Well, thank you for having me it's actually a pleasure to be invited by LTU unit and the interesting things that they do here So let me start just by saying This is a workshop to talk about flip classroom So it would be quite an irony if I am going to talk about flip classroom And I stay here with my PowerPoint talking at you for two hours, right? I will put you to sleep and it's been a while since I've done that actually I don't do it that often So what I'm gonna do is actually the opposite I'm gonna step out of here and what we're gonna do in the middle of the workshop I'm going to ask you to answer questions talk to your neighbor answer some things use your device to vote In other words, I'm gonna use what I typically use in some of my flip learning or flip classroom scenarios Probably something's gonna go wrong Something's not gonna work But it's the best way for you to experience what is actually a flip classroom some things work some others don't work and It's part of the choreography. Okay, so if you look at the screen right now The slides that you're gonna be seeing you can download them from my slideshare account I also put there a Twitter account just in case any of you is Familiar with Twitter and wants to drop some messages there or some feedback. I'll make sure I'll read that afterwards So here's the plan for the next two hours You can interrupt at any time. Okay, any question any comment? Just raise your hand if you're hiding behind the column I'll try to make sure that I see you scream interrupt. It's no problem. We have to make this interactive Let's face it again. If it's me only talking for two hours. You don't want that. Okay, I'm sure you don't want that so first I'm gonna go very briefly about what it is the flip classroom and I'm gonna look at your faces and if you look at it like, okay, we know that so I'll keep going faster faster and faster So if you want me to really stop and clarify something just raise your hand and say but and that'll be the cue for me Say, okay, maybe I shouldn't go that fast. All right, then we're gonna explore a little bit. What's out there? What is the typical scenario for a flip classroom and let's focus on the ingredients the essence? Then is what I'm going to ask you to work The plan we're gonna do a very quick drill.  That you're gonna do in class which is what I'm doing here right now and then we'll talk about the issues that may Arise from that. Okay, so it'll be practical working there. And finally, I'm gonna give you a few samples of things that are out there Talking about the technology because as we will see Flip classroom now is in fashion because partially because of technology. All right. Does that make sense? all right, so What is it? How fast should I go? Well the first thing I should like I would like to say is that flip class In fact doesn't exist. All right, so it's nothing new It's just the term that came now back to refer to something that let's put the students to work while we talk to each other and We need a name for that. So somebody said, oh, maybe we should call it the flip classroom. Oh, that's something new No, it's not it's a strategy. It's basically a strategy. So you should maybe forget about What is this new thing called for it classroom? 60 70 80 percent of it is common sense. It's just that maybe we need to review it So that's probably the right approach. Okay so the Idea is old, but why did it come back? Why all the time? We are all getting excited about putting the students to work or putting the students to do previous activities Come on, you can find people in the 70s doing that. So why is that? So it's basically two reasons First we push the head on these simple transfer of information people standing up there Let me tell you the way it is and we are beginning to see that it doesn't work or it doesn't quite work Or maybe you phrase it in a different way or maybe it could be improved pick your favorite Alright, so this is the first realization and we've been struggling with that for quite some time I believe The second one perhaps the most important is technology now We have resources everywhere people have videos of all sorts of things and sometimes the resources that are out there free Instantaneous access are much better than the ones that I have right it used to be the case I was the guardian of my course notes and my course notes was that was my treasure So I go to the room is like I got my notes here and you are going to have the pleasure of Having access to my notes. Well, guess what? There are much better notes out there So that also kind of like shake the ground a little bit It's like oh, maybe the fleet classroom now is the way to go. All right, so we'll elaborate a little bit more on that And then the final realization face-to-face value. We don't pay attention to this is face-to-face time It's incredibly valuable. Look at how many of you are here now the voting two hours of your time to discuss So I don't know about you But what I would think is like me talking all the time here in the middle of the room would be a huge waste of time Because I could have given you a document with the things that I have to tell you or a video I could record a video and say here and you watch that video whenever you have a time. So face-to-face Interaction is incredibly valuable. So the challenge is to make the most out of it You should get the most out of this workshop and I think the most out of this workshop is for us interacting You're doing some work voting. Let's discuss. Let's put some difficult questions out there Let me see let me hear your opinion. That's something we we can do because we are looking at each other We are face-to-face. All right, you cannot do that with a video. So this distinction is becoming a bit more real or a bit more Important so all these things are pushing us towards. All right, let's let's give it a shot to this flip classroom So as you can see I asked you to do some work previews to come here All right in the pure spirit of flip class Why because I could put you here the two-minute video explaining what is flip classroom But I thought it was a total waste of time because you can watch that video on your own and then come here And you know about this that already and that's the reason why I sent you an email say please do that in the spirit of flip classroom Now what happened? You know where this thing is going, huh? What happened 33 people returned the feedback Is anybody shocked Actually We have been playing this game between you and I the last 48 hours See if I could put there the exact number of people that actually did this light So I've been you know touching my slides until the very last minute when I realized there in my computer There's still three more people submitted the feedback while I was already with my slides there So it's not 33 is 36 all right out of 67 people though visited the form So right there I have half of you went to the form is like oh interesting. Yeah That's it. You didn't submit anything which is okay. That's the other realization. All right. We tend to be very precise Academics we are a special kind. We tend to be very strict and precise. Well Half of you went through the feedback Six or seven of you actually they did it this morning. All right. Somebody has laid as midnight yesterday Somebody as early as seven in the morning Okay, but that's okay. That's okay. It's no problem. I mean I'm not saying this because I'm shocked I'm saying this because we have to feel at ease with that information. That's okay. That's the way we all work All right, it's not a problem It's not a problem and half of you didn't have time or didn't consider this was important Or maybe that's not so essential for the workshop. That's fine, too you are totally entitled to think that and This is my point when you deploy a flip classroom scenario. You have to factor these in half of the people One do that previous And I have no idea what I'm getting into exactly extremely good point So common sense if you set out an activity put an estimate on the duration Great, I'll get back to that point a little bit later, but that's an excellent type of feedback. Okay. Yeah and And this is the reason why this type of seminar is one of the most difficult one that I'm giving in my life Why because this is the toughest audience ever? Why because you ask them to do this activity they'll do that but wait All right, or they want to know exactly how many minutes it's gonna last and I know but that's okay All right, so I could have done I could have done something like that if I would add like the name field But here's the middle ground So I come here and say half of you did the work half of you didn't do the work and that's okay And we got a discussion already going which is perfect. I achieve my objective. All right and some of you might be thinking Well, not this one, but the following seminar. Maybe I should you know do something like this So my vision is five ten years from now. Maybe most of the seminars will give you work in advance so it'll be the the odd thing to show up there without anything done Whereas in here is more well half and half. I'm actually very happy You know half the audience is actually a very good, right? I've been in other seminars where I have 10% 15% which is still okay My point is making you think about it, which is what I just did. All right. Good. Oh, by the way Let me go back here. How do I know that? and that tax along the Technology part all right because flick classroom is let me ask you to do this But then I know what you're thinking. How do I make sure that my students did that? Right so technology can help you the same way they helped me here It helped me anonymous data. All right. I just know that I got 67 clicks on the form and only 33 submissions I didn't have data about who are you and what do you do? But if you're in a learning environment with an LMS, you might be able to get that detailed report, okay? All right, so In a seminar that I was giving a University of Sydney yesterday. I had a very good question I thought I'm taking this one with me Like 20 minutes down the seminar hands up perfect. What is wrong with the convention or lecture anyway? It's like well, that's a great question. I mean you show up to the flip classroom thing Maybe somebody puts you to the seminar and it's a totally valid question So what is wrong with that my answer to that nothing as far as I'm concerned There's nothing wrong or if there is something wrong you should know So don't ask me you should know that now my point is that isn't it true that the type of variety of scenarios is Increasing isn't it true that students come thinking differently using some different techniques. Isn't it? Necessary for us to have more tools to address these incredibly complex a scenario So here's another tool. It's called flip classroom. You want to use it fine You don't want to use it fine. It's up to you.  I Think you should know about it and you should know the limitations the difficulties the issues and then as an expert You might arrive at a situation and say yes flip classroom is the way to go or no me on the podium talking That's the most effective one go your call.  