Creating a Transformative Learning Experience for Faculty through Non-Traditional Education Workshops

Upon successful completion of the session, participants will be able to:

• Describe characteristics of a non-traditional workshop model that integrates flipped learning in professional development activities. 
• Devise assessment and evaluation plans that efficiently provide meaningful information regarding workshop learning outcomes
• Discuss design and implementation challenges of flipped workshops in different settings

Workshops are common methods for continuing education of faculty and practitioners who seek to acquire new knowledge and skills. They get participants fully involved in the learning process: small and large group discussions, activities, exercises, opportunities to practice applying the concepts that are presented. We all know that time investment in designing and developing workshop materials is significant. However, learning outcomes (conceptual and cognitive) and educational value have never been clear or measured in a meaningful way in the traditional format of many workshop presentations even though each workshop most probably has measurable objectives spelled out/outlined at the beginning of workshop. Most workshops use workshop evaluation surveys /questionnaires that look at participants’ satisfaction with subjective questions.

With the intention of producing more rigorous outcomes, I came up with a non-traditional formula by flipping the content presentations. The workshop format is organized into three stages: before (pre-workshop), during (onsite session) and after (post-workshop) the workshop.

• Before the workshop, participants are expected to complete an online component that consists of pre-survey, introducing core concepts via journal articles and videos, possible group work and other pertinent tasks. The purpose of the pre-survey is to capture what participants have already known on the topic, their needs and prepare them for deeper discussion and increase their engagement.
• Onsite session takes place one month later after the “pre-workshop”. This actual onsite meeting time is used for more focused presentation, hands-on activities, clarification, group presentations, discussion, and reflection. The purpose of this pedagogy is to create a more transformative, dynamic, interactive learning environment where the instructor is able to serve as a cognitive coach, guide participants as they apply concepts and engage them productively in the subject matter.
• Post-workshop tasks consist of the post-survey which is a mirror of the pre-survey where we can assess growth, workshop evaluation, and other possible product assignments.

The rationale of this non-traditional approach is that participants may develop a sense of responsibility and ownership of their learning more than a traditional workshop format. Thus, this flipped workshop model sets up a framework and structure in which participants can work "alone and together" to develop and hone their interests and skills while it encourages independent, group, or collaborative learning. Besides, flipped learning literature shows that this emerging model of instruction has many benefits with a positive impact on learners’ engagement and learning outcomes (Nwosisi et al, 2016; Schmidt, 2014; Sun & Wu, 2016).

This session will introduce a unique model of the non-traditional, flipped workshop. The presenter will share three flipped workshop cases in which she has first-hand experience that resulted in a sample implementation guideline. The session will share all the challenges and lessons learned from those implementations. The following questions will also facilitate an intensive discussion:

• How can we lay the foundation for a productive workshop format?
• How should we use specific strategies that are most appropriate to workshop context and situation?
• How should we set up a communication framework that will manage effective dialogue until the workshop is completed?
• How can we measure learning and/or what data should we capture as learning outcomes? 

Finally, this session will share new ideas and concepts that participants will learn from each other.

References

Nwosisi, C., Ferreira, A., Rosenberg, W.,  & Walsh, K. (2016). A Study of the Flipped Classroom and Its Effectiveness in Flipping Thirty Percent of the Course Content. International Journal of Information and Education Technology, Vol. 6 (5).

Schmidt, B. (2014). Improving Motivation and Learning Outcome in a Flipped Classroom Environment. Conference proceeding, 2014 International Conference on Interactive Collaborative Learning (ICL).

Sun, J. C. Y., Wu Y. T. (2016). Analysis of Learning Achievement and Teacher-Student Interactions in Flipped and Conventional Classrooms. International Review of Research in Open and Distance Learning, Vol, 17(1).