Written by: Bill Ryan
As everyone transitioned to working remotely, we all became very familiar with web conferencing platforms like Zoom and WebEx. We also discovered how much energy it takes to be on camera for hours and hours every day between meetings, project teams, and training.
Many learning and development (L&D) specialists are rediscovering distance learning techniques including the “Flipped Learning” model. The basis of this model is to use time outside of the live, or synchronous, class to introduce new materials ranging from text, videos, and interactive lessons and to allow the individual to take this content at their pace and on their schedule in advance of the next synchronous class session. The time in the live, synchronous, class is used to begin the deeper dive into the content focusing on group exercises, small group interactions, and group discussions where the time is spent with each other engaging in conversations and working together to synthesize information and solve problems.
>> Learn more at the webinar: How to Flip Zoom & Engage Your Team.
As we work and learn remotely, the ability to utilize group time effectively and efficiently is vital. Instead of having the contact with content be lectures via Zoom, this model allows changes to how people are introduced to instruction and creates a process that allows learners to interact with instructors and peers to practice, apply, and synthesize the content in the context of their mutual working experience.
Centered on “The Four Pillars” a flipped learning experience includes a Flexible environment to allow a range of learning modes and times to participate in the process, a Learning culture that is learner-centric and the learner is actively engaged, Intentional content where the content is purposeful and planned for where the learner explores and when time together is most effective and includes a Professional educator who guides, facilitates, and provides support to the learning community.
Using the “Six Strategies for Effective Learning” of spaced practice, retrieval practice, elaboration, interleaving, concrete examples, and dual coding the opportunity to create a robust learning experience that provides individuals flexibility and focused interactions is high. Using these design models provides time spent online synchronously Zoom’ing for collaboration, creating connections, and working together to gain clarity and a deeper understanding of the content in the shared experiences of the peer group. This also creates a higher level of responsibility and accountability with the focus on the learning being on the participant while the instructor finds new opportunities to provide guidance and remediation.
Promoting interaction when together while providing flexibility when working alone means time spent is invested where it matters and can engage your team to actively participate in their learning experience.