Flipped classrooms hold implications for communication (part 2)

Esher-sketch
Esher SketchCreative Commons License photo credit: Wild Guru Larry

In Flipped classrooms hold implications for communication (part 1), we talked about an experiment I’m conducting this term, and explored the background a bit. In this part, let’s explore some of the advantages of the flip, especially for students.

Inside out

There are certain advantages for students getting “lecture” material outside of class via reading or podcasts (audio or video). I have tried to follow my own guidelines and speak rather than lecture, and I think it works in the way intended. I contend that “out loud” excels at giving the “big picture,” the context into which the details fit, making them more understandable because the audience sees the pattern, whereas print excels at explaining and mastering detail.

A skilled writer can show the big picture, and a skilled speaker can get detail across memorably, but neither are easy. Most of the time, why not simply focus on strengths? Give an audience a handout, a white paper, a book, etc., to master the detail, and use speaking to give the big picture.

Think about when you’ve been on the receiving end. Have you ever had a history teacher flood you with dates and names and wars and wound up simply empty? Have you ever gotten so lost in the details of a book chapter, you couldn’t find your way through? Most academic conferences, and most business reports, would improve fivefold from this simple realization.

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