Yeah, I finally saw the light I'm gonna flip my class on tomorrow now you have to walk out that room with another tool in your pocket If you use it fine if you don't use it fine But I mean any the analogy is first thing you do to do a very professional words to have the right set of tools And there is something out there that might be useful to you. That's my approach All right, very quickly. So what is typically happening a flip classroom? Let me go first with the bloom taxonomy even though I have no training on education So you'll have to forgive me or I have to apologize in advance any educators any people from the oops Sorry, so I'm gonna win it a little bit right but feel free to so typically the bloom taxonomy says at the bottom We have things to remember then to understand apply Analyze evaluate and finally create and in principle there is some increased level of cognitive load when we all go these things now conventionally what we tend to do is plays Those two at the bottom remember and understand in the class we stand up there with our PowerPoint Let me tell you you should remember these you should remember that let me make sure you understand this concept And typically we push the other activities apply analyze evaluate and create two tutorials Homework write an essay They're not graded and we engage on this exchange of information after the class or after the lecture has covered those two things All right now these has the potential to fail I'm not saying that it fails all the time, but you should consider what if this is not cutting it What if it doesn't work so flick classroom tries to Shift your mind a little bit and say all right We have a tendency to say if I'm in my stage and I have a PowerPoint with 60 slides and two hours If I reach at the end of the lecture and I cover all the material the material was covered 60 minutes or two hours But myself in the back good lecture. That's it All right So maybe we should widen a little bit the concept of a successful lecture or a successful course or unit Whatever you want to call it and think it from the point of view of the student Was it a student success and by a student success? I don't necessarily mean that the students are happy about it, but it's more like from your professional viewpoint Thinking about the students. What's it a success and then covering your 60 slides in two hours? Maybe it's not such a good idea. Maybe I have to go a little bit deeper. All right So let me ask you this question and We're gonna give it a first go at the technology Suppose you have to prepare a brand new topic. All right tomorrow Somebody knocks at your doors like oh guess what somebody has to teach this doesn't necessarily need to be a brand new course But some new topics I'm like, oh, I'm not totally aware of that So you have to go off and prepare it what I'm asking you is okay You have to prepare a totally new topic. Tell me what is the most rewarding step learning about this new topic? Again, it's not totally new for you giving the lecture Preparing the exam or grading this the exam just for the sake of completeness. All right So what I want you to do with your computer is Type this URL Paul Evie as in Paul everywhere abbreviated Paul Evie dot com and then you have to put my full name there. So good luck with that All right HTTP Paul Evie dot com and Then my full name in there If you don't have a digital device next to you look for somebody that has a digital device because you will be able to vote Okay, use your device bring your own digital device and again if you don't have one next to use no worries Okay, you're supposed to be looking at a screen something like this And that's where you vote again once you voted if there is somebody next to you without the device Just hand over the screen or the device and go ahead and vote So now the next step is to see each other's answers in the screen right now. Okay, and how it is evolving So we have Quite a majority of you answering that the most rewarding part is actually learning about the topic. Okay, some others say no the lecture I enjoyed the lecture perfect Somebody's enjoying also grading the exam. Maybe it's the way for you to look at the content Okay, so let's look at the results That's it so most of you Most of you then voted that The fun part is learning about the material which I think I agree, but then the thought that I'd like you to Have in your head right now. It's like, okay, if the Most fun part for me is learning about the issue Why don't I try to capture that essence and give it to the students because sometimes what we do is the opposite is I Have a lot of fun preparing this thing then I put everything in my PowerPoint and I put them to sleep And it's like oh come on you were there you were having a lot of fun You were in the zone while you were preparing this do you think you can capture that excitement and bring it to your classroom? You think you can do that because I mean the alternative the death by PowerPoint. It's painful So think about it again I'm not going as far as to say that that's exactly what you should do But the numbers over there seem to show that there is fun on what we're doing and we might be able to convey that to students Yes The experiment and then they say to the students we're going to spend the rest of the semester figuring out why did that I've seen another analogy. That's a great one. Another one is drawing them a realistic scenario Like the first day you're right to class rather than say this is the course Sylla booze It's more like you are working now on this department in Antarctica that needs to study about this bug That is killing the and they go like what is going on here? Well, that's a realistic scenario and then I'm going to connect all my material there So that's a very good technique. I think it's very affecting. I do it in my course exactly as you said the first day You know to set the stage and say we're serious here the one that I use I'm teaching engineering and the one that I'm using is you work for a company And they have to decide a new phone to use in the company. Which model would you choose? Oh, I don't know All right, let's talk about the phones the circuits the Digital logic all these concepts then tag along these things. So this is another very powerful argument It's going to appear in my slides with the name of the narrative.  All right So this is our first Hand at you participating. Hopefully I managed to get all of you participating in the lecture or in the class Which is another of the objectives and this is something I think you should end up in that when you deploy your Your lecture or your session. So what did we do here the other way around now? Remembering understanding and applying. This is something we pushed to the beginning before even the lecture Let's give them material to think about it to read about it to try to understand it I'm not saying this is easy But it's the alternative This is the alternative to the conventional classroom and then we use the face-to-face time the valuable face-to-face time for evaluation for analysis for creation Okay, and as you can see we're still trying to cover these different levels of the bloom taxonomy We're just doing it in a different way and again You might think this doesn't make any sense or you might think well Yeah, it might sell it a bit of sense because the difficulties typically are up there Creating when you ask your students, please create a discussion of or tell me what is your opinion about these different two Topics you see in this paper. I don't know is this gonna be in the exam. How are you gonna ask for this? Can I have a sample? All right? You're struggling with that. So maybe that's the face-to-face time. We have to devote all right So that's a work And I'm reaching here for some evidence. All right before going into this I'm sure somebody did this before that's a work and the answer is very predictable Sometimes this is a complex thing. It has so many ingredients that it depends on how you do it It'll work or it won't work the important thing is that you're already finding the literature papers out there That said I tried the flip classroom and it doesn't work and This paper that I mentioned there by the way the references are all the way at the bottom of the slides So you can have access to them that paper that says not doesn't work What it says is that not as expected in the sense that the students Appreciated the interaction the discussion the different points of view so the interactivity of the classes students appreciated that Maybe I didn't achieve my objectives my learning objectives, and I have to review my strategy But I still I gained something and then there are other articles that say yeah There is a significant increase one of them in chemistry another one in I have a one of the resources that I gave you Very interesting one that explains all the difficulties about ancient Rome history Which is also so you find all sorts of opinions, which is I think okay We can live with that so the answer to you should I try these or not? Well, somebody did it successfully so we might give it a try you also see a lot of Opposite opinions in the newspapers this one is from the Chronicle of Higher Education saying oh how flipping the lecture is going to improve your your Overall performance in the course or the students and they go on and say because the students get much more engaged And it works, but then you have these other opinions that say you know this flip classroom is basically a scam because now I have a lot of videos out there my Instructure is not doing the work is supposed to be doing and I'm going to the lectures They're still lame So what is going on here? And if I've been paying a lot of money and there's been some cases of people being very vocal about that And I think it's also a valid point that we should take into account All right, let's play a little bit and explore how we can do something like this I would like you to focus on the essence So if I want to get my students engaged in an activity of a higher cognitive level, how do I do that? But before doing that I'm going to use a technique that it's called the six hats the bonus six hat technique simplified to two hats only We're gonna do two stages.   I have to tell you again. We go to the same URL Okay, so obstacles difficulties Let's go on with that go to the same URL and think about a concept a tag something that really tells you what are the difficulties what are the Obstacles, what is this is a fraud? All right. It's a fraud or I don't want to say any of this because they'll probably Influence you so right there What is the negative aspect that I'm seeing already from the flip classroom? Let's share that and and the labels should appear now in the screen. I think we already have one two three Okay, it might be a fad good. Oh Students come good Might be boring Okay, here. We have some examples of what we just said or what you just said How do you know students have the confidence and motivation to do the preparatory work excellent point? So it is about the students So I'm really glad to see the students appear up there actually the other word tag students was huge So the the gravitation towards the student is already happening, which is great So we're gonna look at everything from the eyes of the student other issues large class sizes And that's precisely the reason why included one reference on that previous material about can I flip a large class? Go look at it. You can do it or it is being done Okay, at least other things lack of a student preparation indeed We had 50% of you that didn't look at the previous resources. So something must be done about that Sorry, I need to I needed to come back to that Couldn't help it access to technology definitely an issue and if you go deeper a little bit deeper The good news is that flip classroom with a little bit of time and patience is generous in terms of the amount of technology You use all right? I'll show you some pictures of how you can replace technology or kind of reduce a little bit The dependency on technology more work for the student. Yes And as a consequence, there will be a pushback and that's another thing that a lot of people suffer You know like all right finally you convince me I'm gonna do the flip classroom then you do it and then students come back to you and say what we're totally Mad at you. It's like oh, so let me see if I understand I had all my students happy