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Authors: Eva-Marie Lee, Jared Pyles, and Alvaro Brito
What is Flipped & Hybrid Learning?
What is Flipped & Hybrid Learning?
Flipped learning is a teaching method that allows teachers to assign video lecture assignments out of class so that more active learning can take place face to face in class.
Hybrid learning is a teaching method that combines face-to-face in class learning with online learning so that remote learners and in-class learners can learn together. Online learning does supplant some face to face learning and learning can be both synchronous (concurrent) and asynchronous.
Blended learning is a combination of offline and online learning, often taking place in a face to face environment. Online activities are meant to supplement offline content.
One major technology involved in all three is the use of video and screencasting.
Podcast and Open Course Links
Podcast and Open Course Links
Flipped Podcasts (Ask the Flipped Learning Network and Teachers' Lounge) UCONN Hybrid, Blended, and Flipped Course Design-Self Guided Course
Four Easy Steps for Flipping Your Classroom
Four Easy Steps for Flipping Your Classroom
Take the lecture or direct learning process traditionally presented from the front of the class and flip it by presenting it at home with notes or short easily answered questions at home. Then, all active learning will take place in the classroom allowing teachers to walk around and monitor student learning. Step 1: Create a Presentation, Step 2: Record your presentation, Step 3: Edit and Add Interactivity, Step 4: Share with Students.
Intro to HyFlex
Intro to HyFlex
The hybrid model is a combination of remote online learning and face to face learning. It uses both synchronous and asynchronous learning. It may supplant some face to face instruction with online instruction. But what is hyflex? It offers a more flexible model that can be synchronous online and face to face, but it also records the lessons to be available asynchronously. It may also provide a way for students who do not have access at home, so it is an extremely flexible model. You may also be interested in this HyFlex webinar.
Technology Toolbox
Technology Toolbox
Tools to Create Interactive Presentations
Tools to Create Interactive Presentations
EdPuzzle
EdPuzzle
Nearpod
Nearpod
Google Slides & Pear Deck
Google Slides & Pear Deck
Tools to Record Presentations
Tools to Record Presentations
Screencastify allows you to video capture your screen. When finished with the recording, you can trim it, add it to YouTube, Google Drive, or Google classroom. You can also download it to your device or nab an embed code. It has writing tools and the user interface is really easy. Plus, it has a mouse focus that highlights the area around your mouse to draw attention. If you are working with Google Slides as your presentation device, you can use automatic closed captioning, but Screencastify does not have any live closed captioning of its own.
Screencast-o-matic uploads to Dropbox, Google Drive, and YouTube or you can download it and upload your video to your favorite platform. It has a trimming tool, but it does not have a tool you can use to write onscreen. The interface is easy and it has a neat green screen. In addition, you can choose speech to text for captions and edit the captions in a captions editor.
Loom is also a Google Chrome extension. Free Loom does not limit time of video and it allows you to flip the camera so words aren't backwards, add an interactive call to action button (paid), and viewers can react with emojis, but it doesn't highlight the pointer like Screencastify and no captioning options. Like others mentioned, you can trim as an option in the program.
Tools for Class Meetings (You can use these to record as well)
Tools for Class Meetings (You can use these to record as well)
Meet is a video meeting room for large groups. It will allow you to share your screen and record the video lessons. It works within the GSuite program, so where Teams has files, Meet has Google Drive and can work with Google Classroom. Again, there is no in product video trimming. There is, however, just like Teams, live captioning with just a click of a button. The captioning may actually be more accurate than Teams.
Teams is a meeting collaboration platform that allows you to share your screen and record, but more than that it is also file sharing and app integration that smoothly brings together not only Microsoft productivity tools but other apps as well. They need to work on audio, video, and recording controls. There is no final trim feature, but there is live closed captioning.
