1. Scaffolding Flipped Programming Laboratory
Paul Horng-Jyh Wu, Hong Lie Toh, Stephen Wee Kiat Low, and Chee Shin Yeo
Singapore University of Social Sciences (SUSS)

2. Flipped Classroom -> Flipped Lab?
Flipped classroom teaching is characterized by offloading lecture content for students to learn on their own; class time is dedicated to engage students in problem-solving and student-centric activities.
One may ask: can we also flip a traditional Face-to-Face (F2F) programming laboratory as well?
That is, can we offload laboratory content for students to learn on their own, and then dedicate the class time to engage students in debugging their program

3. Components of Flipped Programming Lab
C1: Videos of Lab Exercises
C2: Virtual Labs
C3: Scaffolding Flipped Lab
SPOC has piloted and studied C1 and C2, e.g., UC Berkeley's Edx CS169.1x and CS169.2x on Agile Development Using Ruby on Rails

4. C1: Video Replay of Lab Exercises
Udemy
Safaribonline
Edx/Coursera
Adjustable Speeds
Yes
Adjustable Resolution
Caption
Downloadable Video No
Quizzes Inserted
Q&A / Discussion
Bookmark
TOC
Forum

5. C1: Related issues to video chunks
Framework to integrate lecture and lab video chunks
E.g., Elaboration Theory: Epitomize, Elaborate (theoretical, conceptual, procedural), Summarize, Synthesize, Analogize. (Prezi?)
Sources of video chunks
Studio produced or field recorded
Repurposed classroom / lab / field visit recording
Curated open source videos
Video production features
Switching between Lecture and Lab Exercise
Integration of multiple streams
Zoom, Motion highlighting, and Animation

6. C2: Virtual Labs
Creating image of the Lab environment to be run on a virtual machine in students’ computers.
VirtualBox
Providing Cloud service access for students to perform something similar to the above on the Cloud
Cloud9 or PaaS
Creating an online Cloud-based centralized Lab management system to migrate the current physical Lab environment to Cloud (Lab-as-a- Service).
Qwiklabs

7. C2: Virtual Labs related issues
Stateful v.s. Stateless Lab sessions
Would students be able to continue from where they were at in the exercise?
Lab booking system
To ensure students do use and use the resources prudently

8. Potential Issues with flipped programming labs
Deficiency in the self-study competency
Students fail to follow through the lab chunks and come to the classroom un- prepared
Problem solving not shared
Debugging (problem solving) requires one-to-one guidance and if the instructors need to replicate their counselling advice because multiple students share the same difficulties, it becomes sub-optimal.

9. Social Bookmarker on the video chunks
To register the exact step (according to the chunks) where they cannot understand and include a brief description of the difficulties encountered so that these bookmarks are shared among the students to help one another overcome their difficulties; thus, achieving the objective of collaborative learning
To serve as a monitor for instructors to focus their feedback to students on the most substantial learning challenges.

10. Webinar with virtual labs instead of F2F labs
The webinar session allows multiple students to simultaneously observe how the instructor solve the difficulties encountered by a particular student so that the other students can also learn at the same time.

11. Concluding Remarks Flipped Programming Lab is desirable
Three factors to be considered in flipping programming lab
Lab Video Chunks
Virtual Labs
Scaffolding for flipped learning
Proposed Solutions
Social Bookmarker
Webinar with virtual labs in place of physical labs
Next Step: Formulate and implement an agile development project to implement the proposal