with my lectures before now I flipped the class to make it better and they all get mad at me So people go like what's going on? I mean I've been ripped off. What is this? All right? There is pushback. Why? Well, my view or my personal opinion is that the way we teach right now up in the podium with a five-year old power Point slide. It's a state of minimum energy For everybody for the students and for the lecture now when you move out of a state of minimum energy You need energy. So is it gonna be more? Yes, it is gonna be more. Is it gonna take more? Yes, it is gonna take more so there's no such thing as a free lunch Okay, you just have to be aware of that and then again your call. You're the professional some other interesting things that are popping up A student having different learning styles and that's an issue that no matter which strategy put out there You're gonna struggle with all right. You have to be aware of that. We flip classroom. Can you cope with that? Well, there are a lot of or orthogonal techniques you put on top of that So if you're going to discuss then maybe the type of discussion we can shape it such that it Lends itself better to your learning style If there is the person that has learning style doesn't want to exchange anything with anybody Maybe we can put you in a different type of activity But that's something that goes across any any pedagogical strategy you have out there other things Student dissatisfaction already anticipated that students not participating something lack of engagement Time time I guess person that wrote time whose time students time Yeah, they need time for that and we have to make a much better job at Estimating the duration of the activity and then I go back to your initial comment I should have told you how much time do you need for your activity because I'm asking you please go through here Trust me. I measure these and it's going to take you half an hour But also the time for us to prepare those courses because they are more intensive and This gives me back to the resources question. So we have a lot of difficulties out there. All right This screen is only showing a subset. Is there anybody that wrote something that it feels that it should be seen that it's not Being shown on the screen any other issue? Yes Totally valid point my answer to that is the following what you do in research? You are an expert right in research in your area, but you know how research works the area moves a little bit So two three years later is like this new topic that is close to what you do And it's like oh and typically we leap we go I need to enter that area So all through our careers in research. We have to take that leap or when it comes a Grant writing proposal time You have to write the grant you don't go about what you know. It's like more like Out there right so we do that in research. Why don't we do that in teaching because I don't have training in Teaching that's okay, but still you can do something about it So the typical resistance more like I'm not fully prepared. Okay. Yeah, but you still can manage You still can do something gradual. Okay, we're gonna go also through the steps the strategy You can go very gradual. So the worst thing you could do is flip the entire course for tomorrow But you can flip a couple of activities or one module or one topic and see how it goes and see how it feels All right, so this is an incredibly valid point and when we talk to stuff it comes back all the time I don't think I'm ready But then you look around and some others they just go they just go and try it and again There'll be mishaps that will be adjustments But again, that's I think that's your job to see okay It didn't go as well as it should or for my next seminar Make sure I include the duration of that task because I got that feedback. All right, so it's an improvement So it's a little bit of just go just jump But slowly with a small activity or a small module. Yes Yes, let me give you an example Let me give you an example. I'm here in the middle of the room all of you are looking at me Right, but then we go into this voting thing and the whole thing is a mess so I lost control of the room and It's exactly the point. How am I feeling? Okay, because that's when I know you're having this interesting discussion by looking at me Might be interesting, but not as much as the discussion you have so I need to allow you to Get on your tables and discussion and big rumor And then then I have to regain control for a little bit to discuss another thing that would go again So you have to get used to that definitely Yeah, and it's a big thing one of the points that I'm gonna make to be towards the end I summarize that at the change of your roles, but on the of your roles But the student roles have to change too and that's the resistance as well So you have to feel comfortable having these 300 students in a room in a theater and say let's discuss this and for five minutes You cannot hear your own voice, right? And then finally bring them in again. So what was the conclusion? But it can be done. It can be done. There are techniques for that. That's an excellent point. Any other thing? All right, let's see.  Yeah in my view I Experienced that because I tend to organize groups in my in my courses and one of the things that surprised me when I look up Literature for conflict management and group dysfunction. There is lots of papers out there And what I was surprised is that they categorized in three or four Different type of anomalies that covers 90% of what happens, you know, you tell them let's work in a group So you have one category. There is one of the members saying step aside.  I'll do it and it's like yeah, that happens Then the other one is the the polarized subgroups like the two of us We're not talking the two of you because you know, we don't feel like all right So and you can address those things so it's not a complete solution But there are tools also out there that allow you to tackle these things So what I've done in some of my courses is I asked the students Would you think you have a conflict in your team? And if you have a conflict tell me which one of these it is and you will surprise how accurate they tell you we have the locomotive here and Let me ask you this question to you If you look at the teams, would you be able to spot that person? 15 seconds will take you sit next to them.  Right? So you need to Measure also say, okay If I want for them to discuss something how much material do I get in beforehand? And if this is the first time I do it in the middle of the semester how I Reduce or alleviate these new effect is like oh really do I have to watch a video now before coming to class? This didn't just to happen before and we know students. They are very They they want predictability, right? If you every week you show up with your PowerPoint slides If you're gonna make a change you have to be aware of that because it's a system I like that that observation a lot. All right. Yes That's a very good question so you have three identical courses and section a section b section c section a flips and the other ones to stay There is no easy way around that. There is no easy way around that and it might be a dead end If you have to then converge to the same final exam and then it's like ooh, but I cover different things in different ways but again my suggestion would be try to avoid thinking as a complete Transformation and maybe there are a couple of topics that the students struggle with and guess what you flip and then you see the results And if it works, then you go back like this is why I flipped And if it doesn't work, did you just go back to whatever you would do before? All right. All right, we need to move on. I think there was another comment. Yeah, there was yeah Walk out So the fear of students not showing up or not attending is because there's not much value on your Lecture is as simple as that if I miss your lecture nothing happens Or if I go there it's like oh, yeah, this is the same PowerPoint. I'm working out. So you have to provide lecture Sorry, you have to provide value to your lecture now Suppose you do a very interesting discussion Interaction and the type of questions that you put there you just happen to mention that that's the type of questions They're going to put in the exam So automatically nine out of nine students will tell others value here. I shouldn't go away All right Let me give you another example people ask me all the time the students are you gonna record the class? Yeah, sure. I'll record it But half of the class will be me silent because I wear a mic like this one So if we were we are recording that actually that just came to me All your comments are not being picked up. So hello those of you looking at the video You miss the important part which was a discussion Because there is value of us as being here. Okay, I have another sentence towards the end If you are scared that you might be replaced by a video Perhaps you should I also find another article It's easy to spot how to make your lecture admissible So some techniques do something that a student say, oh, yeah, I have this lecture. I have to go I have to go why because I have to be there because if the only thing you are providing is the five-year-old PowerPoint again There is that version already there circulating because some students posted from last year and Three or four corrections and three or four versions much better from another university. So it's up to you You're called again. All right. Let's move on now. We've hashed out all the negative Feelings now, let's focus on the positive ones again potential Benefits the happy stuff there. Oh, yeah, this is going to you know The shorter the concept the better. All right feel free to write whatever you want But if you choose a word or a couple of words, it'll help to cram more on the screen But again, you have total freedom So we'll probably encourage engagement Okay, lots of good ideas coming up Better learning so there's potential for better learning Okay, here we have some examples of what we just said or what you just said How do you know students have the confidence and motivation to do the preparatory work excellent point? So it is about the students So I'm really glad to see the students appear up there actually the other word tag students was huge So the the gravitation towards the students already happening, which is great So we're gonna look at everything from the eyes of the student other issues large class sizes And that's precisely the reason why included one reference on that previous material about can I flip a large class? Go look at it. You can do it or it is being done Okay, at least other things lack of a student preparation indeed We had 50% of you that didn't look at the previous resources. So something must be done about that Sorry, I need to I needed to come back to that Couldn't help it access to technology definitely an issue and if you go deeper a little bit deeper The good news is that flip classroom with a little bit of time and patience is generous in terms of the amount of technology You use all right I'll show you some pictures of how you can replace technology or kind of reduce a little bit the dependency on technology more work for the student yes, and As a consequence, there will be a pushback and that's another thing that a lot of people suffer, you know Like all right finally you convince me I'm gonna do the flip classroom then you do it and then students come back to you and say what? We're totally Mad at you it's like oh, so let me see if I understand I had all my students happy with my lectures before now I flipped the class to make it better and they all get mad at me so people go like what's going on I mean I've been ripped off. What is this? All right. There is pushback. Why well my view or my personal opinion Is that the way we teach right now up in the podium with a five-year old PowerPoint slide? It's a state of minimum energy For everybody for the students and for the lecturer now when you move out of a state of minimum energy You need energy. So is it gonna be more? Yes, it is gonna be more. Is it gonna take more? Yes, it is gonna take more So there's no such thing as a free lunch.  