Video Learning and Flipped
Classroom Re-Design
The Problem: Modular engineers were attending a six hour, lecture style, instructor-led course during their first month of joining the company. On the job performance and survey feedback indicated the courses were being offered when engineers were just onboarding and thus not relevant at the time. The courses were also not engaging. Resourcing of instructors for these long courses and time to be off the factory floor for so long were also challenging.
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My Process: After conducting interviews and a needs assessment with instructors, learners, and stakeholders, I designed and developed a flipped learning re-design of the course with the use of short, bite sized videos that could be viewed at point of need. While, the content is proprietary, the following images show the re-design goals and process.
Results: After the intervention was delivered scores on pre and post intervention assessments were compared to those from the previous design. Instructor and participants surveys were also completed. The quantitative and qualitative data gathered showed a significant improvement in scores and in engagement with the course material. The results were so positive that leaders requested that the other engineering courses go through a similar re-design.
The new design allowed learners' prior knowledge be taken into account by incorporating test outs at every section of content. The modularized videos also enabled content to be accessed at point of need. Second language learners were also able to repeat content when needed. I addition, the offloading of introductory content into self-paced interactive videos allowed for the more feasible, in-person 3 hour session to be used for higher order cognitive skills by incorporating Model Problem Based Learning. The MPBL would allow engineers to practice skills that they were expected to be able to perform on the job.
