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Instructional Design Project: Flipped Class Model Training
Cecelia Baggott, Kimberly Carter, Elizabeth Perin, Alisha Ruble, and Jillian Wendt
Instructional Design Project: Flipped Class Model Training
The Flipped Class model is emerging as an innovative way for teachers to provide students the instruction they need, in an engaging format that appeals to a younger generation, while maximizing class time for application of content through collaboration, project-based learning, and differentiated instruction. Teachers provide students homework in the form of videos to watch before class. Students come to class prepared with content they can apply in a variety of ways. According to The Friday Institute (n.d.), the Flipped Class model helps build a better relationship between the teacher, students, and parents and gives student the feeling of sitting in the front row of class. The Flipped Class Model meets students’ needs by allowing them to view their homework videos multiple times, if needed (The Friday Institute, n.d.).
Needs Identification
Our team will be evaluating a need that has been identified in a real-world distance education environment, South Carolina Virtual Charter School (SCVCS). It has been determined that there is an anticipated need for lessons that are more student-centered as the institution will be implementing the “flipped” classroom approach. In order for teachers to provide these lessons, however, the teachers must first be trained how to plan and record video lessons that can be uploaded to the virtual environment (Carter, 2011).
Administration at SCVCS is committed to serving students by providing the best learning environment possible. As reported by the South Carolina Annual Report Card Summary (2011), SCVCS did not meet AYP and was given an absolute rating of “At Risk”. South Carolina Academic Standards require a large amount of content for each grade level; however with limited time for online teaching sessions, teachers find it difficult to balance having sufficient time for instruction with adequate time for student application of content. Therefore, administration has decided to transition toward a more student-centered environment for the 2012-2013 school year, utilizing the Flipped Class model of instruction. This workshop would address the anticipated need for flipped class model instruction in a week-long summer training format.
Goal Statement
Given a web camera, video editing and conversion software, and access to a video hosting website, teachers at SCVCS will be able to construct a video lesson utilizing the “flipped” classroom model addressing the state standards and curriculum and then upload it to the virtual environment (Carter, 2011).
Context and Learner Analysis
The South Carolina Virtual Charter School (SCVCS) serves approximately 3400 students in Kindergarten – Grade 12. Students reside in all counties of South Carolina and come from a variety of backgrounds and cultures. SCVCS provides innovative instruction using an online school (OLS) platform provided by a commercial curriculum vendor. Students in Kindergarten to grade 8 have an assigned homeroom teacher to oversee their progress and attendance. Middle school students also have access to teachers for their courses, while students in high school courses have an advisor and teachers for each course (Carter, 2011).
Teachers at SCVCS are required to be certified and highly qualified in their field. In addition, each teacher is required to have a minimum of five years successful teaching experience. As reported on the South Carolina Annual Report Card Summary (2011), 71.4 percent have advanced degrees in their field. SCVCS teachers range from younger teachers in their mid-twenties to teachers who have retired yet still desire to teach. Newly hired SCVCS teachers receive numerous training modules to assist with the transition to the virtual environment, and all teachers participate in on-going training throughout the school year. SCVCS provides each teacher with a laptop and access to the OLS. Teachers are responsible for having high speed internet access and provide direct instruction via synchronous teaching sessions using the Blackboard Collaborate classroom.
While most teachers are proficient with basic computer skills, many of them lack confidence in using current and emerging technologies. Many teachers have expressed an interest in learning how to record short video lessons for use with students. This interest supports Knowles’ Adult Learning Theory, which proposes adults are most interested in learning that relates to their careers and has immediate relevance. According to Knowles (1980), “to adults, education is a process of improving their ability to cope with life problems they face now” (p 53). Most SCVCS teachers are willing and eager to learn new uses of technology. Although they teach in online sessions, most teachers would prefer having a face to face training session as opposed to an online session. However, due to the nature of the virtual school, teachers live in various areas across the state. While SCVCS provides travel expenses for teachers, the workshop would be offered online, both synchronously and asynchronously, to reduce costs for travel to a central or regional site, given the current economic situation.
Instructional Strategy
Prerequisite Tasks Prior to Lesson:
Objective 1.1 Given the state standards and mandated curriculum, the learner will sequence the intended lesson to be presented on six small whiteboards.
Objective 2.1: Having identified the instructional lesson and having been given a list of media choices, the learner will select the most appropriate software and equipment for the instructional lesson to be presented in the online video lesson
Objective 4.1: Having created and edited the video lesson, the learner will choose and subscribe to an online video sharing site from the provided list.
Sequence of Objectives
1. Objective 2.2: Having identified the instructional lesson and having been provided a maximum lesson length of ten minutes, the learner will create a lesson script that satisfies criteria in the lesson script rubric.
