1. Learning to Flip the Classroom Using a MOOC Learning Community
Dr. Donna Harp Ziegenfuss
Dr. Cynthia Furse

2. Session Objectives: At the end of this ½ hour, you will have:
Gathered Information: about flipped classrooms and about using a MOOC for faculty development
Been Introduced to Available Resources: available to help you plan and teach ‘flipped’?
Discussed Our Lessons Learned: How do we know faculty are benefiting from the MOOC LC? What do students say about flipping?
Been Invited to Join Us!: Sign the login sheet so we can add you to the Teaching Flipped Course

4. Teaching Paradigm (sage on the stage)
Comparison of:
Teaching Paradigm (sage on the stage)
Learning Paradigm (guide on the side)

5. NSF TUES Grant Project (1245904)
Research university & community college partnership
Faculty development efforts grounded in faculty interests and building a community of participants sharing expertise and experiences
Initially focused on STEM and experienced teachers but attracting interest from many other areas by incorporation of the MOOC format

6. What Were We Really Trying To Do?
Engage faculty in rethinking how they teach?
Improve how student learn? Empower faculty and students for success!
Engage faculty in the learning process?
Provide a learning community for sharing experimentation, and grounded in conceptual change?
ALL OF THESE!!! What else? … What would you want to get out of a MOOC Learning Community? How do you learn?

7. Course Design/Re-Design Approach
Engage faculty in rethinking how they design and implement instruction (Fink, 2003; U of U, 2012)
Connect faculty to the educational literature (how people learn, pedagogical innovation, not just tech)
Provide flexible opportunities for interacting with each other, problem solving, & mentoring each other in a learning community (Cox, 2001; Wenger, 2002)
Develop integration of existing support services with faculty needs

8. Pedagogical Phases Technical Phases
Explicit in connecting pedagogy and technology pieces

9. Fink, 2003

10. Course Design Action Research Project
“Backwards Design” Collaborative process –Quality Course Framework (QCF)
Pilot – Assess – Redesign
Course design components:
Read/Reflect: on pedagogy
Try It: technical implementation, experiential support and mentoring
Reflect and Share with Peers (sharing expertise

11. Grounded in pedagogy literature
Round #1
Sp 2014 course:
Grounded in pedagogy literature
Active learning
Quality course design practices
The assessment cycle
Mentoring and support as they flipped their classroom

12. Round #2: “Flip & Chips” Su 2014
Round #2: “Flip & Chips” Su 2014
Model the flipped environment – 2 F2F sessions & online
Shorter session and more room for self-directed learning
Provide opportunities for sharing – developing community
Use to engage interest for more comprehensive sessions

13. Shorter session and more room for self-directed learning
Round #3: MOOC Fall 2014
Shorter session and more room for self-directed learning
Provided opportunities for sharing and developing community at the international level
Resulted in the richest experience due to interdisciplinary approach

14. Still 6 weeks – but more time per module to really read-do-reflect
Round #4: MOOC Spring 2015
Still 6 weeks – but more time per module to really read-do-reflect
Integration of course design and assessment into all 3 modules
Organized by the structure of a flipped course (pre-class - video creation, then in-class)

15. What Have We Learned About Flipping?
Flipping is really not that “new” at all
Flipping is being practiced at the international level in K-12, in higher education, and in training and corporations
Flipping is not just about the technology
The active learning piece properly aligned to the pre-class work is the critical piece that engages students and helps them take more responsibility for learning

16. What Have We Learned About Faculty Who Flip?
Rethinking how the course is organized can lead to transformative thinking about teaching practice
Faculty benefit from sharing teaching experiences and strategies and talking about their teaching
Faculty have similar challenges across different disciplines
We collected data at different levels to try to understand how to best support faculty

17. Data Collection
Analysis of faculty “threshold concept” challenges using IHMC Cmap Tools

18. Concerns-Based Adoption Model
We measured change in concerns about flipping using CBAM profiles pre and post the MOOC and could use this to help faculty see how their thinking has changed
Pre
Post

19. Faculty come into a faculty development opportunity at very different places with different goals and expectations

20. What Have We Learned About Students Who Are Engaged in a Flip?
Value Flexibility and “Do-Overs”
The challenge of Time Management for students becomes front and center
Students realize the importance of staying on Top of Things
They like having continued access to online videos for studying, going back on difficult concepts

21. Final Take-Aways
Faculty schedules and time make it difficult to engage regularly in a predefined time frame for faculty development
The interaction of faculty and learning from other faculty is the most valuable component
Increased collaboration by campus support units due to this initiative
Identified a need for more cross-institutional collaboration with partners on course design, etc.

22. References
Cox, M. (2003). Proven faculty development tools That foster the SoTL in faculty learning communities.” To Improve the Academy, 21, 109–142.
Fink, L. D. (2005). Integrated Course Design. Idea Paper #42, KS: The Idea Center available online at:
Fink, L. D Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
IHMC CMap Tools Software. (2014). Main website. Available at:
University College London, Department of Electronic and Electrical Engineering, (1999–2013). Threshold concepts: Undergraduate teaching, postgraduate training and professional development: A short introduction and bibliography Available online at:
University of Utah (2012). The quality course framework (QCF). Tutorial and information available online at:
Wenger, E. (2009). Digital Habitats. Portland: CPsquare.
Images: open access, hybrid car, blender, MOOC, technology tools