This plenary session was by Nicola Sales. Main gist of
it below…
Reasons for Flipping
Training
A lot of the profession are not trained to teach, some
are. The Law School in her university is very new being opened in 2007. She
worked with the academic teaching team on another training model. There was
however 10 / 15% attendance from those being trained, training lecture style,
no knowledge
transfer obvious, they were passive, no enthusiasm in
those that did attend.
Common training experience, looking out to a lot of
blank faces. Hands on experience was
offered in addition above the lectures to those who attended. Again, this had
very low attendance and didn’t transfer knowledge.
The Flipping
The Classroom / Training Room model
This dates to the 1990s and is popular in America. The
trainer becomes ‘the guide on the side’ rather than directing and in charge at
the front start to end.
She then compared the traditional model to flipping
the classroom model.
Traditional Training is
Trainer led
Participants observe
Involves demonstrations
Follow guide instruction
Participants perform training activity
Feed back discussion
Flipped
training is where
Trainer provides content prior to participants
attending training
Training session as participant led
Problem based learning activities
Discussion
Participants receive support and guidance
Flipped steps
to learning
[This was shown as a progressive curve]
Engagement with knowledge – Remembers knowledge –
Applying theory – Creative research
Pros and Cons
of Flipping the Classroom Model
Hard to appeal to everyone with any training style
Needs to be used in the right place and the right
context
Plus Points
Individuals own and control their own learning
Can study in advance as much as need / feel necessary
Don’t get left behind in session
Manages expectations
Can leave training online after for students to catch
up on content if need be
More interaction
Peer to peer
Bad Points
Letting go of telling people how to do something is
hard
Temptation to put up too much content to study first
Need access to software and equipment
Takes time to create the information to be studied in
advance
Promoting the materials
Aclimatising to new way of doing training
Practical
Points to Consider for Any Training
Is it appropriate to flip?
Flipping would achieve what?
How encourage? Embed in module
Actual
Academic Experience Using Method
70% of attendees had done the pre-reading before
attending sessions
Very minimal materials for actual sessions – 4 ppt
slides and worksheets
Didn’t repeat the pre-reading content for those who
hadn’t done it
91% attendance
Good feedback and academic outcomes
Students enjoyed
Gave an identity hook for the sessions
Short, compact, straight to point
Issues to
Think About
Where to host pre-reading materials – private YouTube
channel, VLE?
Learning modules – releasing material on a time
release basis before it’s needed
Decide how much content to give – she gave about 40
mins worth, but will pare it down for next time using the feedback to decide
what’s most important
If content already exists which can be freely used
then use it, don’t reinvent for sake of it
Consider formats and mix e.g. voiceover over
Powerpoint slides, Prezi etc
Lots of free software that might suffice or priced
options e.g. Jing, Cantasia
Took 3 months to put together the new module approach
working part-time
Top 10 Tips
Short video pre-reading content should only last 3 / 4
mins each
Repurpose content that already exists
Use free software
Natural voice will come through after while
Focus learning content
Time release learning
Resist repetition
Remember to use more than videos
Create relevant tasks
Be flexible
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