2. Clustered objectives 2.3, 2.4, 3.1, 3.2, 3.3, 4.2, 4.3, 5.1, and 5.2
Objective 2.3: Having created the lesson script and obtained the appropriate software, the learner will record a five to ten minute video lesson of the instructional material that is clear, concise, and satisfies the relevant learning objectives.
Objective 2.4: Having recorded the video lesson, the learner will edit the video so that the video satisfies the requirements of the video lesson editing rubric.
Objective 3.1: Having edited the video lesson, the learner will choose an appropriate file type from the provided list and save the video as the chosen file type.
Objective 3.2: Having saved the video to the chosen file type, the leaner will set the dimensions of the video as are compatible to the chosen online video sharing site as chosen from the provided list.
Objective 3.3: Having set the dimensions of the video to be compatible to the chosen online video sharing site, the learner will locate and follow any additional steps as specified to meet the video lesson rubric.
Objective 4.2: Having subscribed to an online video sharing site from the provided list, the learner will successfully upload the created video file.
Objective 4.3: Having successfully uploaded the created video file, the learner will name the video in a manner that clearly represents the content of the instructional video.
Objective 5.1: Having successfully uploaded the video lesson, the learner will set privacy settings to ensure that the video is accessible to students.
Objective 5.2: Having set privacy settings, the learner will provide students with a working web link that provides easy access to the video lesson.
Pre-assessment
The learners will log onto Edmodo and take a short online quiz to assess their readiness to complete the workshop. If the learners cannot answer “yes” to all three of the yes or no questions, they cannot proceed to the instructional activities.
1. Have you condensed a lesson to six small white boards prior to taking this assessment?
2. Have you obtained the appropriate equipment and software as designated by the instructor?
3. Have you subscribed to an online video sharing site from the provided list?
Pre-instructional Activity:
During an open forum in Blackboard Collaborate, the instructor will application share the Workshop Guide, explain how the learners will pilot the workshop, and provide an overview of the organization of resources and assignments. The instructor will also cover the expectations and the time allotted to complete each step of the workshop. Finally, the instructor will give learners the opportunity to share concerns, experience, and ask questions about the workshop. The session presentation is available on Google Docs using the following link: https://docs.google.com/presentation/d/1sgHQt6J6A2vRNuZCWOhx9kzz4hzNBD--_aGueNoew3M/edit
Student Participation/Formative Assessment
The learner will create a lesson script that satisifies the criteria in the Script Discussion Board Rubric. Subsequently, the learner will post the script to the Edmodo discussion board forum under the following prompt:
“Describe the process you used to organize your lesson into six separate parts. View your classmates’ scripts and respond to a minimum of one other classmate and comment on a specific strength of their organization or content. Your initial post must be completed by 11:59pm on Wednesday and your reply to your classmate must be completed by 11:59pm on Sunday.”
Final Product/Summative Assessment
The learner will construct and make available to students a video-based lesson for use in a flipped classroom. The learner will submit their video to a designated assignment area and also post a working link in a forum for instructor and classmate access. There will be no responses required for this forum; it is solely to demonstrate objective 5.2.
Content Presentation and Student Participation
All course content will be hosted in Edmodo, which the instructor will monitor multiple times daily. Additional instructor contact information will be included in the Edmodo Welcome post and during the initial Blackboard Collaborate synchronous session. To begin the workshop, the learner will complete an online quiz consisting of three “yes” or “no” questions to determine if they are ready to go on to the instructional activities. If they can answer “yes” to all three questions they are then ready to go, if not they need to complete the prerequisites prior to the open forum. The open forum will be held via the instructor’s Blackboard Collaborate class on Monday at 7:00pm. During this open forum, the learners will be able to discuss concerns, questions and experience. This will give them an opportunity to interact with other students and the instructor. During this open forum the instructor will give the learners an overview of the course resources, assignments and expectations. He or she will also direct them on where to find the information for them to refer to at later dates in the course. Learners will have time to ask questions about the workshop. Additionally, they will submit reflections in Edmodo concerning additional questions.
Prior to the first assignment, the learner will be given a Workshop Guide that will outline learning experiences and materials needed for the lesson, along with a Workshop Schedule. For the first assignment, the learner will create a lesson script that satisfies criteria in the lesson script rubric. The assignment will follow video instruction created by the instructor by CamStudio. They will post the script to a designated discussion board. In addition to the script, the learner will identify the process they used to organize their lesson into six separate parts. The learner will also be required to view their classmates’ lessons and comment on a minimum of one other student’s post. Their reply must identify strengths in their classmate’s content or organization and must be at least 100 words. Their initial post must be complete by 11:59pm on Wednesday and their reply must be completed by 11:59pm on Sunday.
