One of the most common questions I get is around how to create an online version of a solid face to face workshop. It’s usually some sort of variation on a question like this: How do I turn my 3 hour live lecture into something online that will keep their interest? I don’t think my students will want to come to a 3 hour online lecture. Usually we stop for breaks and questions and there’s lots of interaction but I can’t do that online. Any advice?….

It’s all about flipped and blended learning alternatives…

Flipped and blended? What does that mean?

If you’d prefer to watch me answer this question via video in more detail, scroll down to the video below. Otherwise, here’s the simpler, less detailed text based answer.

Flipping the learning experience essentially means giving the learners the chance to engage with the theory (traditionally, a lecture), online BEFORE coming to the class to do the practical hands on application part of the lesson. This is the opposite of what would happen traditionally, hence the word ‘flipped’. Blended simply means having more than one delivery mechanism, so it’s a mixture of face to face, online self study, and live online.

There is a range of research and literature on the topic, and how effective it can be for adult learning environments. As this article demonstrates, it’s known for providing more opportunities for deeper, collaborative learning:

Flipped learning—also referred to as inverted learning—extends the typical three‐hour learning beyond the confines of classroom time through the use of online platforms. In flipped learning, part or all of direct instruction is delivered through videos and other media; and the class time is used for engaging students in collaborative, hands‐on activities (Flipped Learning Network, 2014). Many colleges and universities have embraced flipped learning model as it provides opportunities for increased peer interaction and deeper engagement with the material (Johnson, Adams Becker, Estrada & Freeman, 2015). This pedagogical approach has gained such popularity in higher education that 2015 NMC Horizon Report listed flipped learning to be adopted in a large scale in 1 year or less (Johnson et al., 2015). According to a survey conducted by Center for Digital Education and Sonic Foundry, 29% of the higher education faculty in the US reported to be currently implementing flipped learning, and 27% reported to be planning to implement it in near future (Bart, 2013).

https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12548

This article (Lee, Lim and Kim 2016) explores how to develop an instructional design model for flipped learning in higher education, and provides various examples of how to change a face to face model into a blended learning model.

Even better, I did a quick video for you, to explain and demonstrate how easily you can do this with a small amount of low cost, low tech, open source software. I answer the initial question in this article, by showing you how I’m doing it in my own online Library.

How do you create a flipped learning experience?

Let’s demonstrate, rather than explain. I was asked to create a webinar on ‘How to best convert your face to face learning content into online learning experiences’. This was an in-depth lesson that covered off on learning management systems, how technology has changed the way we can learn, and the fundamentals of any quality learning experience – getting the product fit for your clients’ needs, developing a strong curriculum and creating engaging resources that can be delivered in a flipped or blended approach.

I pre-recorded the content with a live audience, and then used the recording to create an online lesson: it’s available in my online Library below (Welcome Gifts Lesson 5). The hour or so of webinar is now split up into 8 mini lessons, and 2 Q&A videos. The whole lesson comes with a workbook that learners can use, to capture notes and ideas throughout the lesson.

How is this a flipped learning experience? Instead of running the webinar again, and again, delivering the same information to different audiences, I’m allowing people to access the recording in my online library instead. For the month of April, I’m also running live Q&A sessions so anyone can watch the lesson, then submit questions for me. Once a week I hold a live Q&A session through a Zoom meeting, where anyone can come and listen to the questions being answered, and if there’s time, ask other questions. So learners watch the lessons first, then come and ask questions. It’s as simple as that. Software required? Zoom, and an online platform where learners can watch the replay (at a pinch, you could even just upload to YouTube).

And because this is a demonstration of a flipped learning experience, here’s the replay of the first question I answered in the series of Q&A sessions offered after the webinar: How do I turn my 3 hour live lecture into something online that will keep their interest? I don’t think my students will want to come to a 3 hour online lecture. Usually we stop for breaks and questions and there’s lots of interaction but I can’t do that online. Any advice?….

It doesn’t have to be as complicated as you’d think. Got more questions? Watch the full lesson in the Welcome Gifts, then use the form to send in your questions – I’ll be answering them live for the month of April, every Friday morning!

Final Result?

A lesson you can watch anytime, and an opportunity to get your questions answered live as well. Flipped, blended learning.

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