model– Hoped to launch ~4 wks prior to event– Capstone session ~4wks after event

• Outcomes:– 100% pre-work participation– Close-knit culture drove engagement

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Experience with the Flipped Classroom

McGowan, Chappell, & Balmer. J Contin Educ Nurs. 2014 Nov;45(11):477-8

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Impact of Pre-Work: Attitudes Before

McGowan, Chappell, & Balmer. J Contin Educ Nurs. 2014 Nov;45(11):477-8

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Impact of Pre-Work: Attitudes After

McGowan, Chappell, & Balmer. J Contin Educ Nurs. 2014 Nov;45(11):477-8

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Commitment to Change

McGowan, Chappell, & Balmer. J Contin Educ Nurs. 2014 Nov;45(11):477-8

Chief Learning Officer

Flipped Experience: Participant Reflection

“As I looked at the content within the flipped classroom, I realized by participating in the flipped classroom, as a learner, I was gaining insight into my own learning needs based on my responses as compared to others. “

Chief Learning Officer

Flipped Experience: Participant Reflection

“As a learner and educator, the flipped learning model requires that we function as both a teacher and as a learner…SIMULTANEOUSLY. “

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The “Flipped” Workshop: Take Aways1. Learners consume foundational

content as pre-work prior to mtg

2. Pre-work generates interim outcomes data that informs Faculty

3. Faculty incorporate strategies for learners to apply content in class

4. Face-to-face time is saved for deeper learning and application

Do not make assumptions that learners will do their workWithout data you can not understand what learners have done or learned

You must remain open and listen to what data tells you about learners

The hours and days before the live meeting will be filled with all new levels of stress and redesign