Advancing Teaching and Learning at UQ Herston Workshops 2014

Advancing Teaching and Learning at UQ
Herston Workshops 2014
Flipped Classroom - May 28, 12-2pm
Presented by Anthea Leggett (TEDI)
with guest speakers:
Dr Leo Nunnick (SOM)
Dr Lisa Fitzgerald (SPH)
Dr Raja Koteeswaran (SOM)
Dr Jolieke Van Der Pols (SPH)
‘There are many ways that a classroom
can be flipped, but the underlying
premise is that students review lecture
materials outside of class and then
come to class prepared to participate in
instructor-guided learning activities.’
(Hughes, 2012)
What is the flipped classroom?
Student Engagement: Integrating ActiveLearning into Health Science Courses
(POGIL approach) VIDEO
Should learning be fun?
Discuss in pairs or small groups, then write your
answer to this Padlet wall:
Case-based learning
‘Medical students are generally not provided
opportunities to think like doctors.
They are taught how to do a history or an examination and
are provided with a lot of didactic material, but are not
taught how to apply this knowledge. The case based learning approach embedded in the POLIE modules
encourages students to employ a range of strategies such
as differential diagnosis, calculating probabilities, reliability
of tests and case management strategies that reflect the
challenges of clinical situations. This provides an
authentic framework to help prepare medical students for
professional practice.’
Dr Leo Nunnick
Critical Care Interactive Cases
Dr Lisa Fitzgerald
Flipping Heck! Flipping the classroom: pedagogical and budgetary drivers- a case study
Raja Koteeswaran
Flipping Pathology
Dr Jolieke Van Der Pols
Using Padlet to engage students with Epidemiology
Padlet Activity
How could you use Padlet in your teaching?
Discuss in pairs or small groups, then write your
answer to the Padlet wall:
VoiceThread: Observational Epidemiology
Padlet Activity
How could you use VoiceThread in your
Discuss in pairs or small groups, then write your
answer to the Padlet wall:
Discuss activity: Should
learning be fun?
• Research on effectiveness of active
learning linked to student engagement
(Kuh et al, 2010)
• Research links ‘engaged’ students to
lower attrition rates, higher course &
teacher ratings (Bonwell & Eison,
1991; Kuh et al., 2010)
Where to from here?
Contact me for further support : Anthea Leggett
Email: [email protected]
• focussed flipped classroom workshop for your
school (with ITS)
• learning design group
• one on one consultation
Thank you
Flipped classroom website
Video for teaching and learning website
Social media for teaching and learning website
ITS UQ A-Z tools
Open Course Scheme
MANUSCRIPT: Vodcasts and Active-Learning Exercises in a “Flipped
Classroom” Model of a Renal Pharmacotherapy Module
Conclusion. Implementing a flipped classroom model to teach a renal pharmacotherapy
module resulted in improved student performance and favorable student perceptions
about the instructional approach. Some of the factors that may have contributed to
students’ improved scores included: student mediated contact with the course material
prior to classes, benchmark and formative assessments administered during the module,
and the interactive class activities.
In this investigation, the effect of the flipped classroom and associated
differentiation was studied to measure the impact on student achievement and
student stress levels. For the second semester of their senior year, students
watched video lectures outside of class and completed assignments during
class time. Students reported lower stress levels in this type of classroom
environment compared to other classes. While semester grades showed
improvement, exam grades did not show significant improvement. Overall,
students displayed positive feelings towards the treatment and enjoyed the
associated benefits of being able to choose their own assignments and explore
concepts they found interesting more in-depth.
Brian S McGowan, PhD
(2014), Anatomical Sciences Education Vol. 7, Issue 3, 2014
Cover Image. AnatSci Ed, 7: C1. doi: 10.1002/ase.1457
To enhance independent learning and integration of embryology and to address
decreased time in the curriculum, Texas Tech University Health Sciences Center
School of Medicine developed a hybrid method of the flipped classroom to deliver
embryology content. Here, students in the anatomy laboratory are using the
online embryology videos to learn heart development and integrate this
knowledge with the adult structures visualized through dissection, models, and
medical images. This knowledge is later reinforced during a face to- face questionanswer session utilizing clinical cases. These experiences are described in this
issue by Dr. Beale and his co-authors. Photography by Neal Hinkle, Texas Tech
University Health Sciences Center, Department of Medical Education.;jsessionid=D7BA1E
The Flipped Classroom: A Course Redesign to Foster Learning
and Engagement in a Health Professions School
Recent calls for educational reform highlight ongoing concerns about the ability of current curricula to
equip aspiring health care professionals with the skills for success. Whereas a wide range of
proposed solutions attempt to address apparent deficiencies in current educational models, a
growing body of literature consistently points to the need to rethink the traditional in-class, lecturebased course model. One such proposal is the flipped classroom, in which content is offloaded for
students to learn on their own, and class time is dedicated to engaging students in studentcentered learning activities, like problem-based learning and inquiry-oriented strategies.
In 2012, the authors flipped a required first-year pharmaceutics course at the University of North
Carolina Eshelman School of Pharmacy. They offloaded all lectures to self-paced online videos and
used class time to engage students in active learning exercises. In this article, the authors describe
the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline
the research they conducted to investigate the resulting outcomes. This article is intended to serve
as a guide to instructors and educational programs seeking to develop, implement, and evaluate
innovative and practical strategies to transform students’ learning experience.
As class attendance, students’ learning, and the perceived value of this model all increased following
participation in the flipped classroom, the authors conclude that this approach warrants careful
consideration as educators aim to enhance learning, improve outcomes, and fully equip students to
address 21st-century health care needs.
Health Sciences resources
Teaching Strategies Promoting Active Learning in Healthcare Education
Active Learning: Library of Resources | CRLT
Using Active Learning to Shift the Habits of Learning in Health Care
Health Sciences resources cont...
What’s missing form the flipped classroom model
Flipping Med Ed
University of Washington
Stanford Medical Interactive Learning Initiatives
Using peer instruction to flip your classroom
“We don’t learn this way. Why do we teach
this way?”
Prof Eric Mazur, Harvard
Yale School of MedicineAnesthesiology
“[Using the flipped classroom] is especially relevant today in medical education given the
constraints on time for resident duty hours and the ever-expanding volume of medical
online format is reserved to teach basic concepts (library of videos, podcasts and material to
help teachers and learners in the specialty)
face to face classroom learning is used for exploring application and synthesis of
The John Hopkins Bloomberg
School of Public Health CTL
2013 Workshop: Engaging Students in Active Learning:
The Flipped Classroom and Other Strategies
Articulate the purpose and value of incorporating active learning and flipping a class/session
Evaluate the usefulness of flipping
Compare several methods for active learning techniques
Implement active learning and/or classroom flipping techniques in your class.