Friday, November 8, 2013

A Guide to creating “Flipped” and Blended learning resources

cc licensed ( BY SA ) flickr photo by Scott:
 http://flickr.com/photos/proudfoott/237234776/
If you are thinking about Flipping direct instruction or creating blended learning resources that students can access independently but still have accountability for doing the work then I recommend using Google Forms or Moodle Quizzes for getting started.

Google Forms


The fastest and easiest starting point (in my opinion) is to use Google Forms to create what I call a “Fast flipping form”. I often use this example to demo the idea of a Flipped Form. Students open the form link, watch the embedded video, and answer a few formative questions. The teacher gets a spreadsheet that is time stamped, shows their user name, and provides data on their level of understanding. You also have a summary graph view for visualizing the aggregate scores on the assessment questions.

Here’s my visual guide and video tutorial for creating the “Fast flipping form”.  You can put the form link on a Moodle page, Weebly site, etc. It can also be embedded so that the form is viewable right on the Moodle page and not as a separate link.

Pros: Google “Flipped” Forms are fast to make, simple for students to access and use, and provide a quick at-a-glance dashboard (the spreadsheet) for checking who did and did not do the assignment and what they did or did not understand.

Possible Cons: The only videos you can embed currently are YouTube videos (the workaround is to put a link to any video or any web content in the description field), also the summary view graph for your data will reflect all students and isn’t able to be broken down by sections.
A few other suggestions:

  • I recommend collecting student names using two fields (last name) and (first name) to assist with sorting in the spreadsheet
  • Create a drop down or multiple choice listing for separate section hours. Again this is to assist with sorting the data.
  • Force students to be logged into the school’s Google Apps Account to view the Form to ensure that the data is tracked to the actual student.
  • Optional. Use Moodle to deliver the form and embed the form on a page. This would give you the ability to check if a student(s) are viewing the video resource fully by looking at the activity data which tracks the amount of time spent inside an activity. It’s a way to say “Look, I can check if I think you are opening the form and clicking through the questions without watching.” Also, constructed response questions that require some understanding to write the response can help with accountability.

Moodle Quizzes


Another way to structure a “Flipped” assignment based on video and assessment questions is to use the Moodle quiz feature. You create a quiz question and embed the video in the first question (see below), or use the “Description” option for displaying video content. You then add any additional questions that will help you assess student understanding.

Pros: You can provide automated feedback, remediation, or extension activities based on student answers. You have another question styles including matching, Cloze, and mathematical response. You have the ability to sort data by sections and to have longitudinal data of individual student activity because of Moodle’s grading and database features. It also automatically calculates a score (there is a way to do this with scripts in Google Forms). A quiz can be completed over multiple login sessions and automatically force the student to retake if they don’t master the material.

Cons: Not everyone has or uses Moodle. Moodle quizzes take longer to create and the construction of quizzes and analyzing the results is sometimes less intuitive.  

I’ve included a couple of screenshots to help you visualize what a Moodle “Flipped” activity would look like.




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