Week 5: Forum – Integrating Activities in Your Flipped Classroom Designs + Clare

• How are the online and face-to-face learning activities integrated with each other?

  
  

I have aimed to provide as much integration between the pre-class asynchronous webcast video and mini quiz, and then the in-person synchronous workshop. The pre-class activity also supports them to individually and personally decide and prepare their materials for the lesson. The mini quiz further deepens this learning and guides them supportively to make informed decisions, by embedding reflective questions (Gibbs, 1988). The pre-class webcast allows them to dictate the journey of their learning, giving them a sense of empowerment and facilitating cognitive engagement (Koumi, 2013). In the synchronous workshop there will be a collaborative, group discussion in which I will guide questions to further support individuals to share the results of the pre class activities, relating it again back to their practices. This will also form part of an icebreaker at the beginning of the lesson.

• How are the learning activities of your flipped classroom integrated with other specific aspects of the course in which you are going to implement them?

  
  

The press-class activities allow students to gain a foundational knowledge of the subject (Kings College London, 2014), enabling all learners to start with the same level of understanding of colouring clays, no matter their background, allowing them to all take part together in the practical making workshop. Once the students have demonstrated practically in the workshop, what they have learnt in the webcast video, we will then have time in the lesson to build on this knowledge by creating a more advance and complicated coloured line blend. There will also more time for me to support students one on one, and introduce further potential development for the students to explore, like adding naturally sourced sands or aggregates from their own geographical locations. By reading scholarship from Anderson et al (2006), I appreciate how I can facilitate a narrative path of learning, allowing for students to build up from this foundational knowledge, experience and then apply to their practice, making them aware of their learning goals and outcomes.

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.

Gibbs, Graham. 1988. Learning by Doing: A Guide to Teaching and Learning Methods. London: FEU.

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

Koumi, J (2013)  Pedagogic Design Guidelines for Multimedia Materials: A Call for Collaboration between Practitioners and Researchers, Journal of Visual Literacy, 32:2, 85-114. 

FEEDBACK: CLARE GIBSON

Gibson, C. (2025) Week 5: Forum – Integrating Activities in Your Flipped Classroom Designs. [Online] available at: https://learn.falmouth.ac.uk/courses/1334/discussion_topics/30026 (accessed 23.06.25)

23 Jun 13:13

Manage Discussion by CLARE GIBSON

Reply from CLARE GIBSON

Hi Alice

Thank you for your feedback; it was thoughtful and helpful!

I can see how the podcast (Kings College London, 2014) was a useful tool for you (and me) when facilitating the acquisition of foundational knowledge for students. I particularly liked how the tutor broke the recording into small sections, which helps to keep a focus. It’s good to see that she agrees with Andy Peisley (2025) in that there is no need to worry if mistakes are made and it's fine to be wrong sometimes.

I particularly like that the tutor says practicing is important, which is what this assignment is asking us to do. Give it a go, see what happens and then reflect on the good, the bad and the ugly :) 

It is clear that your webcast supports your learners by providing the relevant information they need to prepare for the synchronous session. I particularly like that you mention individual learners and one-to-one support. I think this is important in such a practical subject, as learners will all have differing degrees of understanding, ability and I suspect also natural talent.

I appreciate that your session is stand-alone and is not part of any ongoing assignment, etc. That said, it is very clear how you provide convergence with both the asynchronous and synchronous sessions.

I was wondering if it is feasible for you to implement some form of continuation activity to progress learners even further. Could you perhaps offer a short additional/optional catch-up session for students to demonstrate how they are progressing? Perhaps with how they are managing to source naturally occurring sands or aggregates from their own geographical location. This catch up could be done via Zoom or one-to-one via email. This could enable students to demonstrate their ongoing learning and development of skills. Biggs Tang and Kennedy (2022) stress the importance of developing lifelong learning.

If an additional catch-up is not possible, you have still shown integration between the sessions and have covered what has been asked for our PGCHE assignment.

Have a good week

Clare