Um, a Student having different learning styles and that's an issue that no matter which strategy put out there You're gonna struggle with all right. You have to be aware of that with flip classroom. Can you cope with that? Well, there are a lot of Orthogonal techniques you put on top of that. So if you're going to discuss then maybe the type of discussion We can shape it such that it lends itself better to your learning style If there is the person that has learning style doesn't want to exchange anything with anybody Maybe we can put you in a different type of activity But that's something that goes across any any pedagogical strategy you have out there other things Student dissatisfaction already anticipated that students not participating something lack of engagement Time time, I guess person that wrote time. Who's time students time Yeah, they need time for that and we have to make a much better job at estimating the duration of the activity And then I go back to your initial comment I should have told you how much time do you need for your activity because I'm asking you please go through here Trust me. I measure this and it's gonna take you half an hour but also the time for us to prepare those courses because they are more intensive and This gives me back to the resources question So we have a lot of difficulties out there. All right This is screen is only showing a subset. Is there anybody that wrote something that it feels that it should be seen that is not being shown on the screen any other issue Yes Totally valid point my answer to that is the following what you do in research You are an expert right in research in your area, but you know how research works the area moves a little bit So two three years later is like this new topic that is close to what you do And it's like oh and typically we leap we go. I need to enter that area So all through our careers in research. We have to take that leap or when it comes a Grant right in proposal time You have to write the grant you don't go about what you know. It's like more like Out there right so we do that in research. Why don't we do that in teaching because I don't have training in Teaching that's okay, but still you can do something about it So the typical resistance more like I'm not fully prepared. Okay. Yeah, but you still can manage you still can do something gradual Okay, we're gonna go also through the steps the strategy you can go very gradual So the worst thing you could do is flip the entire course for tomorrow But you can flip a couple of activities or one module or one topic and see how it goes and see how it feels All right, so this is an incredibly valid point and when we talk to stuff it comes back all the time I don't think I'm ready But then you look around some others they just go They just go and try it and again, there'll be mishaps that will be adjustments But again, that's I think that's your job to see okay It didn't go as well as it should or for my next seminar I'll make sure I include the duration of that task because I got that feedback all right So it's an improvement.  Yes Yes, let me give you an example Let me give you a sample I'm here in the middle of the room all of you are looking at me right but then we go into this voting thing and the whole thing is a mess so I lost control of the room and That's exactly the point. How am I feeling? Okay, because that's when I know you're having this interesting discussion by looking at me Might be interesting but not as much as the discussion you have so I need to allow you to Get on your tables and discussion and big rumor And then then I have to regain control for a little bit to discuss another thing We go again. So you have to get used to that definitely Yeah, and it's a big thing one of the points that I'm gonna make to the towards the end I summarized that at the change of your roles, but on a of your roles But the student roles have to change to and that's the resistance as well So you have to feel comfortable having these 300 students in a room in the theater and say let's discuss this and for five minutes You cannot hear your own voice, right? And then finally you bring them in again. So what was the conclusion? But it can be done. It can be done. There are techniques for that. That's an excellent point Any other thing? All right, let's see. Oh Yeah, sure. Go ahead. Yeah in my view I Experienced that because I tend to organize groups in my in my courses and one of the things that surprised me when I look up Literature for conflict management and group dysfunction. There is lots of papers out there And what I was surprised is that they categorized in three or four Different type of anomalies that covers 90% of what happens, you know, you tell them let's work in a group So you have one category. There is one of the members saying step aside.  I'll do it and it's like yeah That happens then the other one is the the polarized subgroups like the two of us We're not talking the two of you because you know, we don't feel like all right So and you can address those things so it's not a complete solution But there are tools also out there that allow you to tackle these things So what I've done in some of my courses is I asked the students Would you think you have a conflict in your team? And if you have a conflict tell me which one of these it is and you would surprise how accurate they tell you We have the locomotive here And let me ask you this question to you if you look at the teams, would you be able to spot that person? 15 seconds will take you sit next to them.  So you need to measure also to say okay If I want for them to discuss something how much material do I get in beforehand and if this is the first time I do it in the middle of the semester how I Reduce or alleviate this new effect is like oh really do I have to watch a video now before coming to class this This didn't just to happen before and we know as students. They are very They want predictability right if you every week you show up with your PowerPoint slides If you're gonna make a change you have to be aware of that because it's a system. I like that that observation a lot. All right. Yes That's a very good question. So you have three identical courses and section a section b section c section a flips and the other ones to stay There is no easy way around that there's no easy way around that and it might be a dead end if you have to then Converge to the same final exam and then it's like whoo, but I cover different things in different ways but again My suggestion would be try to avoid thinking as a complete Transformation and maybe there are a couple of topics that the students struggle with and guess what you flip and then you see the results And if it works, then you go back like this is why I flip and if it doesn't work Did you just go back to whatever you didn't before? All right. All right, we need to move on. I think there was another comment. Yeah, there was yeah My biggest fear was always I'm going to the classroom and there would be no Students So the fear of students not showing up or not attending is because There's not much value on your lecture. It's as simple as that if I miss your lecture nothing happens Or if I go there, it's like oh, yeah, this is the same PowerPoint. I'm working out. So you have to provide lecture Sorry, you have to provide value to your lecture now Suppose you do a very interesting discussion Interaction and the type of questions that you put there you just happen to mention that that's the type of questions You're going to put in the exam so automatically nine out of nine students will tell others value here I shouldn't go away All right Let me give you another example people ask me all the time the students. Are you going to record the class? Yeah, sure I'll record it But half of the class will be me silent because I wear a mic like this one So if we were we are recording that actually that just came to me All your comments are not being picked up. So hello those of you looking at the video You miss the important part which was a discussion Because there is value of us as being here. Okay. I have another sentence towards the end If you are scared that you might be replaced by a video Perhaps you should I Also find another article it's easy to spot how to make your lecture admissible So some techniques do something that a student say oh, yeah, I have this lecture I have to go I have to go why because I have to be there Because if the only thing you are providing is the five-year-old PowerPoint again There is that version already there circulating because some students posted from last year and Three or four corrections and three or four versions much better from another university. So it's up to you your call again All right, let's move on now. We've hashed out all the negative Feelings now, let's focus on the positive ones again. Let's vote same scheme same URL potential Benefits the happy stuff there. Oh, yeah, this is going to you know The shorter the concept the better all right feel free to write whatever you want But if you choose a word or a couple of words, it'll help to cram more on the screen But again, you have total freedom So we'll probably encourage engagement Interactive enough All right, okay lots of good ideas coming up Better learning so there is potential for better learning One of them I'm really happy that appear and appears all the time or almost all the time is there is potential for fun So I can it could be fun. All right other things that appear very strongly engagement Improved results. So that's right there. It's worth trying to see if it is true You enjoyed you add value retention. That's also a very important point retention And the reason why I think this is important is this is an issue that in my experience upper management has no problem to connect that to the bottom line and That gets things moving.   