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Running head: ISD PROJECT FLIPPED CLASSROOM 1

ISD Project - Flipped Classroom

Misty Antonioli, Corinne Blake, Kelly Sparks, and Lauretta Turner

Liberty University

EDUC 633

ISD PROJECT FLIPPED CLASSROOM 2

Abstract

This instructional design project is geared towards teachers in the Science, Technology,

Engineering, and Mathematics (STEM) field and teaches them how to flip their classroom.

Media tools such as Blubbr, GoToMeetings, VideoNotes, Camtasia, Storyboarder, and Google

Sites were chosen specifically to align with the capabilities of the PCs and Kuno tablets available

at the Roanoke Rapids Graded School District (RRGSD). The training will take place on a

Weebly webpage where the participants will answer blog questions and complete several

assignments in order to master the skills of understanding flipped classrooms, making flipped

videos, uploading flipped videos, and creating lessons to assist in assessing student

understanding of flipped videos. The training will also allow for peer communication through

the blogs and the final e-conference. Flipped classrooms can help teachers transform their

learning environment into one that helps fit the 21st

Keywords: STEM, flipped, Blubbr, GoToMeetings, VideoNotes, Camtasia, Storyboarder,

Google Sites, Kuno, Weebly, blogs, e-conference, 21st century


Need Identification

The traditional methods of teaching are becoming extinct. No longer can an educator

stand in front of the classroom lecturing and expect the students to pay attention for 45-90

minutes. Johnstone and Percival (1976) conducted a study spanning over 90 lectures that

is interrupted. In addition, research shows that while students are capable of multitasking,

distractions in school should be monitored closely to reduce the opportunity for partial attention,

the potential reduction of productivity, and decreased cognitive complexity in learning (Toshalis

& Nakkula, 2012). Fortunately, there is a new way to teach that can actively engage students by

providing differentiated instructional opportunities in an environment both the instructors and

students can control. Distance learning is not just for online classes anymore. Flipping a

classroom allows students to obtain information necessary for class while at home, learn at their

own pace, and still be able to collaborate with peers and the teacher through online methods such

as: blogs, screencasts, videos, and e-conferences. According to the North Carolina state

standards, students will be taught using 21st century skills (Public Schools of North Carolina,

2013). Integrating flipped classrooms will allow the state and its educators to achieve this need.

Educators within the Roanoke Rapids Graded School District (RRGSD) have benefited

from forward thinking leaders that have always put technology and professional development as

priorities. However, effective professional development often seems elusive or is poorly

measured. A recent online survey was given to members of the entire district. High school

math, science, and technology teachers indicated that while they are confident in their use of

technology but there are certain key concerns that have not been addressed (see Appendix A for

technology survey data). Teachers expressed a need for time to integrate technology into


curriculum, more effective training to use technology, opportunities to collaborate with

colleagues within the discipline, increased options for professional development in the area of

technology, tools to stay current on new technology trends, and help aligning the implementation

of technology with state standards (Kuchenbrod, 2013). Many teachers listed troubleshooting

problems that occur with technology as the highest in importance yet many felt weak or

inadequate in their level of proficiency. A similar trend was seen with integrating technology

into daily lessons and designing activities that will integrate technology in the classroom.

Classroom observations by technology leaders and administrators have also seen the disconnect

occurring between technology and state standards as well as effective use of the technology.

Goal Statement

The goal of this instructional design project is to train 9-12 grade level Science,

Technology, Engineering, and Mathematics (STEM) educators at RRGSD on how to flip their

classes through a Weebly web-

will use tools such as Camtasia, Storyboarder, GoToMeetings, VideoNotes, Google Sites, and

Blubbr to flip their classroom. They will also use websites such as TeacherTube, SchoolTube,

BozemanScience, and Khan Academy to find pre-made content related videos. This will aid in

accomplishing the goals set forth by the state of North Carolina in providing a classroom where

21st century skills are used by qualified professionals. In addition, the educators at RRGSD

have expressed the need for aligning technology with the state standards while incorporating new

technology trends. Flipping a classroom can help to achieve this demand. Throughout the

Weebly web-based lesson, teachers will learn to describe a flipped classroom, find pre-made

videos, create flipped videos, upload flipped videos for students to view from home, provide a

format for students and teachers to interact about the lesson, and how to create lessons in order to


apply concepts from flipped videos in the classroom. The success of the web-based lesson will

be determined by the knowledge gained from the training shown by the blog comments, videos,

and lessons created.

Task Analysis

F igure 1. Task analysis listing goals and substeps following a Dick, Carey, & Carey model for a

flipped classroom lesson.

Context and L earner Analysis

The RRGSD is located in a rural northeastern part of North Carolina. RRGSD happens

to be one of the 15 remaining public school districts in the state, as the rest of the schools are

county districts (RRGSD, 2013). The district follows closely with its vision statement, that its


approximate student body of 3000 will be ready for the 21st century upon graduation. RRGSD

places a heavy emphasis on effectively utilizing technology in the district and supports the

teachers by offering multiple areas of professional development. Some of the professional

development opportunities offered are: Teaching with Technology, Digital Learning

Environment Initiative, Technology for Enhanced Literacy, Partners with Friday Institute for

Innovative Teaching, Science Technology & Assessment Project for math & science teachers,

and Teachers & Scientists Collaborating for Inquiry (RRGSD, 2013). There are currently 216

teachers employed throughout the district.

STEM teachers at RRGSD that participate in the training will learn how to flip their

classroom through a Weebly web-based lesson. Educators should have motivation and desire to

improve their teaching and grow in their profession. Willingness to spend time, energy, and

commitment with developing a flipped classroom is a necessity and cannot be avoided (Posner &

Rudnitsky, 2006). Teachers who are currently using a teacher-centered approach must be open

and prepared to change their current methods to a student-directed model where the teacher acts

as the facilitator of the classroom. RRGSD is equipped with computer labs, interactive

whiteboards (IWB), and tablets that students are able to take home with them at the end of the

school day. The district has provided enough necessary tools to effectively implement a flipped

classroom. Each teacher at the high school will have access to the technology that is needed to

do this successfully. It is expected that educators will have basic computer operational skills

such as knowing how to access and navigate through Microsoft Office, e-mail, and the World

Wide Web. Teachers should also be familiar and confident using SMART Technologies and the

Kuno tablets. Teachers at RRGSD are proficient in Microsoft Office, email and the internet and

will use these skills throughout the training. Daily communications are made through email


activities that include sharing Microsoft Office documents. The school district encourages the

use of teacher webpages, specifically Google Sites, where all teachers throughout the district are

encouraged to publish their class documents on their webpages.

