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Flipped Learning Symposium Programs

Day 1: Monday 14th November 1.30pm-4.30pm, SAHMRI

Cognitive Load Theory - how good flipped learning design can alleviate this burden for students

Presented by Dr Raina Mason and Ms Carolyn Seton from Southern Cross University
1.15pm Arrival for 1.30pm starts

Part 1:


Part 2:

  • Putting CAFÉ into practice (case studies)
  • Practical Session – working with your ‘troublesome course’
  • Future CAFÉ toolkit work

Day 1: Monday 14th November 4.30pm-6pm, SAHMRI

What flipping can look like (Part 1)?

The session will involve 20 min for viewing the posters, followed by two x 30min sessions where poster presenters will be asked to stay with their poster so you can hear about their experiences and ask them questions.
No. Title Times
General poster viewing time (+ getting something to drink) 4.30-4.50
1 From Concept to Practice: helping teachers to create effective flipped classrooms 4.50-5.20
2 Student predisposition toward pre-learning 4.50-5.20
3 Encouraging student engagement in pre-work 5.25-5.55
4 Implementing team-based Learning (TBL) in accounting courses 4.50-5.20
5 MCQs are OUT: Engaging undergraduates with varied in-class activities 5.25-5.55
6 Encouraging self-regulated learning and improving student engagement in second year science courses 4.50-5.20
7 Adopting a Flipped Classroom approach to foster learning and engagement in science and technology education at the undergraduate level 5.25-5.55
8 Flipping the Endocrine System: Enhancing Student Learning Outcomes in Blood Glucose Control 4.50-5.20
9 Treading water or developing understanding? 5.25-5.55
10 Flipping Anatomy and Physiology for Speech Pathology Students 4.50-5.20
11 Flipped learning in a multi-site first year anatomy unit 5.25-5.55
12 Flipping human anatomy lectures: Engaging students using digital media and mini lectures 4.50-5.20
13 Applying Flipped Learning to Placement Preparation and Employability Skills: Can it be done? 5.25-5.55
14 A flipped approach to fostering collaboration for paramedics learning to manage mental health presentations 4.50-5.20
15 Have we achieved what we planned? Staff and student outcomes following implementation of flipped capacity building workshops 5.25-5.55
Click Here to Download Poster Abstracts

Day 2: Tuesday 15th November 9am-12pm, SAHMRI

What people are doing with their flipped designs (Part 2)?

Time Title Presenter
8.45 Arrival for 9am starts
9.00-9.20 Students' perception of learning Chemistry in a flipped classroom Rena Bokosmaty, Meloni Muir, Adam Bridgeman | University of Sydney
9.20-9.40 Orienting and engaging students for pre-learning Peter Balan | University of South Australia
9.40-10.00 Threshold concepts in a flipped classroom to facilitate learning about income and health inequalities Cathy Chittleborough | University of Adelaide
10.00-10.10 Questions/discussion
10.10-10.40 Break 
10.40-11.00 Flipping the Haematology Classroom Cindy O’Malley | RMIT University
11.00-11.20 The journey to flipping a large (n=500) class Peter Strelan | University of Adelaide
11.20-11.40 Two knowledge bases for face-to-face thinking skill development and assessment John Willison | University of Adelaide
11.40-12.00 Flipped, online or face-to-face: a cluster-randomised trial of lecture format Michael Noetel, Matthew Pink, Justine Stynes, & Gert-Jan Pepping | Australian Catholic University
12.00-12.10 Questions/discussion
Click Here to Download Presentation Abstracts

Day 2: Tuesday 15th November 1.30pm-4pm, SAHMRI

Building a Flipped Classroom Communities of Practice (CoP)

The aim of this session is to begin the establishment of a national Flipped Classroom Community of Practice with state based clusters modelled around supportive networks. It will also provide the opportunity to identify potential leaders for each state based cluster to create a sustainable framework that fosters engagement and ownership.

Time Activity Presenter
1.30-1.50 "From little things Big Things Grow" Sophie Karanicolas, Beth Loveys | University of Adelaide CoP
1.50-2.10 The "Accidental Tourist" Kerry Hood, Loretta Garvey, Sharon Flecknoe, Kate Carroll | Monash University CoP
2.10-2.15 Q and A
2.15-2.30 Presentation: A model for creating a sustainable CoP Kirsten Schliephake, Tammy Smith | Monash University CoP
2.30-2.45 Group Activity: Identifying the core elements of a sustainable CoP
2.45-3 Break
3-3.40 Round Table Discussions 
3.40-4 Group Activity: Forming sustainable networks - creating your own CoP
4-4.30 Resolutions

Day 3: Wednesday 16th November 9am-1pm, University of Adelaide (G04, Napier building, North Terrace)

Jon Bergmann, founder of the Flipped Learning Network

Time Activity
8.45 Arrival for 9am starts
9.00-10.00 Keynote: Jon Bergmann
Technology groups Pedagogy groups

Technology demo (20min)

Venue: G04, Napier

Morning tea

Venue: Foyer ground floor


Morning tea

Venue: Foyer ground floor

Pedagogy activities:


  1. Flipping Large Classes
  2. Student engagement and by-in
  3. Design Principles

Venue: Napier 204, 205, 210


Technology activities

Venue: Napier 202, 203 (computer suites) and/or 208, 209


Move to plenary

Venue: G04, Napier

12.30-1.00 Report back/ Questions
Flipped Learning in Adelaide

Level 10, Adelaide Health and Medical Sciences building
The University of Adelaide


Tel: +61 (8) 8313 3287
General Enquiries