Flipping your classroom: Strategies and tools for flipped-classroom success with Osmosis

Welcome everyone. We're just gonna give it a moment for people to roll in and then we'll go ahead and get started.

So today's topic. Wow, this is a great group of attendees.

Today's topic is flipping your classroom strategies and tools for flipped classroom success with osmosis. By way of introduction, my name is Catherine Johnson.

I'm Director of Educational Strategy and Academic Engagement here at Elsevier. I'm joined by my colleague, Doctor Sean Tackett Shawn.

Do you wanna introduce yourself? Sure.

Um Yeah. So professor at Johns Hopkins, I worked with osmosis uh for a while.

Uh It's nice to see the old picture. I don't look like that anymore, but it's flattering.

Wonderful, a quick housekeeping role. So we have chat enabled, we love building community, feel free to drop chats in.

Say hello to everyone, say hello to us. Um If you have questions, our colleague, Chantelle, who I am gonna have introduce herself as well uh can help us at the end.

We will leave time for Q and A Chantelle quick. Yeah.

Thank you everyone for joining. My name is Chantelle.

We um I'm here to help you out today. I'm the osmosis marketing team.

Let's go ahead and jump on in. Um As any good educational sessions should have, we have some objectives here.

I won't read them to you, but we are very excited to have you here to talk about the possibilities of using osmosis to support the flipped classroom in your program.

Uh So part one is gonna be Sean, you wanna kick us off. Sure.

Yeah. So this is kind of the first part is background level setting and then the next part is more but uh focused on osmosis.

So just make sure you don't know already uh what a flip classroom is. Uh And essentially, you know, in traditional educational design, you have your like classroom a activity where you often hear from the expert and then you have your homework flip classroom flips that order.

So you're kind of doing your homework before class. Um And then we have a formal definition from literature class, course curriculum and which faculty assigned independent prelearn work outside the classroom and collaborative group work inside the classroom.

So the next slide, yeah, we have a quick poll too for those. Um maybe can launch it real quick just to ask you, are you familiar with the flip classroom?

So maybe we'll take a quick second and launch that there it is, there are two questions there. So first one is just a little info on where everyone's from.

And then the second one about how familiar you are with the classrooms given another 45 seconds. All right.

Do we have enough results? Chantel.

I close it. Yeah, I can go ahead and close it.

Definitely a lot of responses. Thank you all.

Give it five more seconds. So it looks like almost everyone's about to do it.

OK. All right.

What are the results? All right.

Can you see him? I can see them.

So it looks like for those who may not be able to see that 30% of you are from us, Canadian and Caribbean med schools. 48%.

Wow. Other health professions programs.

That's great. 10% outside of the USA and then a small number of PA NP dental and nursing program, um colleagues.

And then how familiar are you with the flipped classroom? All right.

Exciting. So less than 4% um uh felt like they could run this webinar.

Uh I would love to know who you are maybe next time you can run this webinar. Uh 20% are new.

What is the flip classroom? But the bulk of us are somewhere in the uh in that middle zone.

Awesome. Thank you.

All right. Back to the programming, Sean.

Yeah. And also um if you are from one of those other health professions, if you just wanted to put that in the chat where, where you're from, that'd be good, good for us to know too.

Um So why flip the classroom? Uh you know, they're, it, it's popular for a reason.

Um, it is grounded and it's, you're consistent with educational principles and theory, um, active learning, you know, a active learning is always good for you.

Um, you learn by doing and, uh, and by taking risks and making mistakes, uh, it, it can encourage lifelong learning in particular because the preclass work, uh, has to be, you have to have some sort of self regulation or so, uh in order to discipline yourself to do it before you get to the classroom.

And often the classroom serves as like a point of accountability where you know, if you didn't do the work, then you're in trouble.

Um because the activity requires you to have prepared. Um And then similarly, it can uh foster mastery uh along similar kind of processes.

And then of course, like it, it can be quite practical um if it's done the right way in a sense, um it, it, it active learning in, in its line with educational principles and theory will lead to more efficient learning experiences.

Uh progress learners faster um can maybe help some who need remediation. Uh It, it's individualized and can be more flexible.

So particularly when, if you're in a teacher in a classroom, you can facilitate groups and then, and groups can also um kind of facilitate themselves and then uh and it's feasible and becoming more feasible given the just the, the technology that's available and the resources um the, the uh content resources um that make the uh the, yeah, that make it, make it work better so we can go to the next slide.

So specifically benefits um we'll talk about learners and the teachers. So uh for the learners, as you said, can improve learning outcomes and increase learning efficiency.