These prerequisite skills are needed for teachers to maneuver their way easily through the

Weebly web-based lesson. Without having a basic understanding of these technologies listed

above, teachers can become frustrated and overwhelmed. To assess whether or not teachers at

RRGSD meet the prerequisite skills, two different surveys will be used. There will be an online

entry survey at the beginning of the Weebly web-based lesson that will be used to assess their

understanding of flipped classrooms. The results of this survey will be used in addition to the

data already obtained from RRGSD individual survey that was given to STEM teachers. The

RRGSD survey asked teachers to give their feedback on how comfortable they are integrating

technology into their classroom. These two surveys will be used to make decisions on if the

learner is ready to start the training. Participants will also be asked to confirm their attendance at

the training session, at least one week in advance, by filling out the entry survey form on the

Weebly (see Appendix B for Weebly form).

This training on how to flip a classroom, targets both novice teachers, who are ready to

expand upon their technology skills and traditional teachers, who are ready for a change within

their classroom. These teachers will range in age from their early twenties to sixties. To support

and encourage the use of a flipped classroom, the web-based lesson will be fully accessible

online so that teachers are free to work at their own pace at home or at work. The teachers will

be paired in STEM content groups in the training to share ideas but they are encouraged to

develop support groups within their school where they could share ideas and collaborate further

on their experiences. Within the training, teachers will be shown the pre-made resources page


within the Weebly, where they will be able to access flipped lessons made by other participants.

Initially educators will be using this web-based lesson for professional growth. However, it will

not take long before the teachers see the immediate benefits of incorporating this into their

teaching. Teachers who are proficient and comfortable using the technology can immediately

use the information from the web-based lesson and directly apply it to their specific content area,

whether it is science, technology, engineering, or math. Those who are not considered proficient

yet will be encouraged to move through the training again and communicate with the instructor

until proficiency is reached.

Instructional Objectives

The learner will be taken on a learning adventure as they make their way through the

Weebly web-

prepared to start their training. They will then be exposed to introductory resources such as

types of flipped videos that can be made, pre-made flipped videos, and informational websites

that will start them on their journey. The learner will search the Internet to find content specific

pre-made videos that can be reviewed by them for their effectiveness. Next, the participants will

follow the web-based lesson in order to create their own content relevant flipped classroom

video. Upon individual completion of this part of the training, the learner will be able to

collaborate and interact with peers in a group setting as well as in a whole group e-conference.

This will allow the learner to follow-up with their training and create learning experiences with

their coworkers. Instructional objectives have been written in order to ensure success of each

goal stated above. According to Mager (1997), there are three components to writing effective

objectives. Performance, condition, and criterion along with the goal statement and the Dick,


Carey and Carey model have influenced the following instructional objectives (Szapkiw &

Szapkiw, 2010).

Prerequisite Objectives

· Objective 1.1: Given an introduction video to flipped classrooms, the learner will be able to

accurately describe all the components of a flipped classroom.

· Objective 1.2: Given introduction resources to flipped videos and pre-made flipped video

websites, the learner will be able to choose a design of a flipped classroom and identify how it

works.

· Objective 1.3: Given Internet access, the learner will be able to find quality pre-made flipped

videos for their content area.

Sequence of Objectives

· Objective 2.1: Given different flipped classroom designs, the learner will choose what

design best fits their standards and content goals.

· Objective 2.2: Given time to design a content-based idea with individually selected

components, the learner will be able to assemble a storyboard to thoughtfully plan their flipped

classroom video.

· Objective 2.3: Given the use of Camtasia, the learner will capture a flipped content area

video.

· Objective 3.1: Given the use of Google Sites, the learner will successfully post videos for

student and teacher access.

· Objective 3.2: Given the use of Google Sites, the learner will be able to apply

troubleshooting techniques to flipped video complications.


· Objective 4.1: Given the use of Blubbr, the learner will be able to interact with students and

provide guiding questions.

· Objective 4.2: Given the use of VideoNotes, the learner will be able to write effective notes

about the flipped classroom video.

· Objective 4.3: Using the flipped video made during the training, the learner will create

lessons that can be used to assess the effectiveness of the flipped classroom by measuring student

learning.

Follow-through Objectives

· Objective 5.1: After completing the flipped video, the learner will use Google Sites to

interact with peers in their content-based groups.

· Objective 5.2: After completing the flipped video training, the learner will use

GoToMeetings to e-conference with fellow teachers in real time.

Table 1

Assessments Aligned to Each Objective in the F lipped Classroom Lesson

Objective Assessment

Before Training · Entry Survey o Assess prior knowledge

· Objective 1.1: Given an introduction video to flipped classrooms, the learner will be able to accurately describe all the components of a flipped classroom. · Objective 1.2: Given introduction resources to flipped videos and pre-made flipped video websites, the learner will be able to choose a design of a flipped classroom and identify how it works.

· Blog questions o Objectives 1.1 & 1.2 § 1.1 - Describe the components of an effective flipped classroom video. § 1.2 - Based on the information provided so far, how does a flipped classroom work?

Objective 1.3: Given Internet access, the learner will be able to find quality pre-made flipped videos for their content area.

· Student Review o Objective 1.3


§ Review a pre-made flipped video for your content area.

· Objective 2.1: Given different flipped classroom designs, the learner will choose what design best fits their standards and content goals.

· Blog question o Objective 2.1 § 2.1 - Which flipped classroom best fits your class and why?

· Objective 2.2: Given time to design a content-based idea with individually selected components, the learner will be able to assemble a storyboard to thoughtfully plan their flipped classroom video.

· Storyboard Assignment o Objective 2.2 § Create a storyboard for video on Storyboarder.

· Objective 2.3: Given the use of Camtasia, the learner will capture a flipped content area video. · Objective 3.1: Given the use of Google Sites, the learner will successfully post videos for student and teacher access.

· Video Assignment o Objectives 2.3 & 3.1 § Create a flipped classroom video.

· Objective 3.2: Given the use of Google Sites, the learner will be able to apply troubleshooting techniques to flipped video complications. · Objective 4.1: Given the use of Blubbr, the learner will be able to interact with students and provide guiding questions. · Objective 4.2: Given the use of VideoNotes, the learner will be able to write effective notes about the flipped classroom video.

