‘Flipped Classroom’ and ‘Flipped Learning’.

Changing the way we do things…

Previously with our first year undergraduates we have had a one hour introductory lecture to research skills. This lecture has never really worked well for me – I felt it was not interactive enough and that it was very dry…however, I persevered.

This year, I couldn’t get the lecture timetabled for two of my courses – the usual packed timetable for Level 4’s couldn’t accommodate me. However, the students need this input before they come to the workshops in order to have some context in which to work.

So, I decided to turn the one hour lecture into two short videos: the first about searching for information and the second about evaluation, information management and referencing. These would then be sent to students a week prior to the workshops with the instruction to watch them. Below are some of the responses I had in the workshop evaluation, to a specific question on their learning outcomes:

Level 4 responses to workshop – some examples

What is the most important thing you have learned today?

  • Useful information on how to refine searches effectively and efficiently. Also, clearer understanding as to how referencing should be practiced.
  • The important thing I have learnt has to be knowing where to find hidden articles and journals for my modules/course and also having knowledge to reference.
  • Being shown how to use ” and * in the search box to help find as many primary and secondary sources as possible to help with assignments.
  • How to search a database to find accurate resources
  • How to search through databases and find journals and books
  • how to find the resources for my course
  • How to search a database properly
  • How to refine searches and search for specific phrases and truncations.
  • How to find appropriate literature for my course.


These comments highlight how important it is for our students to have these skills. They will go out into practice and need to use these skills to make clinical decisions and find evidence-based practice to make these decisions with.

I found that providing them with introductory videos before the session worked really well – I had the academic tutor’s support and reinforcement that they adhere to the ‘flipped classroom’ approach, which helped. We could then focus on applying the knowledge they had gained from watching the videos to their assignment topics.

With the positive comments I received, I will definitely be using this approach this year with all of my first years. I plan to develop the videos a bit more (we use camtasia) to include our new look interface for Library Gateway, so that students are familiar with the functionality before they attend the workshops. Watch this space…

Reflective Practice Pt 1

As I mentioned in the previous post, I’m working towards my Chartership and it’s now well underway! Allez! as we say in cycling!
I’ve just started to look at writing my reflective statement and, oh boy, this is going to be a toughie! My mentor has suggested that I look at portfolios on the VLE, but I havent quite got that far…I’m still in denial, I think!

However, as well as my blog, which is a great place to organise my thoughts (and espouse on topics that I am interested in/have a vague knowledge of/get right up my nose!) I’ve started keeping a reflective ‘diary’, in the form of some word documents in a folder. Not the best way of organising my material so I am going to do a bit of digging around to find out if there is a better way to do this! I work with a few folk who are really into Web 2.0 and, while I’m no Luddite myself (wouldn’t be doing this if I was!), they have their fingers more on the pulse than me…

This week has also seen me putting together my presentation for the CILIP Changes to Chartership event, at Edge Hill University, that I have been asked to speak at! First time I’ve been head-hunted for a particular event and I feel incredibly privileged and grateful to be doing it. I was suggested by one of our senior managers as a speaker as I initially looked at Chartering under the old regs and, for reasons unknown, never got off the ground with it. So, I’m going to speak a bit about me, why I’m doing it and the things I like/dislike about the Chartership process. My presentation is still a work in progress but, when I’ve done it, I will use it as an opportunity for reflection on how the event went. I’ll publish the presentation at that point, but it wont be surprising that there’s a little narrative running through it (guess, I dare you!).

So, reflective writing…at the minute, my writing is confined to specific instances, rather than a holistic reflection of my role/development etc…I’ve had a few ‘learning experiences’ recently and have been noting these down as instances to reflect on.

Recently I had one student, not from our Uni, being incredibly rude to me, even though I wasn’t in the wrong. When I offered to pass her on to a colleague who would tell her exactly the same thing I had, she hung up on me and didn’t call back. It’s the old library adage; users will ask many times of different staff members the same question in the hope that someone will tell them what they want to hear rather than the truth!

My learning I’ve taken from the above? I wont bother arguing the toss with someone in future who isn’t willing to listen, I will just offer to pass straight over to another colleague or to the duty manager to reinforce the message to the user!

So, off now to do some investigating into reflective organisation. I’m now going across the office to bug our resident Web 2.0 expert! Watch this space…

Open Access in Focus – Guest Blog part II

OA explained!

MMU Research and Knowledge Exchange Blog

Open Access

Guest Blog from Mary Pickstone, Research Support Librarian m.pickstone@mmu.ac.uk

This week’s Open Access (OA) blog will explore the different types of OA.

OA research articles are primarily delivered to the reader via OA journals – the so-called ‘Gold’ route – or repositories (institutional or by discipline) – the ‘Green’ route.

Gold Open Access is immediate OA ie accessible to the reader with no charge.  However, this route often comes with a charge to the author, the so-called Article Processing Charge, or APC, which is levied by publishers for articles published in their journals. The APC is therefore a charge to ‘pay-to-publish’.

OA journals operate under a variety of business models which have been developed to accommodate different disciplines, or the situation in different countries.  Some traditional subscription journals from the mainstream publishers offer an option of publishing OA articles in a so-called ‘hybrid’ model.  The author, or their institution or…

View original post 374 more words

New Technologies


Browsing around on the home PC, I came across this photo.

I took this in a bike shop in Hastings last year as this is the bike I had when I was 12. I asked for a bike for Christmas and my Birthday (they’re one and the same for me…) and this is what my folks bought me: a Raleigh Saffron. Now, not to sound ungrateful, but what I really had wanted was a ten-speed racer…fast-forward some 30 years and I had a new road bike last year for Christmas and my Birthday. The Saffron in 1982 would’ve probably cost my parents a month’s wages: a Rose Pro WSL Lady cost the best part of £900. http://www.rosebikes.co.uk/bike/rose-pro-wsl-200-2014/aid:666623

And this got me to thinking about new technology. In 1982 I wanted a ten-speed racer and got a three speed shopper. In 1993 we implemented our first library management system that was computerised at Wolverhampton Libraries (the DS system that was the precursor to Talis). Now, most of my job is working online, either through emails, with the LMS or on our VLE!

So,how do we use these new technologies? How can we exploit them to their utmost potential? I wasn’t going to win any races on that Saffron (which, incidentally is still in my Dad’s shed!). I probably wouldn’t have won any on a ten-speed either, but I would have been more than likely to have a go. Giving me 27 gears has driven me to heights on a bike that I would never have aspired to even five years ago. Along with some friends, we’ve covered almost the length of Britain this year alone!

Given that new technologies are the drivers of the changing information environment, where can we go with them? I believe that there isn’t any limit on what we can do with them, except our imagination. And I have an over-active imagination! Watch this space…