Um you know, student the activities themselves, but it's more fun to be in a, in a flip classroom like live session rather than sitting in there being lectured at, you're actually engaging with people.

Um And it allows the teacher to actually assess students and then can kind of progress them fa faster also and, and be more targeted in, in how they, how they assess and teach.

Um And then because of the engagement, you can also see increases in class attendance and then for the faculty, um it can save time, you know, um and particularly if you uh you know, once you prepare for it, then, um you know, it can prevent you from re re re redoing a lot of things you've done in the past.

Um It allows differentiation or individualization of learning uh optimization of class time again, your, your students do better.

So then you're happier. Um And uh it, it allows you to actually spend more time interacting with students which can be good for building relationships and, and uh uh uh a positive learning environment.

Um And then, you know, you haven't done it before and it allows you to try something new, uh which is the opportunity for pro pro professional growth.

Um And then of course, like professional growth and personal growth can also come from uh having better relationships with your students.

So you can go to the next one and then just, you know, the caveats and the limitations and then, uh and Catherine talk to you about maybe how to overcome some of these.

I'm just gonna talk about what they are um significant uh upfront time investment. So this, you know, we have to plan and prepare if you've never done it before.

And, and, and finding resources for the, the prework and, and designing in class uh activities can be kind of a, a barrier to entry for, for classrooms.

Um you know, the students need to have time to, to do it and uh and you know, and that relates to their other coursework.

So you have to be attentive to the time that they have available and also their motivation for actually doing it. And, and then again, the class activities need to be designed in such a way that they kind of need to do it in order to, to participate successfully in, in, in the class activity.

So with that, I'll pass it on to Catherine. Wonderful.

So let's talk now about harnessing the power of learning with osmosis. So a couple more slides and then I'll go into a live demo here.

So osmosis is a really great learning tool that can help students with uh autonomous motivation um and embedded active learning.

The backbone of osmosis is our collection of white art style animated videos. So I'll show you that we have about 1800 counting uh cell animated videos in our medicine, nurse practitioner and pa a collections really in and dentistry covering everything in the basic science curriculum, as well as increasingly in the clinical clerkships, the core rotations for medicine and pa all of those are accompanied by really high quality multiple choice questions and flashcards.

So we can take students from learning to practice and assessing and I'll talk more about this vis a vis the flipped classroom in just a moment.

And then for faculty, as well as learners, there's individual and cohort level analytics and feedback so that we can uh make sure that everybody has access to confidence and accuracy records to track individual student progress.

And for those of you who are interested in measuring and grading prework for the flipped classroom that we can facilitate that in part with these osmosis analytics in this dashboard.

So let's go ahead and take a look and the end of my slideshow. There we go.

And we're not gonna try out experimental A I features today. No, thanks.

All right, here we are. So I'm logged in to our demo account here so that I can show you real live student data without student names and what you'll immediately see is that it's really friendly and welcoming.

So welcome back, first name. Um again, this is anonymized, but it would say welcome back, Catherine.

So across the top, you can see that we can search for a topic or we can view all topics. And again, I'm logged into uh our more generic medical education version given the the group of the audience members here.

So the medical student version will say USM le in it. The pa A version has pants, questions, et cetera.

So we have here the basic sciences. So if you are organized, however, the however you're teaching in your curriculum, if you are uh teaching pharmacology and you wanna flip your pharmacology classroom, you can easily identify a video here on say ace inhibitors or if you're in an organ system classroom, you can find said same video on ace inhibitors here under organ systems.

Once we get to those clinical rotations, which may, may be a little out of scope for flips classroom, right? Given that we're doing more um more bedside, uh bedside and clerkship learning.

Um we're gonna really focus today on these basic sciences. So I'm gonna pop in and I'm going to search for a, I'm gonna go into uh our video on hypertension.

So a couple of things to think about. Uh here we are as Sean mentioned upfront work time, right?

So we want to make sure we keep track of how long it takes students to do work how much contact time we have. So we have this great video on hypertension pathology review.

Every video has a transcript. So you as faculty in looking at time constraints and being able to build these out can really efficiently get a sense of what's covered in here.

If you are a fast searcher, you can use your tools like control F to find something very quickly within a video. Uh We can also play this video again after ahead of time at any number of speeds.

So we allow students to speed up and slow down. If you have non native English language speakers, they may be watching things at say point X.

Most med students are watching things at about 2.5 speed. Um And we've designed these to speed up really quickly.

So I'm gonna go ahead and play just a quick second to give you a flavor of what these look and feel like. Ok.