· Blog questions o Objective 3.2, 4.1, & 4.2 § 3.2 - State at least two problems that can occur on Google Sites. How would you troubleshoot these problems? § 4.1 What are the pros and cons of using Blubbr to interact with students? § 4.2 Discuss the effectiveness of VideoNotes.

· Objective 4.3: Using the flipped video made during the training, the learner will create lessons that can be used to assess the effectiveness of the flipped classroom by measuring student learning.

· Creating Lessons Assignment o Objective 4.3 § Create a lesson to go with your flipped classroom video to give to students to assess student understanding.

· Objective 5.1: After completing the flipped video, the learner will use Google Sites to interact with peers in their STEM content groups.

· Blog question o Objective 5.1 § Attendees will participate in blog discussions with classmates within their content-based groups. Critique at least two of your peers flipped classroom videos. State what worthree ideas for improvement.


· Objective 5.2: After completing the flipped video training, the learner will use GoToMeetings to e-conference with fellow teachers in real time.

· E-conference Assignment o Objective 5.2 § Attendees will participate in an e-conference with the whole training group.

Instructional Strategy

The

instructional strategies as described by Szapkiw and Szapkiw (2010) to include the four key

elements of context sequence and clustering, learning components, student groupings, and

selection of media and delivery systems. Learning components follow a learner-centered

professional development model that has been shown not only to increase teacher perceptions

that their time was used efficiently, but it also left more teachers feeling confident in their ability

to apply new knowledge (Spencer, 2012). Additionally within the learning components,

assessments are beneficial to both the teacher and their students in order to measure

performance. Slavin (2012) says, "If any objective is worth teaching, it is worth testing, and vice

versa" (p. 404). It is also important that the learner is aware of those objectives throughout the

lesson. Therefore, each goal has its own heading tab within the Weebly and each objective has

an individual page that contains informational materials on how to successfully master those

skills.

Throughout the web-based lesson, participants will be required to take part in an entry

survey, assignments, and answer several blog questions. The assignments are designed to test

the knowledge of the participants to guarantee mastery of the skills developed throughout the

lesson. The assignments will include a student review, where the learner will critique a pre-

made flipped classroom content relevant video; a storyboard assignment, where the learner will

storyboard their video to plan out all necessary components; a video assignment, where the


learner will create their own flipped classroom video; create a lesson assignment, where the

learner will choose a lesson to supplement their video for their in class portion; and an e-

conference assignment, where the learner will meet with all of the participants to discuss the

training as well as resources that they found helpful. Blog questions will be embedded

throughout the training in order to assess student learning and provide time for reflection

throughout (see Appendix C for screenshot of blog questions). Questions will refer to

components of an effective flipped lesson, types of flipped classrooms, identifying the best-fit

flipped classroom, how to troubleshoot a video problem, effectiveness of VideoNotes, and blog

responses/critiques to fellow participants videos. The blog as well as the assignments will be

assessed based on a rubric format (see Appendix D for rubrics). All participants must achieve at

order for the training to be deemed completed.

Pre-instructional Activities

Prior to arriving in the instructional session, attendees will complete a survey as part of

e at

http://flippedclassroomisd.weebly.com. The learner will watch a brief introductory pre-made

video that provides a brief overview of what a flipped classroom entails. The video will include

basic course design for a flipped environment, its benefits, and suggestions. Learners will then

be directed to move on to explore the rest of the lesson starting with the introductory page that

focus on different design models, considerations provided by both teacher and student

perspectives, and pre-made resources.


Content Sequence and C luster Objectives

Learners that participate in a Weebly web-based lesson are educators that range in both

content and technology expertise from novice to experienced. Therefore, material is scaffolded

in a way that allows those with a higher comfort level to progress quickly through the lesson,

while others that may require more guidance are afforded the opportunity to take their time.

Attendees have the basic technology skills of internet use, researching, and word processing.

Additionally, learners are expected to be familiar with Google Sites, which is currently used in

the district. Regardless of how quickly an individual can progress, the sequence of progression

through the four main objectives will be kept consistent. Each learner will navigate through the

tabs beginning with the introduction, proceeding to create a video, next upload a video, creating

lessons, and finish by collaborating with their peers.

Introduction. Upon arrival, attendees will be completing a four-hour training as a group.

During that time, they will receive an instructional handout to use as a reference throughout the

lesson (see Appendix E for handout). Participants will be introduced to instructors who will

provide a quick synopsis of the goals of the lesson and expectations for results. Housekeeping

details such as renewal credit sign off sheets, internet key access, and technology login

troubleshooting will also be addressed. Learners will be given directions on how to access the

website and navigate through the tabs. Learners will also be directed to the timetable within the

Weebly to inform the learner about expectations and pacing (see Appendix F for a screenshot of

the Weebly timetable). Once the learner is ready, they will begin through the Introduction tab

that contains the pre-instructional activities for a flipped classroom.

C reate a video. Next, the learner will use the information gathered in the introduction to

decide upon a type that would be most appropriate for their individual teaching needs. During


this portion of the training, the learner will be working independently. Attendees will design a

content specific video that can be incorporated into a future lesson. Appropriate components

should be chosen based on personal preference and design. After decisions about the video have

been made, the learner will use Storyboarder to visually map the sequence of filming as well as

define what will be necessary to develop or compile prior to filming. Learners will either log

into or create their Camtasia account. Once they sign in, if they are not familiar with the

website, they will watch the Getting Started with Camtasia video provided upon the first login.

Following the storyboard model, learners will construct a complete video of their flipped content

area. Practice will entail creating this video and future videos.

Uploading video. Each learner will use their current Google Teacher site to post videos

for public use. Videos will be made available to fellow teachers, students, and parents.

Participants will navigate through a tutorial that demonstrates how to post the flipped video using

a URL or embedded code. Learners will then practice loading the video into their own webpage.

Instructors will demonstrate common troubleshooting techniques when incorporating videos

within a website and for common flipped video complications. Additionally, instructors will

show participants how to navigate through the help guides and tutorial video links provided

throughout the training.