Throughout the workshop the learner will be completing a standards based video lesson to be used to implement the flipped classroom model. The instructor will provide audio and text based tutorials throughout the course that will aid in the completion of each step of the project. The tutorials provided will include information on recording the instructional video, editing the video as needed, converting files to a compatible format, uploading the video, and creating settings that will give students access to the video. Once the learner has completed the final product, it will be submitted for grading in two locations. The video will be uploaded to the assignment area in its original format and a working link should be posted into the designated Edmodo discussion forum. This forum does not require any classmate response, it is solely to assess whether or not the learner was able to correctly give access to the video through a working link (objective 5.2).
Allotted Time
● Workshop duration will be 1 week.
● Prerequisites – Objectives 1.1, 2.1 and 4.1, must be completed prior to workshop; working time will vary by learner
● Objective 2.2 - Lesson Script – 3 days allotted; working time may vary by learner.
● Clustered Objectives (2.3, 2.4, 3.1, 3.2, 3.3, 4.2, 4.3, 5.1, and 5.2) – Video Lesson - 4 days allotted; working time may vary by learner.
Media Selection
This workshop will utilize the following media software and online websites: CamStudio, Edmodo, Blackboard Collaborate, Windows Live Movie Maker, and YouTube, which are detailed below. Learners may select video recording and editing software, as well as word processing software, file conversion software, and a video upload site, either from a list provided or by obtaining pre-approval from the instructor. All teachers at SCVCS are provided a laptop running Windows 7, with an integrated webcam and Microsoft Office programs, and a Blackboard Collaborate classroom for online sessions. Teachers are required to provide a headset, preferably a noise cancelling model. Furthermore, they are required to have high speed internet access, and a backup plan for outages.
Camstudio
· Additional support
● The only additional support is optional, and that is the Lossless Video Codec v1.4 which can be downloaded for free at the same site. The purpose of the Lossless Video Codec is to improve the clarity of the results with a small size file.
Computer requirements
● The learners will not need to be using CamStudio. The instructors will use CamStudio to produce tutorials for the learners to use throughout the course.
● Thus, the learners will only need to know how to play the media that the instructors have created.
Bandwidth requirements
● CamStudio outputs bandwidth-friendly Streaming Flash Videos.
● The learners will need access to high-speed internet to view the media.
Creating the media
● The instructors will create the video tutorials on CamStudio for the learners to view. The skills that the instructors will need to have include the ability to:
● Use CamStudio to record a tutorial onscreen
● Include audio activity
● Add screen captions to the recording itself
● Make the video tutorial accessible to the learners
Skills required
Instructor
● As previously stated, the skills that the instructors will need to have include the ability to:
○ Use CamStudio to record a tutorial onscreen
○ Include audio activity
○ Add screen captions to the recording itself
○ Make the video tutorial accessible to the learners
● These skills should have been previously attained by the instructors. However, the web site: http://camstudio.org contains detailed instructions, and the software itself contains a built-in helpful that can be easily accessed if necessary.
Learners
● The learners will merely need to have the ability to locate and watch the CamStudio video tutorials that have been created for their instruction.
Edmodo
Additional support
● Learners will need to create an Edmodo account as a “Teacher” user
● Learners will need group code to join the Edmodo classroom (code: )
● Flash Player 9 or above is required
● Optional apps for mobile device (iPhone, iPad, iPod Touch, Android)
Computer requirements
● PC or Mac operating system
● Internet access
Bandwidth requirements
● High speed recommended (Microsoft Corporation, 2012)
Creating the media
● The instructor will construct the workshop course within Edmodo
● Students will participate in discussions, quizzes and turn in assignments via Edmodo
Skills required
● Learner
○ Access the internet
○ Typing skills
○ Upload files
● Instructor
○ Upload files
○ Create assignments
○ Create quizzes
○ Create discussions
○ Create Edmodo courses and groups
Blackboard Collaborate
Additional support
● Prior to using learners should go to www.java.com and download java Web Start.
● Other supports include speakers and a microphone or a headset.
Computer requirements
Windows Requirements:
● Windows XP (32 bit)
● Windows Vista (32 or 64 bit)
● Windows 7 (32 or 64 bit)
● Pentium III 1 GHz processor
Mac OS X requirements:
● Mac OS X 10.5 (32 or 64 bit)
● Mac OS X 10.6 (32 or 64 bit)
● G4, G5 or Intel processor
Linux Ubuntu 9.10 (64 bit)
● Pentium III 1 GHz processor
The following are not supported by Blackboard Collaborate
● Windows 95
● Windows 98
● Windows ME
● Windows NT
● Windows 2000
All users require:
● 256 MB of free RAM
● 20 MB free disk space
Bandwidth requirements
28.8 kbps or higher Internet connection is required for any operating system accessing Blackboard Collaborate.
