CRJ- Write up - Week 4 - 6

Between weeks 4-6 I have focused on which pre-class asynchronous elements to use. I have begun to structure my learning in terms of considering justification and evaluation against my flipped classroom to prepare myself for the assessment.

The Kings College London (2014) video gave the fundamental reason for flipping this class. The class would be transformed if all learners arrived with foundational knowledge, transforming the depth of learning through critical conversation. Scholarship from Littlejohn & Pegler, (2006), shows the worth in further developing elements to a well-functioning lesson, enriching my learning, and challenging myself to teach concrete experience and active experimentation (Stein, & Graham, (2020). A valuable resource has been the IMPALA model in allowing me to question why I have made decisions throughout my planning, allowing me to reflect on less obvious factors such as reusability and convergence.

After listening to Gimbar (2012) I have decided to produce my own content, a webcast video, with visual slides. It is clear from the Koumi Principles (2013) that pedagogic design is more valuable than the aesthetic features. Since listening to Peisley (2025), I have questioned other asynchronous aids, such as podcasts, but have personally found them challenging this term, as a student with dyslexia. Whether a podcast or video, have found the subtitle element helpful with notetaking. My planned webcast will need to be structured to cognitively engage students, as described by Anderson et al, (2006), who proposed that the educator’s task is have a beginning, middle and end allowing students to be aware of their learning goals. The Flipped Classroom Evaluation Checklist in the final week structured my argument, preparing me for assessment.

References

Anderson, E. S., Cox, D. and Thorpe, L. N. (2009) ‘Preparation of educators involved in interprofessional education’, Journal of Interprofessional Care, 23(1), pp. 81–94.

Gimbar, K. (2012). ‘Katie Gimbar's Flipped Classroom - why it has to be me!’[Online] Available at: https://www.youtube.com/watch?v=jMfSLXluiSE  (accessed 16.06.25)

Kings College London. (2014) Narrated Powerpoints: TEL Case Study [Online] Available at: https://www.youtube.com/watch?v=DVeB1DtOV0w (accessed 22.06.25)

Littlejohn, A., & Pegler, C. (2006). Preparing for Blended E-Learning: Understanding Blended and Online Learning. London: Routledge.

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)

Stein, J., & Graham, C. (2020). Essentials for blended learning: a standards-based guide. New York; London: Routledge.