C reating lessons. Once a video is completed, learners will use both the lesson blog and

their personal Google Sites to collaborate and share ideas. Attendees will be grouped according

to their specific content area to provide constructive content feedback in addition to peer

with the capabilities and potential of the app that allows individuals to take notes in a dual screen

while the video is playing. The learner will then be able to teach students how to use the note-


taking app. Blubbr will also be introduced as a web 2.0 tools that allows students to watch a

flipped video and answer teacher made questions that are embedded within the video. In order to

ensure proper implementation of a flipped video as an educational technique, learners will create

lessons to incorporate the flipped videos that were created. Within the lesson, assessment of

student learning will need to be done to ensure the effectiveness of the flipped format.

E-conference. Finally, the learners will come together to collaborate. A final

presentation of the video will be done in real time with a whole group e-conference to allow for

collaboration across the various STEM curricula. This collaborative networking will potentially

lead to additional resources and hopefully inspire others.

Student G rouping

During the initial pre-instructional phase of the Weebly web-based lesson, participants

will begin working individually while viewing the introductory video, describing flipped

components, identifying how flipped design works, and researching pre-made flipped videos.

Additionally, learners will continue to focus on individual design needs, how to storyboard,

creating screencasts, as well as posting and troubleshooting videos. Once the initial phase of

preparation is complete, attendees will be clustered based on specific content area within the

STEM framework. Specific STEM content groups will work collaboratively to share ideas

within the group while learning how to utilize the flipped media tools, and evaluating the

effectiveness of instruction. A final grouping will bring all content areas together for a whole

group cluster to share flipped videos and participate in real time collaboration. Allowing cross-

curricular collective sharing of resources is a valuable tool to extend professional collaboration

beyond the lesson and into daily use.


Assessment

Pre-assessment. Participants attending the training will be asked to complete an online

survey at least one week before the start date of the session. Users will be sent a link to their

email where they will be asked to complete the survey. This form will serve two different

purposes, one to confirm their attendance at the training, and secondly, to assess what

participants already know about a flipped classroom (see Appendix B for Weebly form). The

online entry survey takes into effect the considerations of an efficient survey, which are

mentioned through the work of Farenga, Joyce, and Daniel (2010). To name a few of the

considerations one is to make sure participation is anonymous, use short words and sentences

when creating questions and answer choices, and leave adequate space when users have to write

their answers out. Couper, Traugott, and Lamias (2001) report that it is important for the

participants to know their progress so that they do not lose motivation when completing surveys.

This survey is composed of five short questions that will allow the instructors to evaluate areas

of strength, in order to maximize instructional time on new resources that can be implemented

into a flipped classroom.

Practice assessment. Learners will be assessed throughout the session on various

components of flipping a classroom including how to properly locate pre-made videos and using

a downloadable screencasting software program such as Camtasia. Throughout the online

training, cues will be used in order to inform the learner that assignments should be turned in

(see Appendix G for cues). When content specific STEM content groups meet they will be

encouraged to work with programs such as Blubbr, VideoNotes, Google Sites, and

GoToMeetings. Participants will be evaluated on whether or not they can use the programs

effectively. Working in content specific areas will allow the users to bounce ideas back and


forth between one another when creating videos, screencasts, and/or forms for their flipped

classroom. Teachers of the same subject specific courses at RRGSD may even be advised to

work together to share the workload of flipping their classrooms.

Components for the video along with storyboarding will be evident within the learners

completed recording(s). When STEM teachers are uploading files to their Google Site, they may

encounter problems. Learners will successfully know how to troubleshoot and resolve problems

by following the link on the Weebly for supplemental information. After attendees have worked

individually as well as within the STEM content groups, they should have a solid understanding

knowledge that they gained throughout the course.

F inal assessment. The final assessm

lesson. Whole group e-

with all participants of the STEM web-based lesson. One major benefit and motivational piece

of having the attendees share with the entire group, is that they will hopefully inspire one another

with their videos as well inadvertently share additional resources within their lesson.

Participants will be assessed on attendance and participation.

F eedback . After STEM participants are assessed, it is crucial that instructors give the

STEM teachers feedback. All comments will be provided in a timely manner and will be as

specific as possible (Slavin, 2012). The training instructors will have all rubrics posted on their

website, which will be easily accessible for the participants. Horton (2012) stressed that

continual feedback is given throughout the lesson, which will reinforce the learners that they are

succeeding. Both instructor and peer feedback will be incorporated throughout the lesson. Peers

-


conference is completed, the instructors will post the completed rubrics to Google docs where

participants can view their individual score. They can provide peer feedback via Google Sites

and GoToMeetings.

Follow-through Activities

Participants will be able to continuously refer back to the resources, blogs, and all flipped

videos either pre-made or designed during the training. Some of the tutorials that might need

reviewed several times depending on participant level are how to create a video and how to

upload videos to Google Sites. The STEM content specific educators will also have access to a

forum where continuous collaboration can take place both during and after the training session.

T imetable

The in-class portion of the training will be four hours total in length. During this time the

learner will identify the types of flipped classrooms, find pre-made videos for their content area,

critique those videos, decide what type of flipped video they want to create, and storyboard out

their ideas. The next portion of the training will be last for two weeks. During this time, the

participant will have time to create videos, reflect on their practices, upload videos, create

one-hour e-conference. All participants will present their video and answer questions.

Prerequisite objectives. The time will vary by each individual, as they must complete

the survey before the training session. All surveys must be completed at least one week before

the training for attendance purposes. Another varying factor is the amount of time it will take

viewers 15-20 minutes to go through the information on the introduction tab.


Sequencing objectives. Objectives 2.3 and 3.1 will require one week to accomplish,

since participants will be creating a content specific video lesson and uploading it to their Google

Site. Maximum estimated time to complete Objectives 3.2, 4.1, and 4.2 is approximately one

hour. This allows the learner to troubleshoot any issues they have and well as reflect on the use

of the tools Blubbr and VideoNotes. Objective 4.3 will approximately take another week so that

participants can make lessons to go along with their videos.

Follow-Through objectives. The last two objectives will approximately take 2 hours to

complete. Learners will then have to share the link to their site, where all STEM teachers can

have access t

-made flipped

videos. For approximately one hour, the learner will critique the videos made by their STEM

content group peers. Objective 5.2 will also approximately take one hour and will be assessed

after the learner has been given two weeks to complete the flipped video and lessons. The

instructors will hold one e-conference for the entire class to present their videos and collaborate

as a whole.


F igure 2. Flowchart representing the activities, media used, and assessments throughout the

lesson.

