Flipping large modules!

13 Sep 2016
11:30-12:00
LT1

Flipping large modules!

Designing an instructional strategy for a module of 160 students so that lecture sessions can be more personally responsive is a challenging task. It is clearly impossible to give every student one-to-one instruction, so some means of providing students with an automated-and-individuated experience is necessary.

Online, electronic technology provides an obvious means by which this might be achieved. One possibility is to adopt a semi-programmed learning philosophy. Instructional material can be delivered through documents and videos, while an e-assessment system such as Numbas can hold students accountable for working through the material, and can also capture student feedback for review. A mechanism such as “Adaptive Release” (Blackboard) or “Conditional activity” (Moodle) is able to enforce the pacing. This liberates time in class for tackling student questions arising from the material, before a final summative assessment.

In this talk, I will describe a unit that I set up along these lines, review the experience in the light of assessment data and student feedback, and suggest future modifications and directions for such an approach to online learning.

Slides