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, counseling, 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 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 in which members are 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

• 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 screen recording option)

Scaffolding from Flip to Zoom

Consider using asynchronous Flip assignments as practice for a live assignment in Zoom.

During a live Zoom call, students are forced to be more dynamic; you don’t have as much time to gather your thoughts before responding to someone in a back-and-forth discussion or debate.

Flip allows students to take their time to craft their recordings, think before responding to someone, and start a recording over if they stumble over their words.

Allowing students to discuss things in Flip first can better prepare them to think on their feet in a live Zoom discussion, debate, or Q&A portion of a presentation.

Successful use cases (w/ materials)

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

BUSMGT 347:

(Created by Susan Park with assistance from Anthony Saba)

Students participate in a role play where they discuss a case study and apply legal concepts to it. Flip allows students to communicate orally but also take their time before responding.

• 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

COMM 112: Reasoned Discourse

(Created by Amy Arellano with assistance from Christy Aceves)

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
  
  

THEA 230: Development of Theatre I: Classical

(Created by Teresa Focarile with assistance from Monica Brown & Ben Croft)

There are several things to focus on here. One, students have to pitch a theatre company on including some Indian performances in their lineup, and the persuasive and emotional elements come across better in video than in text. Two, the alignment between the activity, the course learning objectives, and the university learning outcome on oral communication.

• Assignment description and instructions

• Alignment of assignment objective with course and university learning outcomes

Other resources

• Self-Introduction Activity Instructions

• An easily customizable Flip rubric

• Flip Template (Various activity directions for Flip)

• Flip Integration in Canvas

Note:

Some material on this page was moved from the Flip page of the following site:

• Community of Practice: Strategies for Supporting Student-to-Student Interactions in Online Courses

References

Newman, D. R. (1996).  An experiment in group learning technology: Evaluating critical thinking in face-to-

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