Media Selection

Tools Used to C reate T raining

W eebly. Weebly will be used for the actual training. Users themselves will not develop

a Weebly in this course but are welcome to use this as an alternative to Google Sites when

presenting their flipped classroom. Weebly works for Windows, Linux, and Mac OS operating

systems. Sup

Firefox. Flash plugin may be needed in order to upload files and videos and will need to be

installed for full use. Files being uploaded on the free user account cannot exceed a maximum of


10 MB apiece; however, there is unlimited storage and bandwidth associated with this program.

Due to the user friendly drop and drag formatting the user does not need to have HTML or

JavaScript programming skills. Websites designed on Weebly can be simple or complex

learning. The skills that will be needed during the training by the participants will be simple

website navigation skills (Weebly, 2013).

Google+Hangouts. Google+ Hangouts is a program by Google+ that allows for social

networking. Supported browsers for Hangouts are Google Chrome, Microsoft Internet Explorer,

Mozilla Firefox, and Safari. The operating systems required are Mac OS X, Windows, Windows

Vista, Windows XP, Chrome, Ubuntu, and other Debian based Linux distributions. Bandwidth

suggestions for Hangouts are 1 mbps/1mbps for a 1:1 connection and a 1 mbps/2 mbps for a

group connection. Processor requirements are a 2 GHz Dual Core Processor or greater of any

kind. Hangouts are also available as an application on iPads and Tablets. On the computer

Hangouts is downloaded as a plugin for Google +. However, webcams and microphones are not

required to use the program itself they will be needed for this training experience. Participants

will need to know how to both start and join a Google Hangout. They will also need to be able

to utilize the screen sharing and recording functions available. Skills will be developed through

the experience of working with the program as well as following the instructions given in the

training (Google, 2013f).

Tools Used by Participants

Google Sites. Teachers at RRGSD attending the training will already have accounts on

Google Sites. Users will be using their Google Site to present their flipped classroom. Google

Sites supports a variety of information that can be embedded into the website such as videos,


slide shows, presentations, attachments, calendars where the site owner can control who has

access to viewing their site as well as who can edit the site (Google, 2013c). Creating a Google

Site can happen in six easy steps, and with premade and custom templates, users can control how

their website is setup (Google, 2013b). Editing is a breeze as no programming skills are

required. Google Sites supports Windows (i.e., XP, Vista, 7, 8), Mac (i.e., OSX 10.6 or later),

and Linux (i.e., Ubuntu 12.04+, Debian 7+, Open SuSE 12.2+, Fedora Linux 17; Google,

2013a). Supported browsers are Chrome, Internet Explorer, Firefox, and Safari, where all

browsers must support JavaScript and cookies for the application to run successfully (Google,

2013e). The maximum attachment size allotted is 20MB, and the site quota is 100MB per

website (Google, 2013d). Documents that are embedded, such as Google documents are not

towards the storage quota. Lastly, there is no limit to how many pages are created in each site.

Teachers at RRGSD will already be familiar with the basic layout of Google Sites. During this

training, the instructors will show the participants how to troubleshoot errors when uploading

files into their Google website.

Pre-made Resources. SchoolTube, YouTube, TeacherTube, Khan Academy, and

BozemanScience provide students and educators with safe and free media sharing websites.

They are simple to use and can be used to access other resources for help. These websites are

free and allow for teachers to make different class projects including digital storytelling, videos,

and flipped classroom videos that are approved for the classroom. They also provide the teacher

a database of already made videos posted by others that can be utilized. Users also have the

option to upload and view documentaries, photos, and audio files. All media is organized into

additional categories such as: featured, recently added, most viewed, most discussed, top-rated,


and most favored (SchoolTube TeacherTube, 2010). Overall, these pre-made resources are easy

to use and highly recommended sites for educators and students to get help with a needed skill or

for teachers to gain insight on videos they would like to create.

Storyboarder . Storyboarder is an Android application available through Google Play.

This application will be used for instructors to plan their flipped classroom lessons prior to

delving into the actual video making process. It will help to track what content and media the

teacher wants to include in their lesson. Google Play designs this application to be ready to be

downloaded on any Android devices 2.2 and up. This application is not available on Windows

or IOS operating systems. Storyboarder is free of charge and is 1.2 M in size. The site was

updated last on May 30, 2012. Since the participant will develop their own Storyboarder, some

skills needed are the ability to take photos and type. The participant will also need a place to

upload their finished storyboard when it is completed and in a PDF format (Storyboarder, 2012).

Camtasia. Camtasia is a video recorder that lets you capture screen shots through a

cursor, pop-up window, or by typing. Once recorded it will be stored on the AVI file for later

retrieval. Once the videos are recorded, the user is able to edit, trim, and add transitions.

Camtasia uses a storyboard to help with the production of the video. The user also has

capabilities of audio on the v There are

multiple special effects available, such as highlighting the mouse pointer, zooming in on a

It is wise to have the script

ready before starting the video to save some time having to edit and re-record. Users should take

into concern the video quality if choosing to record in a noisy place, as the video will catch

almost every sound. Lastly, participants should be able to stream their video over the internet so

others can view it. By using QuickTime or RealMedia modems and higher resolution systems, it


will make it easier to download onto the internet. One of the downfalls of Camtasia is that it is

ia is a high functional screen capturing software program

that is very effective and easy to use.

Blubbr . Blubbr is a website that allows users to play and create trivia videos (Blubbr,

2012). There are different categories to choose from, however, the primary purpose for using

this site is for educational purposes. Attendees will use Blubbr to create a video trivia to

incorporate into an interactive review as part of flipping their classroom. Blubbr also allows

users to challenge their friends on social media networks such as Facebook, Twitter, and

Google+ (Blubbr, 2012). Users can create their video trivia using a computer, tablet, or other

devices that connect to high-speed internet. Skills needed to create a trivia videos on Blubbr are

basic searching and typing skills. To create the video users give it a title, search for clips on

YouTube or copy and paste a direct link from YouTube, and then type the trivia question with

four possible choices to choose from. Multiple video files can be added and each clip can be a

maximum of 20 seconds. After the short clip is viewed then the trivia question will appear and

the player has 20 seconds to answer the question. When creating a trivia video there must be a

minimum of five questions. Before the video will publish, Blubbr will ask the user to assign it to

a category and then add tags, so that the video can easily be searched. The video will be

accessible to the public and it can be shared through various social media sites, embedded in a

website, or it can be shared directly with a link.