So all three people present with hypertension. Now, normal BP is less than 120 systolic over 80 diastolic according to the recent 2017 American Heart Association and American College of Cardiology Guidelines.

Hypertension is currently defined as a BP over 130 systolic and 80 diastolic. No.

So we can fast forward through this as students may often do and make sure that we're covering a case study, the pathology of hypertension.

And then we'll dive in in this particular video into primary and secondary chronic and um and hypertensive emergencies before circling back.

So it's really easy to share a video prework flipped classroom is all about the prework. So how do I get this to my learners?

We can share individual videos or we can build playlists which are collections of videos or we can do some combinations, so to speak.

Really concretely, we have a lot of flipped classroom programs that are using individual videos and playlists to share an individual video.

You can timestamp it to start at a particular place. So maybe I just want my learners to watch this section on primary hypertension.

I can copy this link, include this time stamp and it copies it to my clipboard right through my L MS. The students click this link and B they land right here.

So you can stage this in your, in your learning management system with those learning objectives of your own at the front and then any collection of resources, whether that's a micro lecture from you or a collection of osmosis videos and have students walk through stepwise.

It's also really easy to add something to a playlist. So a playlist is a collection of videos that you own and manage.

So I quite like the idea of using individual videos where you want someone to be particularly focused, especially if you want them to watch a video before doing reading or going to journals, right?

So that they can have the lay of the land with some of these videos and let it wash over them and just give them a frame of reference for how they can go through and then using the playlist at the end of that lesson in your L MS to allow students to have these that they can save to their own accounts and watch offline in their own time.

We do have data that indicates that many students are watching videos multiple times and that they are watching them or listening to them on commutes um while they're at the gym or in any number of other places so that they are getting that multimodal learning.

So to add to a playlist, you press add to playlist and you see, I have this on quite a few um playlists already. Um So we can simply add it to an existing playlist or create a new one.

Um One more thing here before I go to the Analytics dashboard, which is that as I mentioned, just about every video has corresponding assessment items.

These are going to be vignette, I multiple choice questions for everything except for prelicensure nursing. And uh it will be a little slow since I'm in this demo environment.

But what I wanna show you is that we're gonna capture student accuracy and confidence with these items and report this back.

So with that prework, if you did want the students to watch these, this video on hypertension and then go ahead and answer these questions.

You see, it's going to ask us to rate our confidence as a low medium or high. I'm pretty sure this is hypertensive emergency.

It is. But if I had thought that this was meningitis, I would have an explanation for all these incorrect answer options.

And so all of that to say that this is available on this analytics dashboard to support just in time teaching for you as faculty members.

So again, in that flipped classroom environment, if you assigned us to all watch that video and answer the corresponding questions, you could come in and look at our performance as a cohort.

So we're looking at uh a group of students here once this populates um from a small medical school program and I'm going to go into my existing playlist here where I have, let's do cardiovascular anatomy.

There we go. All right.

So I have a playlist here that I built called. See the Anatomy for quiz has eight topics for 30 questions.

And we can see that no one in this group has completed the playlist, meaning that of the 23 students, nobody's watched all of the videos, but we can see which ones they did watch.

So eight learners watched the anatomy of the heart. And so we'll illuminate for you every time, first thing and last name, how many times they've watched a video, how much they've watched and we can see a few of these learners started the video but didn't finish it.

And several of them watched the video multiple times. So this is helpful if you wanted to go ahead and just get a sense of for credit uh bearing prework activities.

If say um Chantelle win did her assignments, those corresponding questions that I showed you a single one of are reported here and rolled up on this analytics dashboard as well here.

And so again, cohort level performance looks really good. So uh mostly people are an answering these questions related to uh heart anatomy correctly and with high confidence.

And so we can see that this learner got it right and knew that they knew it, this learner got it wrong and knew that they didn't know it.

But if I showed up ahead of class and this data down and saw that maybe most of the students were really struggling to answer things correctly or that their self reported confidence was really low.

I could use this for a moment of just in time teaching before building on this in that um in that environment. So that is some of the power of having this flipped classroom environment to capture that data ahead of time so that we can close those learning gaps and then use that active learning time to really uh to really build on this.

All right. So it's 18 after I want to pop um into the Q and A Chantelle.

Is there anything I need to capture before I go back into the slide deck or answer other questions. There are some questions.

There's been a couple in the chat. Um The first I'll answer yes, this recording will be shared just so everyone knows.

Um But first question I'm seeing in the chat um is high quality items. How do we define this?

Who's it defined by, what's our criteria? OK.

That's great question. High quality items.

So, um I would say that we have to find this on our own as high quality. We completed a CQ I review of all of our items.

Last year in December, we reviewed all of them to make sure that they were patient first um inclusive language that the uh that the answer items were, were reasonable that the explanations were correct.

We used a pretty significant internal peer review process to make sure that they were high quality items. Uh They do not have, they have not been psychometrically evaluated.

Um So high quality does not uh does not include psychometric evaluation, but we have thousands and thousands of users who are in here looking at these items and there is a way to deliver feedback on any of these items.

So let me open this up. Um If somebody had feedback on a video or on any of these questions, um it's really easy to share and we're very responsive uh in reviewing these uh reviewing these answers.

So I just need to launch this. There we go.

Let me start the questions, right. So if I have feedback, I can report an issue on this particular item.

And again, we have an internal evaluation and triage process to make sure that we're being responsive. If there is feedback that there is any kind of problem with the question.

Next up, Chantelle, hopefully that answered it yes. Um Canvas.

Can these resources be integrated into canvas? So they can um not as a direct widget integration.

So the way we normally uh coach that someone should include these is by using the hyperlink. So all of those videos I go into cyanotic congenital heart defects just because it's right here.

Every video has a durable URL. So you can copy that URL, you can cheat and use the URL right at the top or you can use the URL by that share icon and save it um right into your L MS.

So it would launch. So again, you can show the single video by copying the link here and you see a copy to the clipboard and then you paste it in just like you would any other link to any other external resource or an article on say PUBMED, right?

That you can have it open in that window within canvas or you can have it open uh in another another window which is usually my preference uh for osmosis just to keep um to keep the students with an ability to have osmosis open on one side and the full um the full course wear for that particular class session on the other on the other side.

And so that works also similarly for blackboard or D2. Uh any of those that you're using, that, you can go ahead and use those plate, those uh individual share links here.

And then within your playlists again, I'll load this page. It's a similar set up, You find the playlist that you've created.

I have 100s and 100s of them and then you can share the link for that particular playlist very much the same way. And the students will come there and have the ability then to save it.

So here we go. I have a playlist on pancreatic cancer and I can press share and copy this link and share it.

Um What you see here about the playlist while we're here is that it has the date of creation and the date that I've last edited it.

Um So that if I have updated this year, over year as opposed to creating your own homegrown resources and updating your lectures and your whole set of powerpoint slides here, it's much easier to say, ah you know what I want to adjust the order or take a video out.

Maybe I maybe I don't um want this video, I can, I can drag things, I can delete them and change the order. So that is really easy.

And you see there's a total play time here. So with respect to student contact time, I can really easily see in this case, I've asked for students to complete 1.5 hours of pre work.

If they're completing all of the videos on this playlist, there's also a quiz all. So uh this lets us pull together all of the flashcards, basic science and clinical questions that go along with these videos with one easy link, other questions, Chantelle.

There are questions in the Q and A. I don't know if you can pull that up, Catherine so you can see them.

Um But they, they need the Q and A. OK.

Um I can go ahead and start from the top. Then how much time do we have for Q and A?

I just wanna make sure uh let's say six minutes. OK.

And if we do not get to your question today, we are more than happy to write to you afterwards and I'll include our contact information here so that you can write uh write to us as well.

OK. Good, good.

Um So a question here from Amanda. I'm a teacher for an L for LVN students.

Many are ESL and have difficulty understanding from a textbook. I use osmosis to help some.

Does osmosis come in different languages? Great question.

Um The medical version of osmosis that we're looking at here does come in Spanish at present. Our nursing collection does not.

Um but we will circle back with you with an update on where that is in our pipeline for future development. Um How customizable is as long as for other types of programs this person um is from uh radiologic technology.

Oh, great, we do. Uh I've had the pleasure of working with one of our rad tech programs.

I'd say if you can find a video that matches with your curriculum, um you can include it. So we see quite a lot of anatomy and physiology that's really needed, right?

It's uh the fundamental core basic sciences required for just about any health profession are are within here and you can share that link or again use that particular um time stamp feature to get students to where they need to be in that particular set of the lecture.

And it's super easy to add that we also work with a lot of paramedicine programs similarly who create these playlists or chunk out videos to be used as part of that um textbook replacement or flipped classroom environment.

Uh We offer curricular alignment for our institutionally subscribing customers. So uh if you want help matching up osmosis videos to your learning objectives uh or keywords or key themes from your program, please reach out to us and we are happy to help support that our osmosis files based on specific textbooks kind of popping all around here.

But great question. Um Yes and no.

