1. Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

2. Presentation overview
Melissa Castillo, Learning Technology
Services
• Overview of Flipped Model
• UW-Stout Perceptions
• Higher Education Studies
Rich Berg, Learning Technology Services
• Mini-lectures survey results
Dr. Todd Zimmerman, Physics
• Reflection on classroom experiences
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

3. Overview of the Model/Related
Terms
• Blended/Hybrid Learning
• Inverted classroom
• Reverse Instruction
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

4. UW-Stout Interest in Model
• STEM
• Active Learning and Engagement
• Diverse learners
• Variety of materials, self-
paced, anytime/anywhere
• Learning outcomes
• K-12 Impact, Publishers Investment
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

5. UW-Stout Reservations with
Model
• Flipped Classroom is a trend
• Student resistance
• Will students assume traditional roles?
• Will students watch lectures or use
additional materials?
• Will students still come to class?
• Will students contribute to discussion?
• Need more time to prepare, plan
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

6. Higher Ed – Common Strategies (Before Class)
•Readings
•Video lectures/Narrated PowerPoint
•Lecture slides
•Quizzes – “gate-check”
•Past exams/assignments, Optional quizzes
•Animations, simulations
•Extra examples, problems, solutions
•Supplemental resources
•Discussion forums
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

7. Higher Ed – Common Strategies (In Class)
•Minute papers
•Initial review/time for questions
•10 min. mini-lecture
•Experiments/labs
•Worksheets /review questions
•Case studies
•Clickers/Smart Response Systems
•Role playing
•Games/Debates
•Group discussion, then presentation
•Final questions/discussion
•Surveys (formative and summative)
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

8. Intro to Economics (40
students)
“Some watched the videos repeatedly, whereas
others never used them.”
“majority of students were favorably impressed
by the course”
Preferred inverted classroom – 3.9
Worksheets/Review questions – 4.1
-Miami University (1996)

9. Architectural Engineering (100 students)
74% flipped class helpful; 24.7% somewhat
helpful.
76% - more time should be spent on review
91.3% example at class start increases
understanding
92% watched videos at least once
“Preferred flipping half of the time.”
“[Flipping] led to increased understanding of the
subject material and assigned projects”
-Penn State U (2008)
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

10. Genetic Diseases (30)/Intro to Biology (400)
GenDis
• Exam 1: control 78.5%, flipped 86.2%
• Exam 2: control 77.5%, flipped 90%
• Exam 3: No difference (not flipped)
• Attendance: Control - 93.3%, Flip 95.3%
"large learning gains and positive student attitudes”
GenBio
• Exam 1 - control 74.4%, flipped 72.6%
• Exam 2 - control 70.4%, flipped 74%
• Attendance: Control - 74.6%, flipped 80%
• Assignments: Control 71.2%, flipped 82.14%
91% “improved my learning
-U of Missouri (2010, 2012)
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

11. Computer Science/Engineering
75% watched all or most videos
78% - viewed eTEACH as more convenient
Two-thirds (531 surveyed) - easier to take notes
59% - "placing lectures online . . . had a positive
effect on learning"
course evaluations - "statistically significant
higher ratings to all aspects of the course."
-UW-Madison (2000)
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

12. Introductory Calculus
22-question calculus concept inventory tests
“[saw] gains at about twice the rate of those in
traditional lectures at other institutions who took
the same inventories.
-University of Michigan - Ann Arbor (2008)
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

