Design and Development Considerations for Flipping Instruction

Photo of participants working
Nandita Mani, Ph.D., Assistant Director of the Curriculum Integration & Innovation unit at the Taubman Health Sciences Library, led an engaging conversation on Design and Development Considerations for Flipping Instruction with faculty and staff from the library on April 23, 2015. This well-attended session covered an overview and history of flipped classrooms, multiple group activities, and thought provoking take-home questions.
The primary focus of the session included topic-driven group conversations. Below are two of the prompts with an overview of the responses:
What do you recommend to foster change going from a more traditional method of teaching to the flipped-classroom model?
The group felt that it is important to be honest about how the course is going to change. Share with the students that it is a new approach and focus on the positive outcomes. Yes, shifting to a new paradigm will take time and will change what is expected of the learnings, so they need to know what that expectation is up front.
What are some technological challenges you foresee or have experiences in using a flipped classroom model, and how would you overcome and/or address these?
Multimedia is typically developed for flipped classrooms, which may not be the expertise of the instructor. Support will need to be available so the materials are developed effectively. Remember, when changing the delivery method, the content will typically change, as well. Flipping a class does not mean recording a traditional lecture and posting it online. There are also intangibles to take into consideration. Students will bring their own devices to class, so the content must be tested to ensure that it is accessible on all devices and must be accessible for all learning needs.
The session ended with an all-group activity: creating a list of critical elements for a flipped classroom. The participants wrote their ideas on a Post-It note and attached them to the whiteboard in front of the room. The elements were then combined into the following categories: design, technology, stakeholder awareness, and evaluation. This list, along with the prompts and responses, are available online.

Post-It notes on whiteboard


The workshop received positive feedback with many participants interested in further pursuing the discussion. If you are interested in learning more about flipping a classroom, visit the TeachTech Workshops page for future sessions.
What are some challenges that you have experienced in using a flipped classroom model? Do you have advice or tips on how to overcome them?