Flipping an Introductory, Graduate-Level Instructional Design Course: A Teaching Case

ID: 45236 Type: Best Practices Session
  1. Saul Carliner, Concordia University, Canada

Tuesday, June 23 1:30-1:50 PM Location: Salon Jarry View on map

Presider: Sandra Vega-Carrero, University of Kansas, United States

Abstract: This teaching case explores the experience of using “flipped” instruction to teach an introductory graduate course on instructional design. The one term course teaches the basics of Analysis, Design, Development, Implementation, and Evaluation (ADDIE) process. The reworked course consists of 8 flipped sessions out of 13. Flipped instruction is used for sessions that introduce basic skillls and are tightly integrated with readings, exercises that apply the concepts, and scaffolding activities. Class sessions are used to clarify questions, verify understanding, and transfer the knowledge more broadly. Students receive materials and interact with other classmates and the instructor through Moodle. The process of flipping the course took two years. In terms of student learning, performance was the same or better, as evidenced by grades. Student satisfaction with the flipped course was higher than the classroom version of the course.


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