VideoNotes. VideoNotes is a Google Drive app that allows students to take notes while

viewing a video on the same screen. Learners will use VideoNotes as an instructional tool with

their flipped videos and teach their students how to use it. The Google app allows individuals to

save notes and share the notes with others using similar permissions as other Google apps


(Byrne, 2013). Learners will need to use their Google email account that is provided within the

district. High-speed internet access will be necessary in order to properly view the videos.

VideoNotes works well with Coursera, Udacity, edX, Khan Academy, and YouTube video

formats (VideoNot.es, 2013). Google Chrome will be the recommended browser, however,

Firefox and Internet Explorer will work. Learners will create notes within the app and then

respond and reflect in a blog about the appropriate use of the tool within a lesson. The skills

learners need include being familiar with how to install the app within the drive and then access

the app after installation. They will also need to have reasonable typing skills and know how to

access videos. These skills will be reinforced during use within the lesson.

GoToMeetings. During the final e-conference, learners will use the web conferencing

tool GoToMeetings. GoToMeetings can be used with a computer, iPad, iPhone or Android

device, and apps are available for each device (Citrix, 2013). It uses HDFaces for video

conferencing. Up to 25 participants can meet at the same time with up to six video streams and a

shared desktop on the same screen. Most HD-capable webcams can be used, and it will adjust

automatically to the bandwidth and hardware resources available (Citrix, 2013). Learners will

need to have access to high-speed internet, a webcam, and audio capabilities. Skills needed are

the ability to use a webcam, share a desktop, and manipulate audio and video settings. During

the lesson, individuals will be shown how to download the tool and log in to a future meeting.

Learners will gain experience using the e-conference tool during the actual meeting.


References

Blubbr. (2012). About us. Blubbr.tv. Retrieved from

https://www.blubbr.tv/about.php#.Uj21bmTwKGg

Byrne, R. (2013). VideoNotes A great tool for taking notes while watching academic videos. In

F ree Technology for Teachers. Retrieved from

http://www.freetech4teachers.com/2013/04/videonotes-great-tool-for-taking-notes.html#.

Uj0Nm8Zwrwk

Citrix Online, LLC. (2013). GoToMeeting Features. Retrieved from

http://www.gotomeeting.com/online/meeting/online-collaboration

Couper, M. P., Traugott, M. W., & Lamias, M. J. (2001). Web survey and design and

administration. The Public Opinion Quarterly, 65 (2), 230-253. Retrieved from

http://www.jstor.org/stable/3078803

Farenga, S., Joyce, B. A., & Ness, D. (2010). Investing green: Creating surveys to answer

questions. Science Scope, 33(7). 12-16. Retrieved from

http://search.proquest.com/docview/226062189?accountid=12085

Google. (2013a). Chrome system requirements. Support.google.com. Retrieved from

https://support.google.com/chrome/answer/95411?hl=en&ref_topic=14660

Google. (2013b). Create a site. Support.google.com. Retrieved from

https://support.google.com/sites/answer/153197?hl=en&ref_topic=23216

Google. (2013c). Sign up. Support.google.com. Retrieved from

https://support.google.com/sites/answer/153098?hl=en&ref_topic=23216

Google. (2013d). Storage and file limits. Support.google.com. Retrieved from

https://support.google.com/sites/answer/96770?hl=en


Google. (2013e). Supported browsers. Support.google.com. Retrieved from

http://support.google.com/a/bin/answer.py?hl=en&answer=33864

Google (2013f). Google hangouts. Support.google.com. Retrieved from

https://support.google.com/plus/answer/1216376?hl=en

Horton, W. (2011). E-learning by design (2nd ed.). San Francisco, CA: Pfeiffer

Johnstone, A. H., & Percival, F. (1976). Attention breaks in lecture. Education in Chemistry, 13,

49-50.

Kuchenbrod, M. (2013). 2013 technology survey. [Data spreadsheet]. Available from

https://docs.google.com/a/rrgsd.org/spreadsheet/ccc?key=0AqJA_g_

KAb5WdHlacUVJTU1feVc2M2hEd3pGRHF0ZEE#gid=0

Larson, H. J. (2002). Camtasia. T + D , 56(9), 72-73. Retrieved from


Mager, R.F. (1997). Preparing instructional objectives. (2rd ed.). Belmont, CA: David S. Lake.

Posner, G. J., & Rudnitsky, A. N. (2006). Course design: A guide to curriculum development

for teachers (7th ed.). Boston: Pearson Education.

Public Schools of North Carolina. (2013). Mission statement. Retrieved from

http://www.ncpublicschools.org/organization/mission/

Roanoke Rapids Graded School District (RRGSD). (2013). About us. Roanoke Rapids Graded

School District. Retrieved from http://www.rrgsd.org/home.aspx

SchoolTube TeacherTube. (2010, Mar). Teach, 16, 9. Retrieved from


Slavin, R. E. (2012). Educational psychology: Theory and practice. (10th ed.) New York, NY:

Pearson.





Storyboarder. (2012). Google play storyboarder. Retrieved from

https://play.google.com/store/apps/details?id=com.mjp.storyboarder&hl=en

Szapkiw, A. & Szapkiw, M. (2010). Module 4: Design (P3: Instructional Strategy)[pdf].

Retrieved from http://www.amandaszapkiw.com/elearning/principles-of-design/

module-4-3/Module_4_Instructor_notes_part3%28PDF%29.pdf

Toshalis, E., & Nakkula, M. J. (2012). Motivation, engagement, and student voice. The

Education Digest, 78(1), 29-35. Retrieved from


VideoNot.es. (2013). Features. Retrieved from http://www.videonot.es/

Weebly (2013). About weebly. Retrieved from http://www.weebly.com/about/


Appendix A

Graphic representation of Technology Survey Data taken May 2013 in Roanoke Rapids Graded School District (Kuchenbrod, 2013). The data is narrowed down from the entire faculty to just Math, Science, and Technology teachers.

F igure A1. Percentage of math, science, and technology teachers indicating adequate proficiency or better in technology use


F igure A2. Percentage of math, science, and technology teachers indicating average to necessary need for technology assistance.


Appendix B

F igure B1 Screenshot of the entry survey questions found within the introduction page of the Weebly.


Appendix C

F igure C1. Screenshot of blog questions asked in each objective throughout the flipped classroom lesson.


Appendix D

Rubrics for each of the assessments given within the Flipped Classroom lesson.

Table D1

Blog Rubric

Blog Questions Mastery 100%

Proficient 85%

Needs Improvement below 85%

Initial Blog Initial blog is 200 words and on time.

