These handouts are from "Classroom Flip" workshops, most of which were conducted from 2000 to 2004. Although the approach to the development of the model remains valid, some of the technological elements may be outdated. Also note that the files are ordered by the modules in the Classroom Flip curriculum, rather than by date.
This handout provides an overview of the Classroom Flip Curriculum.
This is the third iteration of the first module, which helps a faculty member start with his or her instructional need and then select an instructional strategy to meet the need and an instructional technology to help support the strategy. The only addition from the previous version is the listing of the benefits of using the features of a CMS (pp. 4-5).
The is the most recent version of the first module, which is expanded to include Chickering and Gamson's "Seven Principles for Good Practice in Undergraduate Eduation," call-outs throughout the process providing examples and a section on activity learning that includes a definition, brief descriptions of eleven active learning strategies and a discussion of some barriers to the implementation of active learning. In additino, the discussion of the elements of a CMS is keyed to the "Seven Principles" to help make the connection more explicit between the pedagogy and the technological support for it.
This is a worksheet used to help a faculty member work out a plan for how to meet an identified need.
This is a single sheet providing an example of how a faculty member might fill in the parts of the plan.
This is the first section of the handout on the use of discussion for class. It deals with how discussion can be used for student learning. The second section of the handout provided step-by-step instructions for how to set up online discussion areas in one of the CMSs (typically Blackboard or WebCT).
The is the first section of the handout on the pedagogy of assessment, making the distinction between summative and formative assessment, written by Mace Mentch who, at the time, was at Baldwin Wallace College (now University). The second section of the handout provided step-by-step instructions for how to set up quizzes in one of the CMSs (typically Blackboard or WebCT). An important part of the second section is that it went into advanced settings to help improve the effectiveness of quizzes for formative assessment by the student, including how to set up specific feedback for each response, how to draw questions from a pool of questions, how to allow students to take quizzes more than once and how to force a delay between times when a student could take a quiz.
In 2000, Marty Weil 's article "Nine Ways to a Better Internet Strategy" was published in On the Pulse. This handout took his suggestions are adapted them to online learning.
This handout provides a compilation of best practices in the use of the various elements of a Course Management System. It was used in a workshop session of the Third Annual Teaching and Learning Mentor Institute, July 31-August 2, 2003, hosted by the Wisconsin Foundation for Independent Colleges.