Yeah retention is very important, you know, because it's I mean It's upper management. What do you want? It's interactive Some somebody typed fish, which is interesting I mean I mean prone is connecting that I'm sure there is a concept that Connecting that fish philosophy Okay, okay, excellent Make the perfect sense then it captures a lot of the essence of And this is very important Yeah, when you get your students discussing like this you can take a couple of minutes and say by the way when you pass your job interview And they hired you they'll sit you in a table to do these discussions with your team So better get used to it better get used to make your point across better get used to listen to other people Even though we're talking about you know ancient Rome history, but now you also squeeze these skills. I like it. Love it. All right Excellent. All right, so let's let's play around a little bit with some concrete example All right, so flip classroom. We know what is wrong. We know what it could be right Let's put a small example. So what are we looking for? We're looking for these nuggets These engagement with them posting them a problem posting them a question. This is park It's like oh, I have to solve this. So this is an example The reason why I chose well, first of all, I should ask is there a mathematician in the room You again All right, so bear with me bear with me, okay So the reason why I chose this topic is because I was told that there might be almost very low numbers of mathematically So I basically choose in the topic that it's foreign to all to most of you and yet we can play around with it All right, these are the typical puzzles you find anywhere now Why are these puzzles sometimes so engaging because they put you on the spot immediately and for this session is very handy Because you don't require much of a prior previous knowledge Oh, I don't need to ask you for previous activities to understand what is going on there So the problem is there are two cities that are different distance from the river and you have to build Pumping station and the cost is the length of the pipes to connect from the pump station to the two cities Where would you put the pump station? And of course the optimization criteria here is that you have to save money So you won't put it out there because then you have to deploy the two pipes for the two cities So where would you put it? Would you put it in the middle? Okay, so I want you to capture the essence of this moment. It's like oh, okay Yeah, there's a problem and I have to solve it and it sparks you the need to Let's see what's going on here for those of you closer to mathematics. It's an optimization problem You can state in terms of the three constants you see there the distance of to the two cities To the river and the distance between the two cities So these are three constants a b and c and there is two ways to solve this But that's irrelevant What I want you to capture is you have given you've been given a challenge You know exactly what you have to solve You probably don't have a lot of a good idea right now how to solve it But that is the type of energy that you want to capture. All right This is a very simplified example because you don't need any prior knowledge like boom. There it is But if I give you some prior knowledge, then we can walk up the ladder and do something a bit more sophisticated Some example that is a bit more sophisticated This is not trivial though because once you the two ways that I come up with to solve this problem Is that you write an equation? You write basically a function telling you the length of the two pipes and then that function you find the minimum and You move the variable of that function is the distance of the pumping station Although there is another way incredibly clever to solve this Geometrically which is you flip ironically one of the city to the other side of the river you put a line and Whatever that line crosses the river that's exact point which will give you the minimum amount of pipes Okay, but again the solution is irrelevant. The process is what counts So what I want you to capture is how I can come up with these scenarios that when I provide it to the students They go like oh wait or if you make them vote You have like half and half half of them say yes the other half said no ideal We have a controversy here. We'll discuss so let's talk about it and on top of that You have to put previous knowledge. Let me give you another example So the ingredients of a good question or a good I call it question for lack of a better term But it could be an activity or these nuggets that we need to use to spark the students So not only we are asking them to remember and understand that the crucial thing is that we're asking them to apply analyze and create They have to create some sort of model of that problem. They have to analyze what is going on with the pipes Where is the cost they have to think about those issues which are up there in the bloom taxonomy not so much remembering the Another one. This is an interesting one another one from mass The topics well, I didn't mention before let me go back. I chose a topic So if we put this in a math math context the topic would be let's talk about function minimization But the objective is I want you to find a minimum of a function So you need to these two ingredients you need to state. What is the topic? We're talking about but then what am I after? I'm after you understanding how to minimize how to find the minimum of a function These are the example the topic continuous functions again math. You don't need to understand exactly what is going on objective Let's deduce new properties from functions. This is an interesting one two opposite points in the equator always Simultaneously have the same temperature always at all times and This is a very beautiful result because it's counterintuitive like really I mean Opposite points and they're always at the same temperature. I'm not saying they're always the same point But at some point at any instant in time there are two points opposite in the equator They have exactly the same temperature so again that puts you in that odd spot like I don't like that might not be correct Or is it correct or not? All right, so this is the Essence of what we're after when the students feel that is like I need I need to know that now. Is this true or not? Okay, I'm not saying that these will work for everybody But I'm giving you a few examples Just to for you to capture and start making this exercise which I'm seeing some of you already doing is like Okay, so in my course, what would be the equivalent of the equator problem? If you read literature about these type of things the physics any physics professor here in the room Physics play with advantage with a lot of advantage Why because when you put these things you always have reality around you to show you the answer and sometimes the answer Is contradictory so it's like I throw this thing from here And I thought all something that is much heavier from the same height Will they hit the floor at the same time or not someone say yeah, no because one is bigger Well, you just go and try it. All right, so physics there are lots of examples about physics And this is because they have a very good way of checking things, right? So we have to work a little bit harder and we if we're teaching ancient Rome history We might not have these paradoxes or Resources, but still it doesn't mean that they don't exist. We just need to work a little bit harder. That's all all right So this is an example in which you make out and again a mathematical function that measures the temperature now The equator is a circle so when you start and when you finish you have exactly the same value So the function that's something in between and there is a theory That's as if the function is down here and then up here and it is continuous at some point It needs to cross the barrier So the solution is just you reframe this problem saying the temperature or the difference between Temperatures in these two points at some point has to be zero and it is and you prove it There's a theorem that tells you oh, yeah, it's going to be zero. So you deducted That at all times there are two points in the equator are always with the same temperature exactly the same temperature. All right Another example, let's push the boundaries here. This is a topic. You're not familiar with Now I'm gonna push the boundaries because I'm gonna give you previous information and then I'm going to ask you a question All right, so next step we're getting closer to the real scenario Which is I'm giving students previous activities and then I asked them about that So the previous activity is all right. Let's try to figure out. How does this thing work? So this is like a room or an apparatus or a system I made it abstract on purpose and it works the following way It has one input or actually two inputs one on the side another in the bottom And it's like as if somebody was there with a light and it's a red or a green light And then he has two outputs light one Always becomes the same color as the entrance and light two is the opposite. Okay? So one contradicts the other but but the lights at the outside the lights light one and light two only Follow or reflect or transmit the color at the entrance when there is an event that says now So they only pay attention to that light when there's Arrow at the bottom says now Any other time? The light in there is ignored Okay All right. This is the previous information. So I basically your face with a system And I'm trying to give you information to understand and I could capture this in a video very easily Right, you're not doing anything other than listening to me. All right. So here comes the question now What I do is I connect light to with the entry light. I make a loop All right, so it's connected like that Then I ask you what is the value of light one after several events now occur So you basically have this connection and then you go like now now What happened with light one? Is it red? Is it green? Discuss Let's stop for a second And let's make a quick vote. Let's vote very very quickly now when we vote. I want you to do one thing I want you to look around to see who votes what all right? So no technology right now raise your hand those of you that think that a is correct In other words it stays constantly with the same color a Hands up now what I want you to see is where is the discrepancy with your answer? All right, so you voted a the other ones look okay They voted a hands up for those that think that the answer is B every now event the light change the color a few of you All right Hands up for C All right, so you'll have to find some reason why everybody else is voting otherwise right answer D. I don't know Good all right So now you have seen that if you voted D and you don't know Somebody around you knows maybe knows the wrong answer, but they know All right, so here's the stage number two you kind of face the problem Actually, I should have done it with you in silence, but that's okay All right, so we you face the problem you think you can get a hold of it then Hands up then you look around like oh, so let's discuss again now find the person next to you Say oh, you really think so why let's discuss and then let's vote again Let's go another minute to discuss and to find some consensus all right Let's vote again Very quickly. I want to see a show of hands. Those of you that think still a is the correct answer hands up a So you see we have some changes there Are you still convinced a all right good? Hands up for those of you think it's be right hands up for those of you that see No, no, no somebody else look at this a lot of change here. Okay, who convinced you of that nobody voted C No, no finger pointing nothing and those of you still in D All right, that's okay, so I Know you want to know which one it is but before we do that Okay, before we do that anticipation generates value think about that Anticipation generates value. I'm not telling you now.  