With Flipgrid, students have back-and-forth conversations via short video posts. Think Blackboard Discussion Boards via video instead of text. Dynamic conversation forces people to quickly think on their feet and when it comes to unfamiliar topics, students may not be ready for that. Used right, this tool changes the online learning experience by preserving the oral component while allowing students more time to craft what they will say.

Flipgrid also reminds students that they are communicating with real human beings and not anonymous AI bots.

Here are some situations where Flipgrid could be a perfect fit:

• You want to get students used to talking about a topic in front of other people, but they aren’t ready for a live discussion or presentation yet

• When you want asynchronous feedback on something within the affective domain

  • E.g. building confidence; developing appreciation; just something that can be measured by the amount of interest/passion a person displays when talking about it

• Practicing scenarios where emotion, word choice, and nuances in speech may be paramount (e.g. persuasion, counselling, negotiation, giving tough feedback, delivering bad news, requesting additional funding, etc.)

• Practicing a speech that needs to be polished and refined (e.g. elevator speech; Shark Tank style pitch)

• Presenting completed work (especially with the screenrecording option)

• Students are building a speech or presentation over time (e.g. introduction in Week 1, main point #1 in Week 2, etc.)

• A team of people are each working on a different portion of a speech and you’d like to get teammate feedback on each one

• Practicing different ways to deliver lines in a play (e.g. angry vs. indignant vs. cold vs. etc)

• Almost anything related to language classes

• You think body language, tone of voice, etc. is helpful

• Quick reactions to something that may have emotional impact

• Asynchronous brainstorming (some research suggests that writing is better for deep thinking, but verbal communication is better for brainstorming; Newman et al. (1995))

• Giving students the sense that they are interacting with real people in the class

• Peer feedback (especially with the screenrecording option)

References

Newman, D. R. (1996). An experiment in group learning technology: Evaluating critical thinking in face-to-face and computer-supported seminars.
Interpersonal Computing & Technology Journal, 4(1), 57-74.

Newman, D.R., Webb, B., & Cochrane, C. (1995). A content analysis method to measure critical thinking in face to face and computer supported group
learning. Interpersonal Computing & Technology, 3(2), 56- 77.

BUSMGT 347:

(Created by Susan Park with assistance from Anthony Saba)

Students participate in a role play where they discuss a case study and apply legal concepts to it. Flipgrid allows students to communicate orally but also take their time before responding.

• Instructions for the Flipgrid component

• Rubric for this assignment's Flipgrid component

• Follow up activity (Memo to the CEO)

• Rubric for the Memo to the CEO assignment

COMM 112: Reasoned Discourse

(Created by Amy Arellano with assistance from Christy Aceves)

Flipgrid was the platform Amy chose when she wanted students to make their case for who won a debate students watched earlier in the week. She had a variety of goals involving helping students to communicate the results of their reasoning & critical inquiry, but in an oral context.

• Directions for the Flipgrid Activity

• Amy's rationale and a sample of student evaluation comments (from Fall 2019)

• Rubric for this activity

THEA 230: Development of Theatre I: Classical

(Created by Teresa Focarile with assistance from Monica Brown & Ben Croft)

There are several things to focus on here. One, students have to pitch a theatre company on including some Indian performances in their lineup, and the persuasive and emotional elements come across better in video than in text. Two, the alignment between the activity, the course learning objectives, and the university learning outcome on oral communication.

• Assignment description and instructions

• Alignment of assignment objective with course and university learning outcomes

Other resources

• Self-Introduction Activity Instructions

• An easily customizable Flipgrid rubric

Some nice features

• Really easy to use (We haven't heard of a student having trouble)

• You can watch posted videos at double speed

• You can download transcripts of the videos

• There is automatic captioning of posted videos

• Various filters and stickers allow faces to be obscured for extra privacy

• You can record your screen or your face

Possible limitations

• Editing features are very limited, though you can upload videos you've edited outside the platform

• Although Flipgrid has private feedback and rubric features, we don't recommend that you use them. We and Learning Technology Solutions (LTS) currently recommend keeping feedback and grading outside of this tool and in the Learning Management System (LMS, e.g. Blackboard).

Privacy, accessibility, etc.

• OIT has vetted this tool for FERPA, accessibility, and other concerns

Support

• The Boise State Help Desk provides technical assistance with this tool to faculty and students

• If you would like instructional design and technical support for integrating this technology into your online course, email stephaniechism@boisestate.edu

We set up a Flipgrid for participants in this Community of Practice to try out.