Andy's Podcast Case Study Notes

Case Study 1

Peisley, A (2025). Podcast 1A and 1B. [Online] available at: https://learn.falmouth.ac.uk/courses/1334/pages/week-5-integration-in-blended-learning?module_item_id=85535 (accessed 23.06.25)

Integration in blended teaching design (Convergence)

Introduction and teaching section – what is Andy going to describe. Showing clearly structured.

There isn’t time to go into the full information, but it will provide you will good foundational knowledge to prepare you for your lesson.

How the knowledge would be applied in the classroom.

Feedback from my student has shown that a better planned structure would have been beneficial to encouraged continued engagement – Andy’s podcast series demonstrates how there can be different chapters to the asynchronous learning to break the information into chunks. This encouraged me as an asynchronous learner that I was progressing through the task and moving onto a further level of understanding.

Attendance is not a problem for my students – not part of my justification.

The importance of reflective questions by  asking questions like: do you want to experiment with a stable process to start with?

Results of Andy’s Flipped classroom approach from students, and teachers:                            

-good amount of information, able to apply it to their practice.

-valuable for students to listen and re-listen.

-module was used and re-used in future modules.

However:

Students didn’t listen before coming to the class, or teachers had to ask for students to re-listen in the class. Then with the limited time in the class they could take part in the lesson. Students were missing out on the flipped element.

I think there

Case Study 2

Peisley, A (2025). Podcast 2A,2B. [Online] available at: https://learn.falmouth.ac.uk/courses/1334/pages/week-5-integration-in-blended-learning?module_item_id=85535 (accessed 23.06.25)

Justification: helping students to prepare for the assessment at the beginning if the module.

Students would not do the work, or work on their own before seeking help when it was too late. Undermining the practicalities of the task, and making the whole process redundant.

Time spent on content to maximise the students learning, ensuring integration.

The results: positive from students.

One negative comment: Paid for face to face content, not video watching. Is there an expectation for face to face teaching? – this could be asked in the feedback.

Improving the visuals/ graphics.

Final Thoughts – Notes Andy’s Video 3

Comparing the 2 case studies in terms of integration and convergence.

The flipped classroom in case study 2 had better results, students gained a richer learning outcome.

Better design and implementation in case study 2. More time was put into these aspects and less time on the look.

-How effectively was the flipped classroom flipped with the classroom.

-How effectively was the in-class content related to the module and wider context?

The way that Andy reflects on the 2 case studies, sounds like mine.

Is it peripheral learning, with no clear outcome or meaning if there is no value leading to summative or formative? – What do I do with a course which is stand alone and has no summative/ formative? Is it okay to mention it in my justification section? Or in my feedback section?

The subject is a key subject of their module, positives and negatives to this. Critical to engage with, but more likely for it to be because students see value with it.

Can I spend time explaining to students why I am flipping the classroom? Telling them what a flipped classroom is?

I have found Andy’s Podcasts very difficult to concentrate on and engage with. As a visual learner with dyslexia I have found them too long. Subtitles have helped with note taking.