Integrated Flipped Classrooms Flipping the Classroom, Integrating the Disciplines, Blending the Learning Priyia Pusparajah Badariah Ahmad Arkendu Sen
Jun 24, 2015
Integrated Flipped Classrooms
Flipping the Classroom,Integrating the Disciplines,
Blending the Learning
Priyia PusparajahBadariah Ahmad
Arkendu Sen
Necessity is the Mother of Invention
Monash Malaysia began a system of rotating small groups of Yr 2 students through their rural posting on a fortnightly basis
Delivery of whole class teaching became a challenge
The necessity
Why not flip?
One question led to many more…
When?
Which discipline?
What topic?
How?
The flipped classroom – very, very briefly…
“Medical students perceive the didactic lecture to be the least effective learning tool within lecture time compared to more interactive approaches” Butler (1992)
Flipping the ORDER of CLASS ACTIVITY and HOMEWORK component of the class
A Dhanoa et al (unpublished): A single Physiology lecture was delivered via flip
classroom module to the Yr 1 MBBS cohort in Monash Malaysia in 2013
The response was highly positive and many students indicated they would like more flip sessions
Pierce and Fox (2012) Flipped classroom module for renal pharmacotherapy
among pharmacy students – utilized live recordings of previous years lectures for students to view followed by cased based discussions and simulations in class
Students expressed a consistently high preference for the flipped classroom model relative to the traditional instructor led model
Background
To the best of our knowledge, this is the first attempt to create a flipped classroom module integrating more than a single discipline in a medical curriculum.
Beginning of semester crammed timetable Students still in the process of adjusting after long
semester break Respiratory Module
very concept heavy for physiology Significant overlap in several subtopics for
Anatomy and Physiology (eg Microscopic anatomy (Histology) of Respiratory tracts as well as Lungs)
What to flip? When to flip?…
The invention: the idea of the integrated flipped classroom is born…
PHYSIOLOGY
ANATOMY
Integrated Respiratory ModuleBIG FLIPPING MOMENT
MED 201321/03/14
Dr Badariah AhmadDr Priyia Pusparajah
Dr Arkendu Sen
Integrated Module – an interface between traditional teaching and modern technology – objective to enhance students learning
Developed digital learning resources Converted 7 physical lectures to 7 virtual lectures – Vodcast Used ECHO 360 system Each virtual lecture - divided into smaller chunks of
information – easier for students to follow “Mini-vodcast” – 8-10 minutes duration Each virtual lecture consisted of 6 to 8 mini-vodcasts
BFM - The ProcessContent & Technology
Dissemination of resources Initially uploaded mini-vodcast onto MULO/Moodle platform
but size files too large Uploaded onto Student Drive (K drive) – campus based Students then downloaded all mini-vodcast onto their
pen/USB drive A Communication line set up with lecturers:- Blog was set up on MULO for Q&A session Respond from blog – lukewarm Most students preferred using social media vs formal blog
florum Ie. SMS/whatsapp – anonymous/shy/inhibited All queries collated and used to prepare for face-to-face
session
BFM The Process – Preparation & IT
BFM - The ProcessChallenges & Advantages
Challenges- Poor audio clarity – student
might lose interest - enhance audio so students can hear follow the lecture clearly – technical help essential*
Editing - time consuming Give yourself ample time to
prepare these mini-vodcast MULO/Moodle could not be the
main platform for storage Consider suitable platform to
store digital resources
Advantages:- Good for difficult concepts –
ie Respiratory Module Student can pause and listen
and replay difficult topics multiple times
Digital resources can be revisited may times over – useful for revision (ie preparation of assessment) vs once off lecture
Can we go to moodle and show our blog forum?
Campus-based – all students attended A 3 hour session with one short tea break (15 minutes) All 3 lecturers present there during the session for clarification &
discussion :- Anatomist, Physiologists/Physician The content of FLIP session conducted based on questions brought up
by students Clicker Questions - help to cover areas which students did not raise
but lecturers thought was significant Main objective of face-to-face FLIP session:- PROVIDE active discussion platform – by identifying “problematic” or
“gap of information” in students learning/understanding Lecturers can give immediate feedback or “plug the hole” NOT to duplicate the vodcast
The BFM – Face-to-face FLIP Session
Benefits of the Face-to-Face Session & Clickers Questions:- For lecturers :- gauge students understanding of the topic Poor performing Clicker questions – feedback/clarification can be given
immediately to students – “fill the gap” Good performing Clicker questions – go through quickly Some “easy questions” did not perform too well – feedback to lecturers
which other areas to cover in following session For students :- meet & discuss with lecturers from different
disciplines at one learning session Integrated curriculum – student can literally see how different
disciplines can come together with several lecturers giving their input at one learning session
More holistic feedback to students– from anatomy, physiology and clinical point of view
The BFM – Face-to-face FLIP Session
Questionnaire Content-based – Pre & Post test Learning experience of the FLIP Session
Background Information Technology
Vodcast – quite detailed regarding organisation, understanding, duration, frequency/# of times watch
Face-to-face – feedback, duration, enhance learning Learning – learning styles
Focus group session Independent colleague – Dr Susan Thomas
Did student find the teaching method effective Benefits and problems student faced with the Integrated Module
Evaluation
Integrated Curriculum – so actual integration by all stakeholders:
Of the curriculum (Disciplines) For the students By the Lecturers
Advantages
MBBS curriculum – in many modules where Team of lecturers think its appropriate to Flip
Clinical Years with students at multiples sites Gippsland and Central – bringing
equivalence to teaching in certain topics Grand rounds etc conducted by specialists
from multiple clinical sites without need to travel or be F2F in all the times
Potential Applications
THANK YOUQ & A