Flipped Learning

Project Overview

Developed for the Leonard Davis Institute of Health Economics (LDI) at the University of Pennsylvania, Mastering the Art of Opinion Writing for Health Policy is a four-session virtual course designed to help medical and health policy professionals translate their research into compelling, publishable opinion pieces. I served as the instructional designer, collaborating with Penn’s Center for Excellence in Teaching, Learning & Innovation and the SME for the project, LDI’s Director of Content Strategy. Together, we transformed his decades of journalistic expertise into an engaging, research-backed learning experience.

Approach

Our design approach centered on the flipped classroom model. Learners engaged with video lectures, guided writing activities, and interviews with top editors from publications like The New York Times, STAT News, and MedPage Today before attending live sessions with SME. These synchronous sessions allowed for personalized feedback and peer collaboration as participants refined their op-ed drafts.

I collaborated closely with the SME prior to the launch of the course through weekly meetings to script his lectures, guide the on-camera delivery process, and ensure alignment between online content and live instruction.

Design Process

The course was structured into four sequential modules, each culminating in a live two-hour session.

• Pre-Class Learning: Studio-recorded lectures and editor interviews introduced writing strategies, topic selection, and op-ed structure.

• Live Sessions: Participants workshopped their drafts with Karl and peers, applying lessons learned from the asynchronous materials.

• Revision Cycle: Learners refined their writing between sessions, receiving ongoing feedback toward a publishable piece.

I scripted and edited the video lectures and designed accompanying instructional assets, aligning them with Penn LDI’s visual brand and communication standards. Qualtrics surveys collected learner feedback after each offering, guiding continuous improvement in subsequent iterations.

Tools and Methods

• Learning Environment: Canvas LMS

• Video Production: Adobe Premiere Pro and Audition

• Visual Design: Adobe Illustrator and Photoshop

• Collaboration and Delivery: Zoom for synchronous instruction

• Evaluation: Qualtrics survey for post-course feedback

All media assets were produced and edited in accordance with Penn LDI’s branding guidelines, ensuring visual consistency and professional polish.

Results

The course launched as a pilot offering, free to participants, to refine the structure and measure impact. Following strong demand and excellent feedback, it transitioned into a paid professional development program.

Across the first two cohorts, nine participants published op-eds in major outlets including MedPage Today, U.S. News & World Report, STAT News, and The Philadelphia Inquirer. Participant surveys reflected high satisfaction, citing the course as “one of the most enriching professional development experiences” of their careers.

The success of this project underscored the value of blending expert-led instruction with carefully structured online learning—empowering health policy professionals to amplify their voices in the public sphere.