Enhancing the Flip by Empowering Students to Control Content Presented by Linda Cresap, Ph.D.

1. Enhancing the Flip by Empowering Students to Control Content Presented by Linda Cresap, Ph.D. Professor, Business Information Technology

2. Takeaways from this session • Ideas to enhance your flip by empowering students • Student reactions to this new flip • Thoughts on transitioning the flip to online delivery Be seen. Be heard. BE INSPIRED.

3. Review: Flipped Learning • Exchange of the learning environments • Use of technology to support learning • Student responsibility for learning Be seen. Be heard. BE INSPIRED.

4. How to Enhance the Flip by Empowering Students • Students control the content • Instructor provides guidance • Students and Instructor collaborate on technology Be seen. Be heard. BE INSPIRED.

5. Implementation: BIT 311, Collaborative Computing • MIS majors/minors • So/Jr level • Campus and Online delivery • Spring 2018, 10 campus students (9 males/1 female) • Meeting Tuesday/Thursday 80 minutes Be seen. Be heard. BE INSPIRED.

6. Students Controlled Content • No textbook • Topic outline • Suggested resources • Required resource summaries • In-class expectation Be seen. Be heard. BE INSPIRED.

7. Instructor Provided Guidance • Topic outline and tentative schedule • Resource suggestions • Instructor preparation Reviewed student summaries Shared expert knowledge Facilitated in-class discussions and activities Be seen. Be heard. BE INSPIRED.

8. Students and Instructor Collaborated on Technology Choices • System-approved Learning Management System (LMS) • Alternative suite – MS Teams • Other technology tool options for collaboration • Tools applied/preferred Be seen. Be heard. BE INSPIRED.

9. My Expectations Positive • No books=less costs to students • Variety of resources available • Addresses student preferences for video/audio • More technology Negative • Student reluctance to seek resources • Less reading, more video/audio • Students get bored • Instructor workload goes up Be seen. Be heard. BE INSPIRED.

10. Results • Students liked finding their own resources. Quality Currency Variety • Students liked discussion and application of their discoveries. Quizzes Discussions In-class activities Be seen. Be heard. BE INSPIRED.

11. Results (cont’d.) • Students preferred simple, familiar tools. Grades in LMS PowerPoint, Google, Email, Skype, FB Messenger Office 365 (Class Notebook, Teams) Dropbox • Students preferred written resources. Did not like videos/podcasts • Instructor preparation did increase but in a good way Be seen. Be heard. BE INSPIRED.

12. Student Reactions • I enjoyed being in control of the content, quality, and type of things learned based on outline or topic guidance provided by the instructor. • I invested time in the course and my homework because I knew I wouldn't learn as much or have anything to contribute to the class discussions. • I never felt like I was just reading a textbook and spitting back repetitive information. • I liked that we found and read articles ourselves rather than reading from a textbook. It was great to have a variety of points of view during discussion rather than just more of the textbook. Be seen. Be heard. BE INSPIRED.

13. My Takeaways… • Student reactions and involvement were positive. • Material (content) was current, with varied perspectives, and usually of high quality. • Flexibility was necessary to incorporate student resources with instructor preparation. • Technology was not always our friend. • Students stick to familiar; they were reluctant to try new tools on own. • Students need guidance in writing summaries and evaluating resources. • Need to continue use of LMS for grading. Be seen. Be heard. BE INSPIRED.

14. Additional Student Suggestions • Select and use no more than two main technologies or a suite. • Periodically reiterate the purpose behind the flipped model to remind students of importance of their contribution. • Provide examples or “how to” on summaries. • Explore technology options but do not incorporate. • More discussions, less quizzes. • Add common class read (book recommended by students) • Rename the course Be seen. Be heard. BE INSPIRED.

15. Flipping the online course • Same course – Asynchronous online delivery • 17 students – 2 in Florida, 1 in Canada, 1 in Korea • Same syllabus and assignments Be seen. Be heard. BE INSPIRED.

16. Adjustments • Incorporated student recommended common read • Implemented student-led written discussions • Used approved LMS with link to MS Teams with Class Notebook (within Office 365 available to Minot State students at no cost) • Provided additional introductory information • Maintained flexibility in order to respond to student ideas (also part of the course concept, collaboration) • Offered online chats (optional) Be seen. Be heard. BE INSPIRED.

17. Student reactions • Appreciated opportunity to watch videos as well as read articles • Benefited from additional examples • Liked use of Teams software in place of the LMS; encouraged more integration of Teams and Class Notebook • Liked additional features of Teams, specifically chat and video chat for timely communication in student teams, student-student, and student-faculty • Enjoyed adding apps for sharing • Motivational! Students were owners of their learning; their ideas were heard and addressed. Be seen. Be heard. BE INSPIRED.

18. The flip continues… • Current semester, same class • Students lead in-class discussions on course topics • Use MS Teams and Class Notebook; use LMS for grades only • Provided two days of course preparation • Required earlier deadline for main assignment, summaries, to provide time for quick review before student sharing • Continue to be flexible with student empowerment • Title of the class changing to Organizational Collaboration in fall Be seen. Be heard. BE INSPIRED.

19. Are you flipping? If not, should you be? How can you start?What ideas do you have for empowering your students in the classroom? Be seen. Be heard. BE INSPIRED.

20. Thank you for participating! Questions? Linda.Cresap@minotstateu.edu