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Perfect Fit for Flip

Here are some situations where Flip could be a perfect fit:

• You want to get students used to talking about a topic in front of other people, but they aren’t ready for a live discussion or presentation yet

• When you want asynchronous feedback on something within the affective domain

  • E.g. building confidence; developing appreciation; just something that can be measured by the amount of interest/passion a person displays when talking about it

• Practicing scenarios where emotion, word choice, and nuances in speech may be paramount (e.g. persuasion, counsellingcounseling, negotiation, giving tough feedback, delivering bad news, requesting additional funding, etc.)

• Practicing a speech that needs to be polished and refined (e.g. elevator speech; Shark Tank-style pitch)

  • Teammates or instructors can also comment on each portion of the speech, giving suggestions for changes, etc.

  • Students can then incorporate the suggestions and record newer versions of the speech

• Presenting completed work (especially with the screenrecording screen recording option)

• Students are building a speech or presentation over time (e.g. introduction in Week 1, main point #1 in Week 2, etc.)

• A team of people in which members are each working on a different portion of a speech. Each person posts their portion so the team can get a sense of how the speech will flow.

  • Teammates can also comment on each portion of the speech, giving suggestions for changes, etc.

• Practicing different ways to deliver lines in a play (e.g. angry vs. indignant vs. cold vs. etc)

• Almost anything related to language classes

• You think body Body language, tone of voice, etc. is helpful for the situation

• Quick reactions to something that may have an emotional impact

• Asynchronous brainstorming (text is better for deep thinking, but verbal communication is better for brainstorming; (1995) and Newman et al. (1995))

• Giving students the sense that they are interacting with real people in the class

• Peer feedback (especially with the screenrecording screen recording option)

Scaffolding from Flip to Zoom

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Successful use cases (w/ materials)

Note: eCampus Center Instructional Design Consultant Greg Snow received permission from the creators via email to share all of the following materials.

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• Instructions for the Flip component

• Rubric for this assignment's Flip component

• Follow-up activity (Memo to the CEO)

• Rubric for the Memo to the CEO assignment

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Flip was the platform Amy chose when she wanted students to make their case for who won a debate students watched earlier in the week. She had a variety of goals involving helping students to communicate the results of their reasoning & critical inquiry , but in an oral context.

• Directions for the Flip Activity

• Amy's rationale and a sample of student evaluation comments (from Fall 2019)

• Rubric for this activity
  

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Newman, D.R., Webb, B., & Cochrane, C. (1995). A content analysis method to measure critical thinking in

face-to-face and computer-supported group learning. Interpersonal Computing & Technology, 3(2), 56- 77.