Preliminary Results from Using The Self Flipped Classroom Technique and Films in Teaching

Mats Daniels, Åsa Cajander and Anna Vasilchenko will be presenting preliminary results related to using the self-flipped classroom concept and films at the next Uppsala University Teaching Conference. Every other year Uppsala University arranges the Conference for University Pedagogical Development. The date for the conference in 2019 is October 10, and the organizer is Division for Quality Enhancement.

At this conference teachers and researchers at Uppsala University are invited to spend an intensive conference day sharing their knowledge and experience of teaching and educational development and to avail themselves of the immense aggregate knowledge within the University. The conference is intended to serve as a forum for enhanced cooperation across subject and discipline boundaries, to provide an opportunity for participants to enhance their own teaching qualifications and find new inspiration (this paraagraph is copied from the conference organisers web page)

Abstract for the talk given at the conference: 

Anna Vasilchenko has extended the “Flipped Classroom” concept to a “Self-Flipped Classroom” (SFC) variant [Vasilchenko, et al. 2017], which we have tried in courses at the IT department. We have studied the use of the SFC concept from different educational aspects, including identification of various roles assumed by students [Vasilchenko, et al. 2018]. The roles we identified were “creators”, “co-workers”, “communicators” and “student (someone who learns)”. These roles are largely intertwined, but we still believe there is reason to see them as separate.

The educational structure of the course Complex IT systems in large organizations is that student groups will conduct interviews with people in different roles in real organizations and summarize what they have found out in 3-5 minutes of video presentations. These presentations are later used as study material for the other students in the course.

In this presentation, we focus on the students’ production and use of video presentations and contrast how the teachers experience the effects of variations in instructions in two different course instances of the course. This applies to both the quality of the video presentations in general and how the teachers experienced the students’ engagement, where it is later compared with a study of how the students experienced the impact of the SFC concept on their attitude and learning. This includes about how students’ attitude to material produced by other students and what they learn in their own production. We are particularly interested in how this affects students’ development of professional skills [National Research Council 2012], which is linked to the different roles that students take on. We will reflect on some observations about how identity and social norms affect this teaching situation.

The presentation focuses on a special use of the SFC concept, but the results are interesting on a general level for others who want to use the SFC concept and add it as a component of their educational toolbox.

National Research Council (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press.

Vasilchenko, A., Green, D., Qarabash, H., Preston, A., Bartindale, T. and Balaam, M. (2017) Media Literacy as a By-Product of Collaborative Video Production by CS Students. ACM Conference on Innovation and Technology in Computer Science Education, Bologna, Italy

Vasilchenko, A., Cajander, Å., Daniels, M., and Balaam, M. (2018) The Self-Flipped Classroom Concept: Underlying Ideas and Experiences, ASEE / IEEE Frontiers in Education, San Jose, USA.

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