Zoom is a video meeting room that allows you to set up meetings and record. You can share your screen with an easy user interface and decent video. They had some issues with security, but they have really improved with layered steps to enter meetings. Overall, the audio and video controls are excellent, but there is no video editing or live closed captioning (unless you choose a person to type or get a third party captioner, which are both options). See also 3 Tips to Get More Out of Zoom.
Active Learning
Active Learning
If the direct instruction and modeling is shown via video lessons at home, what then should be done in the classroom? For a hybrid model, it is necessary that what is done in the classroom must also be replicated online for learners who have chosen to stay at home. Below you will find some links for ideas for active learning, some of which have been taken from a business teamwork environment.
Kevin Yee's Interactive Techniques NVCC Active Learning Handout #2 U Michigan Active Learning Continuum
Tools for Communication and Collaboration
Tools for Communication and Collaboration
Flipgrid
Flipgrid
Flipgrid is a video discussion tool. Instructors can post prompts for student response. Students can then reply to the initial post or comment on others. Responses can vary in length based on instructor's discretion. Flipgrid has been proven to provide a way to create authentic discussion in a virtual space.
Padlet
Padlet
Padlet is a virtual "bulletin board" that students can use to share ideas. Students can post multimedia and text, can comment on and "like" posts, and also make connections between posts. This tool is useful for replicating a collaboration environment close to the face-to-face.
Adobe Spark
Adobe Spark
Adobe Spark allows students to reflect through creation. Spark allows for students to create websites (Spark Page), graphics (Spark Post), and videos (Spark Video). These creations can then be shared for consumption. Adobe Spark has a low-entry point, which means that students can start creating without any sort of production knowledge.
Websites for Blended and Hybrid Learning Educational Technology
Websites for Blended and Hybrid Learning Educational Technology
Resources
Resources
7 Things you should know about flipped classrooms (2012) Educause Learning Initiative https://library.educause.edu/-/media/files/library/2012/2/eli7081-pdf.pdf
7 Things you should know about research on active learning classrooms (2017). Educause Learning Initiative. https://library.educause.edu/-/media/files/library/2017/9/eli7148.pdf
7 Things you should know about the hyflex course model (2020) Educause Learning Initiative https://library.educause.edu/-/media/files/library/2020/7/eli7173.pdf
Abdelmalak, M. M. M., & Parra, J. L. (2016). Expanding learning opportunities for graduate students with HyFlex course design. International Journal of Online Pedagogy and Course Design (IJOPCD), 6(4), 19–37. https://doi.org/10.4018/IJOPCD.2016100102.
Beatty, B. (2013). Hybrid courses with flexible participation: The HyFlex course design. In L. Kyei-Blankson & E. Ntuli (Eds.), Practical applications and experiences in K-20 blended learning environments (pp. 153–177). IGI Global. Google Scholar
Brack, T. (2020) "The flipped classroom and hybrid learning" Maneuvering the Middle Blog. https://www.maneuveringthemiddle.com/the-flipped-classroom-and-hybrid-learning/
Hsieh B. (2017) Step by Step, Slowly I Flip. In: Santos Green L., Banas J., Perkins R. (eds) The Flipped College Classroom. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-319-41855-1_2
Mattis, K.V. (2015) "Flipped classroom versus traditional textbook instruction: Assessing accuracy and effort at different levels of mathematical complexity." Technology, Knowledge, and Learning. 20. 231-248. https://link.springer.com/article/10.1007/s10758-014-9238-0
Poon, J. (2013). Blended learning: An institutional approach for enhancing students' learning experiences. Journal of online learning and teaching, 9(2), 271-288. Retrieved from http://dro.deakin.edu.au/eserv/DU:30057995/poon-blendedlearning-2013.pdf
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49. Retrieved from https://pdfs.semanticscholar.org/daa3/b94cdc7b52b3381a7c7e21022a7a8c005f84.pdf
Woo, Y., Herrington, J., Agopstinho, S., and Reeves, T.C. (2007). Implementing authentic tasks in web-based learning environments. Educause Quarterly 3, 36-43.
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