So you go off and try to figure out that thing It's new to you very important You're giving certain information But then you create a sense of like did I get it right or not? Well, let's vote and then you see around you that there is some sort of like hmm Let's discuss about that. You're investing time you're investing your hmm. I think I'm right So I have to convince the other ones or I'm not sure if I'm right. So let me ask So you might be accommodating different learning styles there Okay, or there might be the quiet person there But you still ask because that quiet person is the one that voted the option that you think it might be right And yours is wrong. Hmm. What's going on here? So there is a lot of things happening just on this procedure and then of course you need to know if you are right or wrong Okay, now I want you also to think about it We cannot do these exercise with the technology I was just using Because the technology I was just using yeah, it was very fancy, but you don't see around who's voting You don't see who is disagreeing with you. I see this is an example of technology as long as it works to your advantage Fine, but again, it's another tool. Maybe it's a time to toss the tool Forget about the technology hands up. All right another issue that comes from hands up. I teach first-year students If something happens and you are the only one raising your hand with an option for a first-year student That could be a big issue We all laugh, but it's serious. It's serious So you have to gauge those things right so my point of view when I go to class I carry a few of these and When I see that the answers are totally polarized on one side. I didn't do my work properly That's not a good question. A good question is when I get a lot of spread Because people will begin to think like how can it be? I mean we don't have a consensus here All right, so to reach a consensus You need to know the right answer and to need to and to know the right answer You need to know the details on how that thing work, which is what I'm after So I tricked you. I Want you to get the essence because this is what you have to apply in your courses. All right very challenging coming up with these things I sometimes pretend that I'm like one of these singers when they interview the singers like this is a very Very famous album right? It was very popular. What was your favorite song? It's like well, that's what we put six songs on that album And we thought that like the most popular one was this one Then you put it on the street and that other song that we put in that album with that It goes totally viral and it's the greatest one. So this is something like that I carry my nine questions or six questions to classes. These are great You know three of them flop miserably two of them go on and on and the one that I added the last minute thinking This is gonna be a disaster Pops and it says this is great. So you go back with your notes saying alright Paul is this one dump these other two and let's see if we can replicate this one five times Okay, so this part of the game. So what happens here? Another thing that I should warn you my explanation might not sound convincing You might say you tricked me because you didn't tell me about this and I can take all that no problem But you'll remember Okay, so the solution for this So the way it works is you have a light here and when it this one says now This light becomes the same color than this one, right? So if this thing stays quiet and I flick the light red green red green red green. What does it happen here? Nothing nothing happens, right? So this is kind of like a guardian. So when I say so is when this thing becomes this All right, so suppose I have a red light. So what do I have here to begin with? I didn't tell you That's an important thing right or not because what you can say is like Every now event changes color, but I don't say which color so it's it's still compatible with B I didn't tell you it changes from red to green initially So when I get the now the light that I have here feels red This one becomes red and this one becomes green and this green has to trouble and Come here again. So it's not gonna the door again. It used to be red But now it's green obviously because this is going to be the opposite of this, right? So this red propagates here. This becomes green, but you have to travel all the way back here. So it's like I'm green Yeah, but it's not now So you stay green Okay, so you get a red here, but you have a green at the door because it's the opposite Then it comes now again. Okay, so the green goes here and it's all wait wait wait.  It's not now. It was before so this one flips between green and red at every event now Which is option B Okay, now when I reach this point, I don't care what happens Because I explained it now is when the students actually cares like I told you, you know, they go on and on And I'm I just quietly walk out of the scene And I let them I let them rejoice that moment because they'll talk about and I need that because it generates excitement And it generates engagement. So I'm even willing to waste those 20 30 minutes release control of the class because Okay, but it's okay because I got you exactly what I want you. All right Good. So let's get serious here. Let's work on the plan How do we get there I'm going to propose to you I want to be extremely respectful of the way you approach your teaching. All right So don't take anything.  So today See if I managed to stick in between their ears. This idea. That's your objective. Okay, whatever it takes Let's go for that step number two. I have to carefully think what can they do before we meet face-to-face? Remember face-to-face time is extremely valuable. You are not You cannot afford to waste your face-to-face time Think about that from the very dramatic point of view. I'm Spanish. So I can I can do drama very easily. All right step number three Generate the challenging question not necessarily a question could could be an activity could be anything Generate that nugget and that's what I find actually the most challenging part because the topic is okay I have lots of things they have to learn about preliminary information. Yeah, you know You read the document you you read my PowerPoint the slides from five years ago that already there Okay, but when it comes to the challenging question that moment that takes time That takes a lot of time and then think about how do you choreograph or how do you deploy that in the classroom with interaction? And try to envision what will happen the class will get out of control for ten minutes for two minutes How do I gain back the control? How long do I allow them to think about it? How long do I elaborate the answer? Do I leave some things and answer and then go back to them? That's probably something so and this goes again to your comment Maybe flipping you cannot flip just the first step and say oh, let me come up with the object Not you have to go all the way. It has to be complete. It has to have some sense. Okay All right, does that make sense? So the plan and here's when you get to work We're gonna follow those four steps Now I want you to come up with something concrete think about your course And we're gonna do something a little bit difficult here Which is you're gonna be think about your course about your topic about the kind of thing you want to flip But I want you to work collaboratively even though the person next to you is not gonna be doing the same course nor the same activity But since we're all grown-ups and we know exactly what collaborative work is The fact that you have to explain that to the other person and kind of like Discuss a little bit the issues that might give you a different point of view. All right So I know that the person sitting next to you is from from probably totally a different school or department or whatever But make that an advantage and come up with this activity. So I teach law. This is my activity What do you think interesting? I never thought about that. Okay, so step number one We're gonna devote two three four minutes pick a topic an objective a concept Don't pick lightly like the first one that comes to your mind No, no, no, no because you might pick a challenging one or an easy one. So careful with the choice I mean it shapes the activity. So think this is something I have to convey to my students. I might have 15 20 minutes face-to-face time But I also have the opportunity to give them a reasonable amount of resources that you have to go through first. All right Let's go. Let's give it like four or five minutes or more than that. So After this amount of time You are supposed to have identified One topic concept objective chunk of your class that you want to tackle with this technique now a couple of things that I'll give you information because this is what I would do also in my class Okay, let's go on and discuss something and then I'll ask you about what is your outcome? Okay, so what do you decide I'll ask about that but few things to keep in mind risks here You have to keep focus All right, we don't have enough time now to discuss all the issues around in the topic No, you have to go and pick a topic. So keeping the audience focus on the task. It's something difficult So now it's not the time to say, oh, yeah, that topic. That's interesting Let me tell you what happened to me one year when I was doing something like that No, that's not the time for the anecdote. You cannot you don't have time for that You have to keep on task and this is a risk when you orchestrate your session We can spend hours talking about how do we pick this? Issue or this objective and we can go on and on saying this is the wrong approach This is the right approach. In fact, my university is not offering the right degree go on and on me We're all academics. We all know what we're talking about. We don't have that luxury You have to go straight for the goal. Okay, and this is a risk you have in your class And it's specifically high when I give this talk to academics, right? You go to the tables It's like, no, no, this is not the objective The objective was picking a topic and it's not happening that again, you have to be aware of that All right, so I'm assuming you already have a topic. If you don't just come up with one immediately Now let me go back to the example that we did before. What was my topic? So without knowing I introduced you briefly to the basic element of sequential digital logic Okay, that was the topic I chose. Why because it's fundamental. My students need to know that They need to know exactly how that little box work and This was my objective and this is what I decided to try with an audience that is not familiar with hardware at all Why not? Okay, and I had to think the topic and the objective So I want them to be able to look at the sense to interpret the behavior of these elements a memory element So I need you to walk away here and say, you know, they put that box and I know Now how it works and I know that if I flick the the light in there not until that thing happens Then it's when it pays attention and reacts. Okay, so that was my objective and again It's not trivial. You might think that's probably on your syllabus. Yes, it is but the fact that you have to select that and have a clear idea of how to address it and Grasp the essence of that concept in the periphery of your the rest of your curriculum takes time Okay, good. So Next thing next step and I want concrete results here. All right, so focus stay focus now Think about the previous activities. You're gonna ask your students to do about that topic Now is the time where you write a catalogue at least you are supposed to do the a b c and d Okay, again be as realistic as possible in my view if you have your course in mind If you have your syllabus in mind, it'll be much easier to come up with something concrete that if you start thinking about yeah Well, maybe writing skills would be ideal. Maybe it's something that you're teaching which is okay But make it familiar to you. Don't make it unnecessarily complicated. All right So we're gonna devote three four minutes and I'm going to take samples in this time I'm gonna say could you please tell me what are your activities? All right? Suggestion try to be original Like watching a video online. That's okay. You can do that But maybe it's the time to you know Go out and push your creativity and say okay This is the previous activity that I never occurred to me, but it might work. Who knows let me give you an example I'm teaching nutrition any nutritionist in the room. All right. This is cooking Excellent so my previous activity could be go and watch the video about the components that are present in different foods Or my wacky activity would be get your teammates get together go to the supermarket and look at a Nile and One of the shelves and write down the components that you see more often Okay, I have no idea what I'm saying actually or I don't know if it connects with an objective But that's the kind of lateral thinking that you might want to try. All right Let's about four or