Conference and seminar sessions in Large-group teaching
Lecturing on demand: Empowering students to take initiative in a flipped classroom
Presentation at INERME Conference 2025,Flipping the classroom – how to start small
Presentation at DEE 2019,Flipped classrooms have become a popular strategy to structure the learning of students in a way that ensures that active learning elements are incorporated into lecture times. However, designing a flipped course unit is a major undertaking and requires more time than a lecturer would normally be afforded. In this talk we will discuss how lecturers can adapt a standard lecture course to incorporate elements of a flipped classroom. The aim is to create some space in your lecture which then can be used effectively to allow students to actively engage with the material. We will discuss a range of methods suited to created space in your lecture as well as activities which can be used to enrich lectures with active learning elements. An important element of any flipping approach, but perhaps even more so of a partial flipping approach discussed here, is clear communication with students. A clear VLE design and communication is a vital element to making this approach work.
Flipping CORE? The good, the bad and the ugly
Presentation at DEE 2019,This session will focus on sharing the experience of adopting the new CORE ESPP syllabus on a large class of economic minor students (about 500 students). I will also reflect on my experience of flip teaching for the first time and discuss the pros and cons of my approach. Data and feedback from students on both the flip teaching and the new syllabus will be presented.
Encouraging the inquiring learner, from passive to active
Workshop at DEE 2019,Faced with passive students and ever-decreasing numbers at lectures, one Economics lecturer tries a range of interactive tools and techniques, backed by research. From the humble one-minute pause to polling software, this session provides the audience with the chance to experience these interactions for themselves and to reflect on how these techniques may be transferable to their own practice. This interactive session will analyse the lecturer's interventions through the lens of cognitive science and invite the audience to contribute their own solutions to student engagement.
Using polling to elicit students' uncertainty
Presentation at DEE 2017,This paper explores how polling within a lecture can be used to assess students' reactions to different types of argument and evidence, in this case to the debate on whether minimum wages increase unemployment. The exercise was run with first year students in two UK universities using different polling tools but asking largely the same questions. The responses show that from an initial position of believing that minimum wages do increase unemployment, the students shifted to one of uncertainty, saying 'maybe' or 'don't know'.
Flipping the Classroom: Practical Aspects and Possible Outcomes
Presentation at DEE 2017,This session will consider the principles of best practice in flipped learning and report on student feedback and assessment outcomes based on a flipped classroom experiment in the setting of a large postgraduate economics module for non-specialists. The aims of the experiment were 1) to engage students in developing higher-order skills such as application and evaluation, 2) to nudge students into covering less popular topics as measured by the choices made in exams when selecting an essay topic and 3) to embed and utilise online learning technology in a module previously not using such technology. Flipped learning involves repurposing class time via the setting of pre-class work and utilising face-to-face time for higher-order learning activities. Pre-class activities replace the information transmission of the traditional lecture time with students using lower-order skills such as knowledge and understanding in their own time. I will be referring to best practice guidelines such as those produced by the Higher Education Academy and the Flipped Learning Network. The experience from the experiment led to further refinements in the flipped learning process for the next cohort to study the module and I will discuss these marginal improvements.