Creating the media
● The instructor will launch Blackboard Collaborate and set the preferences.
● The instructor will be required to set preferences, sound, and give access for students to tools needed for the session.
Skills required
Instructor and Learners
● The instructor will be required to moderate a session.
● Instructors are trained by the vendor on use of Blackboard Collaborate upon taking a position at the South Carolina Virtual Chart School.
● Students will possess knowledge necessary to follow the link and join the session.
Windows Live Movie Maker
Additional support
● Already included with most new Windows 7 PCs, may need to be updated to the latest version
● Web Cam
Computer requirements
● Windows Operating System
● Windows System requirements: 32-bit or 64-bit version of Windows 7 or Windows Vista with Service Pack 2 and Platform Update, Windows Server 2008 with Service Pack 2 and Platform or Windows Server 2008 R2
● Minimum 1.6Ghz Processor
● Minimum 1 GB RAM
● Minimum Resolution 1024 x 576
● Graphics card minimum requirement support of DirectX 9 or higher and Shader Model 2
● When installing Movie Maker the user must be logged on as an administrator.
Bandwidth requirements
● High speed Internet is recommended for download
Creating the media
● The learner will create their video lesson using Windows Live: Movie Maker or other self-selected video creation software
Skills required
Instructor and Learners
● Ability to access the Internet
● Download and install software (follow prompts on computer)
● Access program
● Record video
● Edit video
● Tutorials included for learners to view at: http://windows.microsoft.com/en-US/windows-live/movie-maker-get-started
You Tube
Additional support
● Adobe Flash Player 10.0.22+ plug-in
● Firefox 1.1+
● Internet Explorer 7.0+
● Safari 1.0+
● Google Chrome
● Opera
Computer requirements
Windows
● Platform: Windows 2000 or higher with latest updates installed
● Processor: 500MHz or faster
● RAM: 128MB or more
● Video Card: at least 64MB of video memory
● Sound Card: at least 16-bit
Mac Os
● Platform: Mac OS X 10.3 or higher with latest updates installed
● Processor: 1.83MHz Intel Core Duo or faster
● RAM: 128MB or more
● Video Card: at least 64MB of video memory
● Sound Card: at least 16-bit
Bandwidth requirements
● Minimum requirements include a broadband connection with 500+ Kbps.
Creating the media
● The learners will create a YouTube account and upload the videos they make to their own account.
● The learners will be required to create an account and upload the video.
● They will also need to properly describe the video.
Skills required
Instructor and Learners
● The Instructor will be required to upload the video to YouTube, after creating an account. Lessons provided on CamStudio will instruct how to create accounts and upload videos.
Learners will be required to upload the video to YouTube, or other selected video hosting site, after creating an account. Lessons provided on CamStudio will instruct how to create accounts and upload videos.
References
Blackboard. (2012). Blackboard support: Knowledge base. Retrieved from http://www.blackboard.com
Carter, K. J. (2011). Carter county school district educational technology plan 2011-2016. Unpublished document.
Knowles, M. S. (1980). The modern practice of adult education : from pedagogy to andragogy. (p. 390). New York, NY: Cambridge, The Adult Education Company.
Microsoft Corporation. (201). Windows live essentials 2011 system requirements. Retrieved from http://windows.microsoft.com/en-US/windows-live/windows-live-2011-system-requirements
SC Annual Report Card Summary. (n.d.). South Carolina Department of Education. Retrieved from ed.sc.gov/data/report-cards/2011/high/s/h4701004.pdf
The Friday Institute. (n.d.). The Research Behind FIZZ. The William and Ida Friday Institute for Educational Innovation. Retrieved April 14, 2012 from http://www.fi.ncsu.edu
/project/fizz/pd/flippingtheclassroom/research
YouTube. (2012). YouTube help: What system requirements are needed to watch videos on YouTube? Retrieved from http://support.google.com/youtube/bin
/answer.py?hl=en&answer=78358
Appendix A
Flipped Classroom
Script Discussion Board Rubric
Appendix B
Summative Rubric
Objectives 2.3, 2.4, 3.1, 3.2, 3.3, 4.2, 4.3, 5.1, and 5.2
Appendix C
Workshop Planning Matrix
Goal: Given a web camera, video editing and conversion software, and access to a video hosting website, teachers at SCVCS will be able to construct a video lesson utilizing the “flipped” classroom model addressing the state standards and curriculum and subsequently upload it to the virtual environment.
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