Category Archives: Instructional Design

Efficacy, Adaptive Learning, and the Flipped Classroom, Part II

In my last post, I described positive but mixed results of an effort by MSU’s psychology department to flip and blend their classroom: On the 30-item comprehensive exam, students in the redesigned sections performed significantly better (84% improvement) compared to … Continue reading

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New e-Literate TV Episode: Flipped Classrooms and Team-based Course Design

In our final episode of the pilot series, Phil interviews George Washington University Chair and Associate Professor of Marketing Vanessa Perry about her experiences developing a flipped class, with a focus on the team course development effort. Long-time followers of the … Continue reading

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Outcomes-Based Education and the Conservative Radicalism of the AAC&U

I have been invited to participate on the Digital Working Group of the Association of American Colleges & Universities (AAC&U’s) General Education Maps and Markers (GEMs) program. (As we will see, AAC&U loves its acronyms.) GEMs is a really interesting … Continue reading

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Massive, Open, and Course Design

Martin Weller has a great blog post up about course design responses to MOOC completion rates. He starts by arguing that, while completion rates are not everything in MOOCs, they are not nothing either. A lot depends on whether you … Continue reading

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A response to USA Today article on Flipped Classroom research

Update 10/25: Bumped comment from Darryl Yong, a member of the research team, into its own post here. Update 10/26: We now have Rachel Levy and Nancy Lape (who was the researcher interviewed by USA Today) both agreeing with Darryl’s comments. That’s three of the … Continue reading

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