13. Works Cited
Berrett, Dan. (Feb. 2012) How 'Flipping' the Classroom Can Improve the Traditional Lecture. The Chronicle of Higher Education.
http://tle.wisc.edu/tleblogs/jhenriqu/how-flipping-classroom-can-improve-traditional-lecture
Cannod, G. C., Burge J. E., & Helmick, M. T. (2007). Using the Inverted Classroom to Teach Software Engineering. Computer
Science and Systems Analysis Technical Reports. Miami University.
http://sc.lib.muohio.edu/bitstream/handle/2374.MIA/206/fulltext.pdf?sequence=1
Demetry, Chrysanthe. “Work in Progress – An Innovation Merging ‘Classroom Flip’ and Team-Based Learning” (2010).
Proceedings, 40th ASEE/IEEE Frontiers in Education Conference, Washington, DC.
http://fieconference.org/fie2010/papers/1321.pdf
Foertsch, J., Moses, G., Strikwerda, J., & Litzkow, M. (2002). Reversing the Lecture/Homework Paradigm Using eTEACH® Web-
based Streaming Video Software. Journal of Engineering Education, 267-274.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment.
Journal of Economic Education, 31(1), 30-43.
Moses, G. (2012). eTeach History. University of Wisconsin-Madison.
http://www.engage.wisc.edu/accomplishments/eteach.php
Stone, B. (2012). Flip Your Classroom to Increase Active Learning and Engagement. 28th Annual Conference on Distance
Teaching and Learning, Madison, WI. ttp://www.uwex.edu/disted/conference/Resource_library/proceedings/56511_2012.pdf
Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H. W. (2009). “Flipping” the Classroom to Explore Active Learning in a
Large Undergraduate Course. Proceedings, American Society for Engineering Education Annual Conference &
Exhibition, Austin, TX.

14. Mini-Lecture Tips
• Keep them short!
• Plan ahead, start early
• Caption lectures
• Minimize use of webcam
• Collect student feedback
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

15. Mini-Lecture Example
• http://www.uwstout.edu/static/lts/streams/branda/relearning730.wvx
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

16. I listened to about _______% of the
recorded lectures
Percentage of recorded lectures watched by students
30.00% 28.57%
26.19%
25.00%
21.43%
20.00%
15.00%
10.00%
7.14% 7.14%
4.76% 4.76%
5.00%
0.00%
0% of lectures 1-20% of 21-40% of 41-60% of 61-80% of 81-99% of 100% of
lectures lectures lectures lectures lectures lecutres
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

17. The audio quality of the recordings was
satisfactory
The audio quality of the recordings was satisfactory
0.45
39.53%
0.4
0.35
0.3
0.25
0.2
0.15
0.1
6.98%
0.05
0 0.00% 0.00%
0
Strongly Disagree Disagree Neutral Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

18. The video quality of the recordings was
satisfactory
The video quality of the recordings was satisfactory
70.00%
60.00% 58.14%
50.00%
40.00%
34.88%
30.00%
20.00%
10.00% 6.98%
0.00% 0.00%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

19. The recorded lectures played back without
problems.
The recorded lectures played back without problems
70.00%
60.47%
60.00%
50.00%
40.00%
30.00%
18.60%
20.00% 16.28%
10.00%
2.33% 2.33%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

20. The visual elements were easy to see in the
playback.
The visual elements were easy to see in the playback
70.00%
60.47%
60.00%
50.00%
40.00%
30.23%
30.00%
20.00%
10.00% 6.98%
2.33%
0.00%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

21. The player controls were easy to use.
The player controls were easy to use
60.00%
51.16%
50.00%
40.00%
30.23%
30.00%
20.00%
16.28%
10.00%
2.33%
0.00%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

22. The length of the audio recordings was
appropriate.
The length of the audio recordings was appropriate
45.00%
41.86%
40.00%
37.21%
35.00%
30.00%
25.00%
20.00%
16.28%
15.00%
10.00%
4.65%
5.00%
0.00%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

23. If the length of the recorded lectures was
not suitable, the problem was because the
lectures were:
If the length of the recorded lectures was not suitable, the problem was
because the lectures were:
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Too Long Too short Neither. I thought the length was
satisfactory
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

24. The optimal length for a recorded lecture
is:
The optimal length for a recorded lecture is:
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
5 Minutes or less 10 Minutes or less 15 minutes or less 30 minutes or less Length of the recorded
lecture does not
matter to me.
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

25. The recorded lectures added instructional
value to the course.
The recorded lectures added instructional value to the course.
60.00%
55.81%
50.00%
40.00%
32.56%
30.00%
20.00%
9.30%
10.00%
2.33%
0.00%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

26. Listening to the recorded lectures
reinforced my understanding of the course
content.
Listening to the recorded lectures reinforced my understanding of the course
content.
60.00%
52.38%
50.00%
40.00%
30.00% 28.57%
19.05%
20.00%
10.00%
0.00% 0.00%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

27. The content in the recorded lectures was a
good supplement to the other course
materials.
The content in the recorded lectures was a good supplement to the other
course materials.
45.00% 41.86%
39.53%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
11.63%
10.00%
4.65%
5.00% 2.33%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

28. Listening to the recorded lectures helped
me to feel confident that I understood the
course materials well.
Listening to the recorded lectures helped me to feel confident that I
understood the course materials well.
50.00%
44.19%
45.00%
40.00%
35.00% 32.56%
30.00%
25.00%
20.93%
20.00%
15.00%
10.00%
5.00% 2.33%
0.00%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

29. Listening to the recorded lectures helped
me to master the course content.
Listening to the recorded lectures helped me to master the course content.
60.00%
53.49%
50.00%
40.00%
30.00%
25.58%
20.00%
16.28%
10.00%
4.65%
0.00%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

30. Having the captions on the recorded
lecture was helpful.
Having the captions on the recorded lecture was helpful.
70.00%
62.79%
60.00%
50.00%
40.00%
30.00%
25.58%
20.00%
11.63%
10.00%
0.00% 0.00%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

31. I used the recorded lectures to prepare for
tests and exams.
I used the recorded lectures to prepare for tests and exams.
60.00%
51.16%
50.00%
40.00%
30.00% 27.91%
20.00%
13.95%
10.00%
4.65%
2.33%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

32. Listening to the recorded lectures helped
me to do better on tests and exams.
Listening to the recorded lectures helped me to do better on tests and exams.
50.00%
44.19%
45.00%
40.00%
34.88%
35.00%
30.00%
25.00%
20.00%
16.28%
15.00%
10.00%
5.00% 2.33% 2.33%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

33. Listening to the recorded lectures helped
me to get a better grade in the course.
Listening to the recorded lectures helped me to get a better grade in the course
45.00%
41.86%
40.00%
34.88%
35.00%
30.00%
25.00%
20.93%
20.00%
15.00%
10.00%
5.00%
2.33%
0.00%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

34. If given a choice in the future, I would opt
to have recorded lectures instead of face-
to-face lectures.
If given a choice in the future, I would opt to have recorded lectures instead of
face-to-face lectures.
35.00% 32.56%
30.00%
25.00% 23.26%
20.93%
20.00%
15.00%
11.63% 11.63%
10.00%
5.00%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

35. If given a choice in the future, I would opt
to have recorded lectures in addition to
face-to-face lectures.
If given a choice in the future, I would opt to have recorded lectures in addition
to face-to-face lectures.
60.00%
48.84%
50.00%
40.00%
30.00% 27.91%
20.00% 18.60%
10.00%
4.65%
0.00%
0.00%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

36. What aspects of the recorded lectures
appealed to you?
100.00% 93.02% 93.02%
90.00% 83.72% 86.05%
81.40%
80.00%
70.00% 65.12% 62.79%
60.00%
50.00%
37.21%
40.00%
30.00%
20.00%
6.98%
10.00%
0.00%
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

37. Your Experience with Flipped Classes?
• Who has tried flipping?
• What have you done?
• What worked? What didn’t work?
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

38. Why I Flipped
• Class time spent reintroducing book
material
• Students don’t read book
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

39. Flipping Physics – DIY Lectures
“Home made” hour long lectures
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

40. Flipping Physics – SmartPhysics
Professional quality mini-lectures
Students earn points for watching
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

41. Flipping Physics – Learning Objectives Based
Assessment
No points
Mini-lectures with and without quizzes
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

42. Flipping Physics – Lessons Learning
• Keep it short
• Refer to them during class
• Example problems
• Incentives needed
Learning Technology Services
Inspiring Innovation. Learn more at www.uwstout.edu

43. Contact Information
Melissa Castillo, castillom@uwstout.edu
Rich Berg, bergr@uwstout.edu
Dr. Todd Zimmerman, zimmermant@uwstout.edu