This page gives you the opportunity to visualise your design for flipping a session of your teaching. By completing the "challenge" you will have created a lesson plan for one session of your teaching using the flipped learning visual design model. By watching the videos you will see how you can use this visual design activity to create a plan or a map of a teaching session, based on your learning objectives for that session. You will also see how by colour-coding the teaching and learning activities in your session you will gain a better overview of the blend of synchronous vs asynchronous activities planned for your session. You will later see an example of the visualisation template recorded by Carina Bois in M4.5 Planning video content for blended learning

What is visual learning design?

The process of developing visual learning design involves defining session outcomes, selecting relevant content and activities, determining the best delivery spaces (synchronous or asynchronous), and considering the technological aspects of content delivery and assessment.

Visual learning design provides a detailed view of session-level design, acting as an architectural plan for a specific session within a subject. It is instrumental in implementing the flipped learning model for achieving blended learning, offering educators a structured approach to session components.

Visual learning design

In this video (6.46 min) Chris Tuffnell gives a few examples from his own work with educators. He takes us through how he has tasked faculty with the breaking up the previously live, in-class session, and instead redesigning it as a blended session. The aim for you is to identify one session that you would like to redesign.

Your choice

If you prefer to read the transcript for this video you can open it in preview mode or download the Word file below.

M2.6 transcript Visual Learning Design.docx

Tip: If you open the ReadSpeaker TextAid link in the "Module" view you will be able to Annotate the file as well as download an audio version of the file to listen to on-the-go (one page at the time)!

Try these steps to visualise your flipped session

Start by looking at your learning activities and the assessment tasks you usually work with.
Decide how you can redesign the session so that introductory activities can be delivered asynchronously in a self-directed learning format.
How will you measure or monitor that your students have completed these activities?
Can you use the results of a formative assessment quiz to help you to design your direct instruction in the live session?
Which active learning strategies can you use in the live session to help your students to practice to achieve the learning outcomes?

Write you reflections in your reflection log.

Colour coding in the video

In the video you have seen that Chris colour codes the teaching session.

Colour coding:

- Red = direct instruction.
- Green = Active /Collaborative learning
- Pink = Self-directed learning
- Purple = Assessment for learning ie formative learning

Visual learning design activity:

In this very short video (1.12min) Chris outlines the visual learning activity you might like to try. Take at look at the steps under the heading Your challenge to help you with this activity.

Your challenge - visualise your learning design

Step 1: Think of a current situation
Step 2: Identify the components in the session
Step 3: Visualise and sequence the components using the template
Step 4: Consider which components will be synchronous and asynchronous
Step 5: Share your visual learning design - upload to Padlet.

Template

Visualise your session in the template to create a visual representation of your course or your session.

Here is the PowerPoint template (courtesy of Chris Tuffnell).
Here is Carina Bois' version of the template that she used to record her video Designing blended learning using visualization template

On this page: