L&T Session B2: Is there evidence for the filpped classroom in STEM teaching

Mike Dodds, Department of Computer Science

AbstractPresentation | Recording

The flipped classroom (or flipping) is a new educational technique which seeks to invert the traditional model of in-classroom lectures and out-of-class homework. Instead, it advocates in-class interactive group learning, and out-of-class instruction via videos or podcasts. Intuitively, this moves classroom time away from mere dissemination of information, and allows teachers to focus on solving student problems and eLT Event Talk 84.jpgnabling learning. This connects with the increasing evidence that problem-based learning is an effective teaching technique.

The intuition for flipping seems compelling, reflected in attention in the non-academic media. However, flipping is not trivial to apply. Applying it means restructuring the entire course to focus on group learning, while also recording supporting instructional material. Given the up-front costs, it is important to know whether flipping is truly effective before applying it in practice.

Mike presented the evidence that flipping is effective in improving student learning outcomes in STEM subjects, and also examined some of the pitfalls and opportunities flipping presents.

Within Computer Science, the example Mike referred to has been written up as a Case Study on Flipped Approaches where you can view the approach used by Dr Louis Rose with a third-year module.

For me there were two key discussion points: first on the time and workload of running a flipped learning course; second on how the structure of a flipped course can ensure student engagement. The two are intrinsically related.

Recording good video captures is something that will require practice, new technical skills and careful planning. As we discussed in the session, if you can break down the course content into short (5-10 minute) recordings, you are both thinking more carefully about the key learning points students should take away, and creating resources that are better adapted to students learning online. Short videos should not include tangential information, but deliver new knowledge in a succinct way. For each video, explicitly state what students should learn as a result. This enables students to judge for themselves whether they understood the new concepts. The risks of longer videos is that they try to convey too many points, and aside from that it can be difficult to watch a longer video without succumbing to other online distractions.

With shorter videos, clustered around specific topics, as an instructor you can include activities that relate to those videos requiring students to demonstrate their understanding through evaluation, collaboration and application. This can be in the form of a online quiz, or more aligned to the discipline practices, as shown in Computer Science where students had to take their understanding from video-lectures and apply to a programming task. There is a clear and designed-in link between the student work outside the face-to-face contact time and what they can achieve through activity and interaction in class.

If you are interested in the ideas presented by Mike Dodds, then please do watch the recordings from our recent ELDT Webinars and blog posts with further case studies and references on Flipped Learning Design and Flipped Learning Technical.

Matt Cornock (ELDT), Workshop Chair

Happy New Year and welcome back

Happy New Year! We hope you had a relaxing and recuperative Christmas break…

We are already in the thick of term, but whether you are emerging from piles of marking, working with final year students on their dissertations and projects, planning lectures, or all of these and more all at once, we hope you might find time to take a break and come along to one of our Learning and Teach Forum workshops this term.

the20workshop-218x105We kick off with ‘the Workshop’ workshop on Friday 29 January, 12:45-2:15pm in Law and Managment LMB/023, where Celine Kingman (TFTV) and Jenny Gibbons (Law) ask what we mean by ‘workshopping an idea’ or ‘to do a workshop’?

computer20based20testing-218x142On Monday 8 February, 12:30-2:00pm, you can hear from Zoe Handley (Education) and Richard Walker (Head of E-Learning, ASO) discuss the potential of e-exams in their workshop, ‘Engaging learners with computer-based testing‘, in Heslington Hall HG/21.


technology-218x145Sara Perry (Archaeology) and Tom Smith (IT Support) return to talk about technology in practice, in ‘Creativity in the connected classroom‘, covering everything from social media and networking to Google apps, tools and Awesome Tables. How awesome, you ask? Find out on Monday 22 February, 12:30-2:00pm, also in Heslington Hall HG/21.

a20question20of20peer20assessment-218x105The last workshop of the term, on Tuesday 15 March, 12:30-2:00pm, looks at the role of peer-review and assessment, led by  Ollie Jones (TFTV). More details can be found at ‘Deep learning or easy marks? A question of peer assessment.’

For all these workshops, you can sign up via this booking form or by emailing learning-and-teaching-forum@york.ac.uk

team20image-218x348Don’t forget that in June we will hold our Annual Learning and Teaching Conference – Value added graduates: enabling our students to be successful – on Tuesday 7 June. The deadlines for applications to contribute and present are coming up: Wednesday 20 January for workshops, and Wednesday 6 April for posters.

And lastly, if you have ideas for any workshops for 2016/17 you think you would like to see, or perhaps run yourself, we are always looking for ideas and volunteers – drop us a line at learning-and-teaching-forum@york.ac.uk.

Have a great term!



24/06/2015 Technology in practice: Impact of online assessment submission on Learning and Teaching

When: Wednesday 24 June 2015, 12.30-2.00pm [Lunch available from 12.15]simon
Where: Room D/L/037 lecture/seminar room, Derwent College
Who: Simon Davis, E-Learning Development Team, Academic Support Office

Adoption by departments of e-submission workflows to manage the submission of assessments continues to grow, with clear benefits of convenience and efficiency for students and administrators.  This trend has also meant that many more academics are adopting digital workflows for marking student work and producing feedback.

This session will provide an opportunity for participants to explore the experiences of “e-markers”; (those who are reading student work and / or providing feedback on screen).  We will aim to:

  • understand the obstacles faced,
  • highlight techniques which appear to support practice, and
  • consider the impact on feedback quality and student learning.

How do academics fit into the e-submission workflow?

Is it just about administrative efficiencies and student experience?

How should Department practices and technical development by the University progress from here?

Please come along to join in the discussion.

Suggested reading:

Literature review on effects on assessment of e-marking – Diana Fowles


Cambridge assessment research: http://www.cambridgeassessment.org.uk/our-research/areas-of-expertise/e-assessment/




If you wish to attend an event, please use our Booking form or email learning-and-teaching-forum@york.ac.uk

If you are unable to attend an event but would like a copy of the materials, please contact janet.barton@york.ac.uk

Forum magazine – E-learning special edition

Spring 2014’s edition of Forum focussed on Educational Technology. With articles on YouTube in teaching, setting up an academic blog, the student perspective on e-learning, myths and realities of e-learning, innovation vs expectation, employability, the future of e-learning, e-learning within a new programme and the use of Twitter, there’s plenty to get your teeth into. Thanks to Ned Potter for uploading to Scribd.