Dear Colleagues:
In the conventional "Flipped Classroom" model, instruction that typically occurs in a classroom is accessed away from the classroom usually through digital apps and devices prior to a face-to-face (F2F) classroom meeting. This means the F2F meeting becomes the venue to apply content and skills learned online to solve problems, create solutions, and engage in collaborative learning strategies. There are many ways to "Flip" classrooms and learning strategies. One of the key payoffs of the flipped classroom lies in the opportunity to create new and dynamic ways of learning.
Recently, I used a virtual-only "Flipped Classroom" model in my Technology for School Leaders graduate class at Loyola University Maryland. It differed from the conventional model because we "flipped" between virtual F2F and virtual self-paced learning. That's right, we flipped entirely online. It worked like this:
- A cohort of 13 aspiring school leaders gained content knowledge and practiced skills by completing seven Learning Layouts using integrated social and professional learning tools, including online coaching sessions as needed by individuals and teams.
- Over eight weeks, we met F2F virtually in Zoom interactive webinars during the first, fourth, and final weeks for approximately three hours. During these webinars, the graduate students worked as a program team, in breakout sessions as action teams, and in coaching sessions with me to apply the content and skills they acquired in the Learning Layouts and from feedback offered for draft products. After the first and second webinars, the graduate students used a self-paced strategy to complete and submit practice activities, post drafts for feedback from colleagues and teams, and produce real world products. The final webinar focused on sharing best works, demonstrating disruptive and sustaining innovations developed in action teams, and reflecting on the application of what was learned beyond the program.
- The virtual "Flipped" approach included the LearningFRONT dynamic community, one program team for the entire class, and two action team learning communities that met online using web conferencing tools selected by the teams. Each week I provided optional time for individualized coaching on Zoom for teams and individuals.
Our virtual flipped approach led to 65 products for sharing in the learning communities. They included: a) Web 2.0 Demos for blended professional development, b) Infographics for personalized learning, c) Solution Briefs for selecting a digital learning system, d) Professional Blogs focused on technology issues, and e) Learning Technology Action Plans for disruptive and sustaining innovations. All products were based on real world settings for leaders of learning supporting technology to improve student learning.
The virtual program content, practice activities, and products still serve as resources for the graduate students because learning communities continue beyond the ending of a "conventional" class and the products are available online for anyone beyond the class to access, adopt, or adapt in real world settings.
Backstory and Today. LearningFRONT's first software tool was a floppy disk created in 1997. Then, its tools and programs were converted to web-based apps in 2001-02 in collaboration with a cadre of principals and teachers in Baltimore. Next, they were integrated into a dynamic learning community and launched in 2009. They were adapted to graduate education in 2010 and workplace learning in 2014. Each year they are updated based on user-feedback, research, and new ideas. In 2019, we converted to a dynamic virtual professional learning community for teachers, administrators, workplace employers, and other leaders of learning. Learn more here.
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