five minutes and I'm gonna ask for samples. Let's go So let's take some samples of the activities that you already plan now For the sake of brevity and in order to Hello for the sake of brevity and in order to allow as many people as possible to talk When you describe your activity first state your topic even if it is totally foreign to us It doesn't matter topic and my activity. All right Galvin is there taking notes. So he's probably going to inform them some superiors about the quality of your solutions Just kidding. Just kidding. Yeah, that's kidding. All right So anybody wants to go first any volunteers any activity? No, this is normal. No problem. So let's go over here Yeah, what is your topic and activity? Casual statements great Activity Demonstration so they can see how it works, but then the next one Which I'm hoping is a little bit more out there was having students that have had experience where Something's failed because the cash flow wasn't done to post those experience I want to show this other students the relevance writing so they write about their activity. Okay, great Excellent. Good description. All right. So the topic is foreign to us But it's still the activity makes sense. The first thing would be a video then explain them Excellent perfect over here. Oh, who who raised their hand? Yeah, go ahead Business communication topic Brilliant good, I think very good explanation We all understand even though we are not familiar with the topic and the experts But yeah, we can understand that and it prepares them them to have material to discuss. So what happened there? All right, what else any other one? volunteers on Yep, go ahead Okay, so these are opposite views. All right, what do they do with that? Okay, so it's good to wrap it up in something that it's valuable to them Right in this case we did write about what happened in the meeting in this case Oh, so I'm giving you the opposite views. Don't you see the contradiction there? Tell me something or maybe you can ask them position yourself. Which one you think is absolutely right and be provocative You know like one of them is absolutely right. Tell me which one it is and they'll tell you no No, no, no, no, none of them is absolutely right, but you get them already engaged. All right That's a great example to anybody else in the volunteer section. Yeah Excellent So I like I like I love the scenario just keep in mind you have to keep it bounded, right? Because we have this tendency to other program So this activity looks great But maybe you can break it into two pieces or three and you are describing some of the things that would happen in Face-to-face some others that one, but I love it. Yeah, that's a great. That's a great example. Okay anybody else Yeah, okay, good. So you got them enough engagement with the topic. All right, anybody any other activities? Okay, how about here? Excellent, so that would give you no material for them then to engage on a much more highly cognitive activity about why the reasons why The temperatures change or things like that Okay, okay. Okay. Make sense. All right anybody else from this table You want to go ahead? All right All right, and so far. How's it going? Are you engaged from zero to ten That's where it's supposed to be So we're doing we're doing progress there. All right, excellent. Thanks Anybody else this table Okay, and I would engage in some dialogue about what do you find out there? All right Another issue that you have to deal with and I know you're fully aware with that. What happens if they don't engage? All right, so it's important to have the activity, but it's also important to have the plan B All right, and Sometimes this need for plan B might shape the activity. It's like the activity is great But I have no way to you know So let me tweak this and that and then we'll throw on top some sort of mechanism Usual suspects, you know an online quiz that you have to answer or something similar to that and and that will promote a bit more of participation other recipes that I hear that work and I Practice them is don't go to class and Assume that it seems most of the students didn't participate. I'm gonna review the previous material Mistake There's friction, but you have to play with that friction All right, because you know how students are if you do that the first time next time participation in the previous activity Will plummet because he's gonna cover the material anyway in the first five minutes So as long as I'm there and on time That's it. All right So there has to be some sense of you missed something and you're missing something at the risk Of course that you might be segregating some students So you have to be careful with that But just think of it as another knob that you can tweak and you know put a little bit more heat on that or a little less Okay, any other activity you feel like sharing from this table. Yeah, okay Yeah, that sounds good another thing that I'm seeing that most of you are doing I think it's totally logical is that rather than thinking about the activity in isolation You're already hinting what it's gonna happen afterwards, which is good We're going back to the notion of the system, right? It's not that I have to think my activity in isolation I need to take into account what it's gonna happen in our face to face So I'm preparing that because in the face to face this is gonna happen and again There'll be a back and forth So if in the face to face I plan to do these then my activity should adapt a little bit to provide exactly the right context Or the other way around all my activity my previous activities reshaping like this So I need to adjust my in-class thing because there are some things that are not properly aligned. That's perfectly normal Okay now this exercise with it very quickly I know but this is something that it takes time takes patience and the results sometimes is not as good as we expect So some activities you think they're great and you go to class and they're not working now Another thing that is very typical from this paradigm is that you continuously tweak it. You continuously tune it Okay, which is something that is common sense But it's good to think again about it because you have many more pieces. This is a bit more complex or a Lot much more complex depending on how you look at it So you have to keep all these variables and review your activities review how they tag along with the on-class Participation encouragement is a working. I lost half of my audience. Therefore next time I have to do some other things, etc. All right, good Tricky step. This is the most delicate step. This is the in-class activity now You are here on the floor Now you have to pose some problem there or do something step out of the scene and see if the magic happens Okay, so I want you to think about Another concrete activity and the condition is we are face-to-face Feel free to make assumptions my class is small and I can move the chairs fine We're sitting in round tables fine. I have a huge theater. Therefore no possibility to use the round tables Okay, make your assumptions. It's not important The important thing is that you feel comfortable with those assumptions and come up with a face-to-face activity And then when you describe it make sure that he has the essential element that we need to be Sitting next to each other because if it is we come to class and we read about this Well, that's something that could be gone to the previous. All right, so keep that essence in mind Let's work for another let's give it a little bit more because it's a bit more challenging five six eight minutes Something like that and then we'll come back and again explain some samples. Let's go Time is up. Let's now look at the face-to-face activities. You are proposing Again for the sake of time. We only have 15 minutes left of your very precious time So let's go fast explaining the activities volunteer section Volunteer section is empty. All right section to you again Putting Okay, so security scenario you need the previous activities for them to warm up and have all this information excellent here, yeah Okay, that's a good push that's a good push for a new level excellent excellent who else on the volunteer Sounds familiar And That's a great idea Anybody else from this table any volunteer now you already talked over there. Yeah Should we keep the carbon tax in Australia not for and against and Settle in world for three people inside But the audience would then have to decide on who's who they think is the winner and for them to do that They need to make or write a detailed explanation of why And convenience convenience. Yeah. All right. That's a good one. Let's see over there that table anybody any other face-to-face activities That's a good one. All right. Let's go for it Then Okay, I'll concept us love it If you get them to draw it's almost free to get a couple of drawings and flick it through the if you have a way of projecting Recognition and everything excellent very good ideas that table over there any yes Get this class to apply the tools of ethical decision-making and so the face-to-face activity was So the problem that we're going to look at is child labor in their in their company and In Southeast Asia, so we were going to give them each a role from one of the stakeholders. So family of the child Mayor of the town that's involved in the employment consumer of the beautiful silk blouses that are coming out from this production line etc etc and all of them had to argue for keeping or minimizing or changing Very good example and I would connect it with your comment before are they gonna walk out? Well, I don't know but it seems very engaging to me because if you have a discussion group and you are the major Sorry guys. I have to go.  Yeah in the split of a second, right? They say yeah, forget it But they're friends in the group. So this is a very good activity and creates a little bit of Cohesiveness, okay. All right excellent activities to so I only have like 10 12 minutes left So I'm gonna go very quickly through a few ideas just to conclude Regarding flipping large classrooms. This is a picture taken from one of the readings of the previous activities You can always give people four cards with different colors and have 300 people voting, okay?  