Initial blog 150 words and on time.

Initial blog less than 100 words and not on time.

Response Responded to 2 classmates with at least 100 words.

Responded to 1 classmate with at least 100 words.

No response done.

Topic Topic of blog was clearly addressed with a unique response.

Topic of blog was not clearly addressed but response was unique.

Topic of blog was not addressed and/or response was not unique.

APA, Spelling, & Grammar

Proper APA style writing and no spelling or grammatical mistakes.

Proper APA style writing with 1-3 spelling or grammatical errors.

APA style of writing was not used and/or several spelling and/or grammatical errors.

Netiquette Participant is respectful in all posts.

Participants make one error when responding to blog topics.

Participant is disrespectful throughout the blogs.

Content

Fully answers the blog question.

Somewhat answers the blog question. blog question at all.


Table D2

Student Review Assignment Rubric

Student Review Mastery 100%

Proficient 85%


Student input Pre-made video for the can be watched and for the desired content area.

Pre-made video. Is not for the desired content area.

No video. Not for content area.

Writing format APA with 250 words, answers all question listed.

APA with 200 words, answers some questions.

APA with less than 200 words, no questions addressed.

On Time Turned in timely matter.

Turned in a day late. Turned in two days late.

Content Relevant Focus on questions and organized.

Focus on questions, some parts not organized.

Not on subject, no organization.


Table D3

Storyboard Assignment Rubric

Storyboard Assignment Mastery 100%

Proficient 85%


Clarity and Neatness

100% of the storyboard is easy to read and components of lesson are so clearly written.

75% of the storyboard is easy to read and components of the lesson are clearly written.

Storyboard is hard to read and one cannot tell what goes where.

Length 10 images. 9-8 images. <7 images.

Captions. All 10 images had captions.

1-2 images were missing captions.

More than 2 images were missing captions.

Flow Storyboard flows without any problems.

Storyboard is at least 80% in order.

Storyboard does not flow at all.

Spelling & Grammar

No spelling or grammatical mistakes on a storyboard with lots of text.

1-3 spelling or grammatical errors on the storyboard.

Several spelling and/or grammatical errors on the storyboard.

On time Turned in on a timely matter.

Turned in a day late. Turned in two days late.

Content relevant Focus on the assignment.

Focus is a little off the subject.

Focus is not on content.


Table D4

Video Assignment Rubric

Video Mastery 100%

Proficient 85%


Video Length Video is 15-20 minutes long.

Video is only 14-11 minutes long.

Video is 10 minutes or less.

Content Relevant Outline of lesson plan is present and submitted on time.

Outline of lesson plan is not complete, or is late.

Outline of lesson plan is not complete and is late, or is not present.

Closed Captioning Closed captioning was available and timed properly to video.

Closed captioning was present but not available the whole time or timing was off.

Closed captioning not available.

Video Video is clear and engaging.

A problem with parts of video not working correctly.

The video does not work when you click on play button.

Audio Audio is clear, no slurred or stop parts.

A problem with parts of audio not working correctly.

The audio does not work, no sound at all.

Uploaded Links Link is working and no technical errors.

Link work, but has a technical error.

Link does not work, technical error.

Submission Assignment was turned in on time.

Assignment was a day late.

Assignment was more than a day late.


Table D5

Create a Lesson Assignment Rubric

Create a Lesson Mastery 100%

Proficient 85%


Quantity Had all 3 lessons created for the flipped video.

Had only 2 lessons created for the flipped video.

Had only 1 or no lessons created for the flipped video.

Lessons Lesson is easy to follow with the video.

Lesson is a little hard to follow with the video.

Lesson is hard to follow and no video to help guide the students.

Assessments All 3 lessons included assessments.

Only 2 lessons included assessments.

Only 1 lesson included assessments.

Measures content The lesson is 3/3 lessons were directly related to the content of the flipped video.

The lesson is 2/3 lessons were directly related to the content of the flipped video.

The lesson is 1/3 lessons were directly related to the content of the flipped video.

Student Friendly All students could easily understand the assignment and complete it using the flipped video.

75% of students could easily understand the assignment and complete it using the flipped video.

No students could easily understand the assignment and complete it using the flipped video.

Submission Assignment was turned in on time.

Assignment was a day late.

Assignment was more than a day late.


Table D6

E-conference Assignment Rubric

E-conference Mastery 100%

Proficient 85%


Attendance Was on time and stayed for the full time of the presentation.

Late or stayed for 75% of presentation.

No show or stayed for >75% of presentation.

Participation Engaged in presentation, asked questions and sharing information.

Engaged in some of the presentation and sharing information.

Little or no engagement, asked no questions, shared no information.


Appendix E

Instructional handout provided to each participant in the lesson. Gives overview of information and basic navigation through each component of the lesson. Provides overview of task expectations.

How to F lip Your C lass - Instructional Handout

Welcome to the Flipped Classroom! Throughout the lesson, you will learn how to

describe a flipped classroom

find pre-made videos create flipped videos upload flipped videos for

students

provide a format for student and teacher interactions

how to create lessons to apply concepts of the flipped classroom

Throughout the lesson, you will: read through pages; watch instructional videos and tutorials; reflect on modules through a blog post; submit assignments of artifacts; share information with content groups; and collaborate as a whole group via web conferencing. Navigation through the lesson is easy. Tabs can be found at the top of the page for all components of the lesson making each individual page easily accessible. Buttons to move forward and backward are at the bottom of each page to allow you to move through the lesson in sequence. Buttons for blogs and assignments are positioned within the pages as well as links to the rubrics and instructions.


Links to individual assignment instructions, blog questions, rubrics and a timetable are available

Training: 4 hours Objectives 1.1, 1.2, 1.3, 2.1, 2.2

Individual: 2 weeks Objectives 2.3, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1

E-conference: 1 hour Objective 5.2

*

Once you have signed in and logged on to the internet, go to http://flippedclassroomisd.weebly.com/index.html .

Confirm your attendance, take the survey, and watch the brief introductory video.

Follow the navigational button to the next section.