So we have our own subject matter experts for the basic sciences videos that have curated these videos and written these scripts as a combination of um student uh sorry um residents, physicians, professors, uh M DS and P hds and PS who create this content.

And we do again our own peer review process for these new clinical sciences videos which I know I didn't really click into yet.

These have a slightly different theme. We actually created essentially a mini uh clerkship uh committee to review all of the learning objectives and all of the key topics here that we've included.

Um And then use that same inhouse uh system to develop the content here. OK.

So more questions here. Is there an indirect portion of osmosis for that part of the flip classroom or in classroom cues?

No. Um So Sean, do you wanna, do you wanna talk about the, the magic of teaching when and the in class component?

Well, I mean, I think no, I don't know what um like software would be like interactive and do your job for you as a teacher.

You know, I think that uh you have to plan to use the tools to foster interaction. I think uh the Osmos One II would look to, would be the the quizzing teachers, you know, because you can incorporate the quiz items and team based learning or uh you know, start pre post kind of analysis to see what, what students know at the beginning and versus what they know at the end of the session.

Um But uh it, but I, I'm not. Yeah.

So I, II guess I, for osmosis, I would say probably poising. Um although I'm also not aware of any, like any software that would kind of make, be inherently interactive.

II think that's sort of the, the human element of it. Yeah, I love that about the keeping humans front and center.

Right. So, um we've had some, some of the case based videos where someone will play a section of it and do pa and share for students to build on and then come back together and talk about what that case looked like.

Um So using that to spur the interactive, we've also had other programs who take some of the Q and A that go along with the videos and use them as eye clicker um or quits or things, active things in class um to um I guess reinforce that the prework was essential to class participation.

So really, uh we leave fit to your imagination on how to do that. But again, we are always happy to get on a call and um kick the tires or provide whatever support you need.

Oh, thanks, Doctor Foty. Ok, great.

All right. I think we have time for one more question.

Um There are a lot of questions about specific content and what that looks like in the program. I think that might be um our product that I think that might be a little bit better if we did not on an individual level.

Um, when we respond after them, just so everyone knows, I have seen those, but this might be a question for Sean. Um There are always ways to engage students in the class without being totally flipped.

Um What is like, what percentage of student involvement does a learning session have to be to become a flip classic? 0%.

I don't know. I mean, I and II don't, you know, I don't flip classroom um just think of it as some a guidance or a model, right?

And, and think of it as um something that has more active learning than, you know, than traditional classrooms. But, but in the labels you put on something and say like, is it, this is that, I mean, that stuff going through the chat about evidence, it does the classroom better than the alternative.

I mean, it's all gonna depend on many variables, gonna depend on your learning objectives because whatever you're doing has to be aligned with those.

Um a and then, uh and then, yeah, of course, like you just wanna make sure that um your, your students and your teachers and you know, in the learning environment all are gonna be conducive to, to whatever your, your, your design is.

Um But again, remembering that like active learning um is always gonna be good. A good thing is always gonna be better than passive and you know, shooting in the dark with a lecture at people who, who may or may not already know something you're, you're talking at that about, I think to Chantelle, we'll go ahead and share this uh share out some of this deck um as well.

Uh For those who want to learn more, we've included some resources here for those who are newer to the flipped classroom.

So we have um an educator's ultimate guide to the flipped classroom which Chantelle put together. So, thank you for that.

We have a course on fundamentals of teaching and learning in the health professions. For anyone who uh is looking for category one cm credits or is new uh new or, or newish to medical education.

Certainly within osmosis, we have some videos and then here is um just a very small sampling of some select peer reviewed articles that you might wanna check out on the flipped classroom.

And there are certainly a whole another set of references in that ultimate guide uh document. So perhaps Chantelle as a takeaway for everyone who joined today, we can include links to uh um the things linked on the slide, specifically the uh the flips classroom guide and the link to the course and teachable.

Definitely, we can do that so well. Thank you for joining us.

There is a bit of a generic email address in here. Uh Please feel free to write out to write to us.

We do moderate this uh us Med Ed at L severe.com. You're also uh welcome to write to me directly C dot Johnson at L severe.com and I will do my best to answer your question or to connect you to someone who can um chantel.

Do you wanna and thank you, Shawn and Chantal. Chantal.

Do you wanna bring us on home here? Yes, there was a question about, do we provide free trials?

Um We will have a contact in the email, follow up with the slides and all this information. If you're interested in a trial of osmosis, we can definitely get help you out with that.

So um feel free to sign up there and yes, thank you so much for joining us. Thank you, everyone.

Have a wonderful day. Thank you.