I do it in a 300 lecture theater I just say look around find somebody disagrees with you This is getting a little bit fancier because you have cards with colors and you can look up and say oh mostly pink We flopped this is not working or you see the rainbow is like, okay? We have a lot of disagreement. This is working. Okay, so large classrooms. They can be done You just have to be clever about how you pick your tools Very important the common narrative It is not very wise to just shoot the students with this new video do first and then some questions and then discuss It has to be a narrative. They have to perceive why is that relevant? Okay, and your narrative is something very personal I'm not gonna be able to help you to articulate an Statement or a set of facts that will convince your students that they need to do what they need to do the narrative that works for me with engineers and I kind of like Develop it over the years is that you're in a company right before getting to a company have to do a job interview So job interview my task is for you to go to that job interview and prove that you are a good engineer And you know these concepts and you're gonna work in a hardware company So you know to you need to know your hardware So when they come back to me and this is actually the other way around first They came to me say this the exercises are very difficult. They're very frustrating. I don't know where to start And I say great are you gonna say that to your boss when you're sitting in front of your table doing the interview probably not right? So what you have to do is analyze the situation and that's the regular state of mind of an engineer challenging problems We have no idea where to start but something will come out. All right, so this is my narrative So you have to step away from trying to convince the students that this is relevant because it's my topic Because they smell that Just one second so they walk in the room say okay Here's walk on number five today that thinks that his or her topic is the most important in the world and that's two hours of Lecture now you have to be an intermediary. It's like I'm sorry But you want to get a job, right? You want to be in the market? You want to be find the thing that makes them be motivated? So I'm just an intermediary. I'll facilitate you to get there. So the narrative is very very important So final remarks and a few samples of what you can do out there It's very important. You have to create your own ecosystem So it's good to have all these tools in your pocket then go off and design There's no such thing as the perfect solution if there were I'm sure we all be aware of it Okay, so you just need to tour around and maybe what it works for one course doesn't work for the other But again, you're a professional so you'll be able to adapt. It's no problem So some samples and how can technology can use that can be used We saw here the voting platform some other things you can do This is a sample of how to organize the possibility to how to organize a course some material out there Typical thing you divided into weeks, but you organize it clearly into previews and in-class activities So students know immediately that there is something previously that has to be done We meet three times a week so there'll be three sets of previous activities Be careful how you dimension that because we tend to over program. All right I would bet that nine out of ten academics. We take the content they teach we divided by half and it's still a full course and The fact you're laughing confirms that Okay, so be aware of that but you have to convey that structure very clearly to the students technology can help you that you Create this type of material in which they saw it clearly They know where to go other tricks that you can do and technology can help you things like this My sections are all folded why because I want to know if you unfold them and I can track that So if you go to that document and you click on the plus then the section unfolds now Does that mean they read the document probably not or probably yes? I don't know but I know that most of you clicked on the form and only half of you answered the form That's already information. So even though you might argue that that information is not entirely reliable I would argue that it's better than having no information at all So you put out there four activities and one of them you get a lot of traffic But the fourth one nobody clicks on that. All right mayday. We have an issue here You're up for a treat when you go to your lecture one of your questions will flop will fail miserably because nobody went through there So technology can help you that learning analytics will help you with that. Okay? You detect activities videos fancy things you can do with videos Of course, you put up videos out there, but you can do some other interesting things like for example Detect when they click the play and the stop and some of the platforms out there already give you that information That is also very valuable information And I'm lucky to participate with the people here at the learning and teaching unit In a project detecting how students use those videos We asked them to write comments and then we analyze the comments and we even ask them how sure are you about your comments? Are your is your summary accurate or not? What do you think so we gather a lot of information? We're basically trying to establish a dialogue and it's a very valuable dialogue because it'll tell us what is happening in the previous activities So if you see that your video is working that you're getting the reaction you were expecting Then you go to your lecture much more confident saying yeah, I got my problems here I'm gonna throw your problem these problems at you and they're gonna work. I'm gonna create a type of Situation that we experienced here an hour ago. Okay other tricks that technology can help you with well these videos. This is an example You put your webcam you record that I agree. It's not a Spielberg quality, right?  All right now You would think yeah, but the quality is not good. It's not ideal It is not ideal, but look I put those things in there and they work I got this comment this morning Somebody said oh, thank you that video helped me solve my homework. Well, guess what this is not one of my students By the way, I'm not teaching this course, but the videos are out there in YouTube. All right So it works Another thing that I found trial and error. I keep myself restricted to one single sheet of paper Which achieves two things you have to choose carefully what you talk about because once you run out of paper You're not allowed to use another sheet and the video is short and for the 18 to 24 year olds We are handling these days. That's a plus okay More things of course you can then use some sort of engagement or technique to make sure they engage like for example Some problems that they have to answer now think of these problems not so much Oh multiple choice again multiple choice are lame well depends on what you ask and you are free to pose some really? complicated question that needs to be answered in a fairly challenging way and it's still not read down to an A through through the Answer okay, there is a platform out there that has a very cute name is called problem roulette Again the physics people so you click in there and there's problems coming at you And they phrase it with ABC and D and they get students engage and then you see what is the level of engagement? Where did they go? Did they solve the tough problems? Did they solve all of them? None of them didn't even click at all That's already valuable information. Then you get this information reported back to you So you get this report. Oh most of the students are responding AB or C or most of them are correct Or most of them are incorrect green there is correct So you begin to detect hmm yellow engagement. Okay, but some questions are not quite working Now technology will help you get that information and we might say well But I'm really don't need that type of data But time might go by and then they come back to you and say you are supposed to use this data The same way that some other professions out there. They use the data now It's another tool in your pocket very important tool and specifically important for flip classroom where you are out there Expecting people to do something well you have to take a look at that and technology is there to give you that hand So this is an example of the type of question. I bring to my class. I Don't hope that you read that and understand that is similar to the hardware question that I posed to you before I bring five or six of them and again. I go back home sometimes saying number three Total disaster didn't work. All right, but you polish it next year It'll be better and they vote and they vote hands up with this issue that first-year students are very shy Sometimes so if they are the only ones answering something they'll kick back. So what they do is who is? Saying that option a is valid So they look like this thing Let's see a if there is a boatload of us. Yeah, then it's a and if it's only me. It's like ooh no All right, so you have to deal with that. It's no problem as long as you are aware of that I typically organize this thing in 20-minute cycles.  I'm gonna put the word lecture So it's basically me saying all right We're gonna talk about this topic which you are familiar with because you did the previous activities, right? And you take the opportunity to say at least half of you did For them to be aware that you are aware that they didn't do it or half of them didn't do it Then you let them read and think alone, which is what I didn't do this here today You think alone so you have complete silence in the class for a very brief amount of time. It's okay. Let's vote Find around you somebody that disagrees and Then let's discuss. Let's look from a different perspective Let's let's see and then is when the class goes wild and there is a lot of noise Then you get control again vote again, and then you take a look at what happened If there is a complete change in opinion or not and then you discuss and offer the explanation that you consider fit again This is just one other trick that I want you to keep in your pocket I'm not Advocating for you to go and do this all the time just keep in mind And if instead of 20 minutes you can do it in 15 perfect And if you want the circle red instead of why that's okay You are the professional. All right Products out there are offering already visual aid for these things So they will give you this dashboard that will convey to you certain information about who did what what time how often this type of thing So it might be extremely valuable to you to start detecting certain patterns in certain students and even more important if you detect changes on those patterns Okay, like for example at the beginning this student was really lagging behind, but now it's catching up Okay, I'm about to finish a couple of things that we'd like you to take with you is Flip flip classroom as we said at the beginning is a mindset another tool something you take in your pocket It is actually a specific technique that I would put underneath active or blended learning because we're asking them to do something outside All right, there are numerous numerous drawbacks as you pointed out in that poll we did but it's also Potential there is potential for improvement. So I don't know it's worth keeping that in mind The challenge like somebody already mentioned the role definition. You have to facilitate the learning. I'm not here all the time Talking to you you were working. Okay, so I have to relinquish control and the students have to be engaged and that might be a challenge You need to be extremely careful when you plan this you cannot wing it Okay, if you have your power point that you know by heart and it's Tuesday six o'clock and your lecture is at 605 You're totally relaxed why because there are the same 60 slides you saw last year with this thing Doesn't quite work like that every day is different. All right So it's like shooting a movie when the movie is there forever or going every night and perform at a theater Who knows and that change is part of the philosophy the technology can help but again, it's not essential You can dump the technology. It's no problem. Just find your recipe and finally I already mentioned that if you feel that you can be replaced by a video perhaps you should Do you get the sense that this session could be replaced by a video? Do you get the sense that you got tricked because I'm not doing the work and I'm asking you to do the work Those are the questions that the students will ask you So basically ask that about this seminar and find the answer because you'll have to give that answer to the students The last thing I would like to know your feedback. So comments email I'm easy to find with this name and if you go back to the poll application. Just a final round. Goodbye. Wait, wait, wait now Is the final question that says After this talk, I am more inclined to use the flip classroom. I agree. I disagree. I'm totally neutral. Okay, just go ahead and answer Excellent and that'll be all I appreciate any kind of feedback Twitter email Whatever, I'll be more than glad to to have your answers in your comments. All right You