You will continue through each objective by following the buttons at the bottom of each page or selecting the next objective from the drop down tab at the top of the

page.

http://flippedclassroomisd.weebly.com/index.html




Goal 1

*

Goal 1 focuses on the components that make up a flipped classroom, teacher and student perspectives, and pre-made resources. Read through each page. Follow the links, watch the videos, and explore the resources. Be sure to complete the required tasks as you go. Tasks to be completed:

Objective 1.1 Blog: Describe the components of an effective flipped classroom video. Objective 1.2 Blog: Based on the information provided so far, how does a flipped

classroom work? Objective 1.3 Assignment: Student Review

Goal 2

*

Goal 2 explores what components should be included in a flipped classroom video, how to storyboard you video, and how to record a flipped classroom video. Read through each page. Follow the links and complete the required tasks. Tasks to be completed:

Objective 2.1 Blog: Which flipped classroom best fits your class and why? Objective 2.2 Assignment: Storyboarder Objective 2.3 Assignment: Video

Goal 3 *

Goal 3 helps show how to upload videos to Google Sites and how to troubleshoot potential issues with Google Sites. Read through each page. Follow the links, watch the videos, and complete the required tasks. Tasks to be completed:


Objective 3.1 Assignment: Uploading Video Objective 3.2 Blog: State at least two problems that can occur on Google Sites. How

would you troubleshoot these problems? How would you troubleshoot this problem?

Goal 4

*

The focus of goal 4 is the tools that can help create a lesson. Blubbr, VideoNotes, and assessments for students are introduced. Read through each page. Follow the links, watch the videos, and complete the required tasks. Tasks to be completed

Objective 4.1 Blog: What are the pros and cons of using Blubbr to interact with students? Objective 4.2 Blog: Discuss the effectiveness of VideoNotes. Objective 4.3 Assignment: Creating Lessons

Goal 5

*

Goal 5 allows individuals to critique peer made flipped videos and participate in an e-conference to discuss the understanding of flipped classroom videos. Objective 5 will require a link to a Google Site towards the end of training. Links to each Google Site will be made available to all participants. An e-conference will be set up via GoToMeetings. Be sure to read through the information at the bottom of Objective 5.2 to acquaint yourself with this tool prior to the e-conference date. Details of actual meeting times and requirements will be posted at a later date. Tasks to be completed

Objective 5.1: Blog: Critique at least two of your peers flipped classroom videos. State

Objective 5.2 Assignment: E-conference


Appendix F

F igure F1 Screenshot of the timetable screen to help learners understand pacing and expectations throughout the lesson.


Appendix G Cues for the Weebly web-based lesson to let the learner know when they come across important information or need to complete an assignment as part of their training.

F igure I1 Example of cue to inform learner that a blog assignment needs to be completed before proceeding.

F igure I2 Example of cue to inform learner that an assignment needs to be completed before proceeding.


Appendix H

Lesson Planning Matrix Goal: Throughout the Web-based lesson, teachers will learn to describe a flipped classroom, find pre-made videos, create flipped video lessons, upload flipped videos for students to view from home, provide a format for students and teachers to interact about the lesson, and how to create lessons in order to apply concepts from flipped videos in the classroom.

Objectives Assessments Activities Instructional Content/ M aterials

Readings Student Participation

M edia Selection

T ime A llotment

1.1: Given an introduction video to flipped classrooms, the learner will be able to accurately describe all the components of a flipped classroom.

Blog question § 1.1 - Describe the components of an effective lesson.

Formative Introductory Videos

Rubric & Teacher responses

Individual/ STEM Content Group

Google Sites

20 mins

1.2: Given introduction resources to flipped videos and pre-made flipped video websites, the learner will be able to choose a design of a flipped classroom and identify how it works.

Blog question § 1.2 - Choose two types of flipped classrooms and compare and contrast them.

Formative Introductory Resources



Google Sites

20 mins

1.3: Given Internet access, the learner will be able to find quality pre-made flipped videos for their content area.

Student Review § Review a pre-made flipped video for your content area.

Summative Internet Rubric

Individual Google Sites

1 hour


2.1: Given different flipped classroom designs, the learner will choose what design best fits their standards and content goals.

Blog question § 2.1 - Which flipped classroom best fits your class and why?

Formative Flipped Classroom Types Website



Google Sites

20 mins

2.2: Given time to design a content-based idea with individually selected components, the learner will be able to assemble a storyboard to thoughtfully plan their flipped classroom video.

Storyboard Assignment § Create a storyboard for video on Storyboarder.

Formative Storyboarder instructions

Rubric Individual Storyboarder

2 hours

2.3: Given the use of Camtasia, the learner will capture a flipped content area video.

Video Assignment § Create a flipped classroom video.

Summative Video Instructions

Rubric Individual Camtasia 1 week (same week as 3.1)

3.1: Given the use of Google Sites, the learner will successfully post videos for student and teacher access.

Video Assignment § Create a flipped classroom video.

Summative Video Instructions

Rubric Individual Google Sites

1 week (same week as 2.3)

3.2: Given the use of Google Sites, the learner will be able to apply troubleshooting techniques to

Blog question § 3.2 - (Given a scenario) How would you troubleshoot this problem?

Formative Google Sites Scenario



Google Sites

20 mins


flipped video complications.

4.1: Given the use of Blubbr, the learner will be able to interact with students and provide guiding questions.

Blog question § 4.1 Ask about the pros and cons of using Blubbr to interact with students.

Formative Blubbr Instructions



Google Sites/ Blubbr

20 mins

4.2: Given the use of VideoNotes, the learner will be able to write effective notes and about the flipped classroom video.

Blog question § 4.2 Ask the learner to discuss the effectiveness of VideoNotes.

Formative VideoNotes Instructions



Google Sites/ VideoNotes

20 mins

4.3: Using the flipped video made during the training, the learner will create lessons that can be used to assess the effectiveness of the flipped classroom by measuring student learning.

Creating Lessons Assignment § Create a lesson to go with your flipped classroom video to give to students to assess student understanding.

Summative Creating Lessons Instructions

Rubric Individual Learner chosen media tools

1 week

5.1: After completing the flipped video, the learner will use Google Sites to interact with peers in

Blog question § Attendees will participate blog discussions with classmates within their content-based groups.

Formative Google Sites Instructions

Rubric STEM Content Group

Google Sites

1 hour


their STEM content groups.

5.2: After completing the flipped video training, the learner will use GoToMeetings to e-conference with fellow teachers in real time.

E-conference Assignment § Attendees will participate in an e-conference with the whole training group.

Summative E-conference attendance Instructions

Participation

Whole Group GoToMeetings

1 hour

F igure I1. Instructional design project flipped classroom lesson planning matrix.