The Flipped Tech Class: From Theory to (Computer) Terminal

In my last message, I emphasized that the first week is less about content and more about establishing a technical foundation. We looked at how visual technology roadmaps and active first-day engagement help students master the course's "operating system" so they can focus on the discipline itself. We also explored using LMS analytics for early support—recognizing that students who don't engage in Week 1 are at a higher risk of struggling later (Macfadyen & Dawson, 2010).

Now that students are comfortable navigating the tools, Week 2 presents the perfect opportunity to establish active learning norms through the Flipped Classroom mode.

As the second week of the semester begins, the "honeymoon phase" often meets the reality of technical hurdles. This is the perfect moment to establish active learning norms. In tech education, the flipped classroom isn't just a trend; it’s a necessity. We are training students for an industry where "reading the documentation" (pre-class work) is the prerequisite for "shipping code" (in-class application).

The Pedagogical Shift

The flipped model moves passive content delivery (lectures) online, reserving the classroom for high-intensity problem-solving. The evidence is compelling: a meta-analysis of 225 studies found that active learning environments improved exam scores by 6% and reduced failure rates by 1.5x (Freeman et al., 2014). For computing specifically, flipping improves both conceptual mental models and actual syntax proficiency (Hao, 2016).

Phase 1: Designing Effective Pre-Class Content

The success of your Tuesday lab depends entirely on what your students did Monday night. According to Mayer’s (2014) Cognitive Theory of Multimedia Learning, your digital materials should follow two key principles:

1. The Segmentation Principle: Keep videos between 6-9 minutes. Attention drops off a cliff after the 6-minute mark (Guo et al., 2014).

2. The Worked Example Principle: Students learn better by studying an expert's process than by being thrown into a problem without a map (Sweller, 2006).

One of the biggest misconceptions about the flipped classroom is that you must spend your weekend in a recording booth. In fact, curating high-quality existing content is often more effective than creating it from scratch.

Leverage the Global Tech Community

Don't reinvent the wheel. If a world-class engineer has already explained Binary Search Trees with high-end animations, use their expertise. Your value is not in being a "broadcaster," but in being the editor-in-chief who selects the most accurate and clear resources for your specific objectives.

Sharing Ad-Free YouTube Videos

Nothing kills student engagement like a 30-second unskippable ad for a VPN right in the middle of a technical explanation. To provide a "clean" viewing experience:

• Use YouTube's "Embedded" Link: When you embed a video directly into your LMS (Canvas, Blackboard, Moodle), it often strips away the sidebar distractions and "up next" recommendations.

• Modify the URL: You can add -nocookie to the URL (e.g., youtube-nocookie.com/embed/...) to enhance privacy and reduce tracking-based ads.

• Import a YouTube link through Kaltura (or similar tool your school may sponsor) which usually removes the adds.

Adding Interactivity

To turn a passive YouTube video into an active learning experience, use a tool like PlayPosit (recently integrated into WeVideo Interactivity) or Camtasia. This allows you to "wrap" a video in a layer of assessment.

How it works:

1. The Video Overlay: You take a YouTube video on Memory Management and set a "bulb" (interaction point).

2. The Interaction: At the 4:00 mark, the video automatically pauses. A sidebar opens with a coding snippet.

3. The Assessment: The student must identify the memory leak in the snippet before the "Play" button is re-enabled.

The Data Benefit: These tools sync directly with your LMS Gradebook. Before you even walk into the classroom, you can see a dashboard showing exactly which students watched the video and which specific question (e.g., "The Difference between Heap vs Stack") stumped the majority of the class.

Example: Curated Module for Web Dev

• Video A (YouTube): "How the Internet Works in 5 Minutes" (e.g., from Code.org or Kurzgesagt).

• Video B (WeVideo Layer): A 10-minute deep dive on DNS Lookups with 3 embedded check-for-understanding questions.

• The "Prep" Result: Students arrive knowing the difference between an IP address and a URL, allowing you to spend the entire class building a local server environment.

Phase 2: Maximizing In-Class Application

With the "what" out of the way, class time focuses on the "how." Here are three realistic structures for  faculty:

• Think-Pair-Share Code Reviews (20 min): Present a "dirty" Python function. Give them 3 minutes to find the bugs, 7 minutes to refactor with a partner, and 10 minutes to debate the "cleanest" solution. This leverages elaborative interrogation; explaining why a fix works deepens the memory (Dunlosky et al., 2013).

• Mini-Project Sprints (40 min): Assign a "Ticket." Example: "Our API is slow. We have 500k records. Fix it.” Teams must diagnose, prototype (index vs. cache), and document.

• The Immersive Edge: Use VR or 3D web visualizations to show abstract concepts. Seeing a 3D visualization of a B-Tree traversal or a Network Topology can help students build spatial mental models that 2D slides cannot provide (Merchant et al., 2014).

The Achilles Heel: "They Didn't Watch the Video"

Strategy: Build Accountability via "Interpolated" Testing

The most common reason flipped classrooms fail is students arriving unprepared. Brame (2016) suggests that the medium of video is not inherently effective unless instructors promote active learning through specific interventions. If you don't address this, your active learning session will stall.

1. Use the "Testing Effect" to Drive Preparation

Instead of a simple "watch and hope" approach, package your videos with interactive questions. Research shows that students who answer questions interpolated (inserted) between short video segments perform significantly better on subsequent tests than those who simply watch the content.

• Reduce Mind Wandering: Quizzing during or immediately after a video reduces reported instances of student "mind wandering" and keeps them focused on the technical concepts

• Correct Overconfidence: Students often perceive video as "easier" than text and overestimate their mastery. Low-stakes quizzes provide immediate feedback, forcing students to accurately self-assess their understanding of a codebase or schema

• Lower Exam Anxiety: Students who engage with interpolated questions report feeling less anxiety about final assessments because they have been "practicing" the recall of the material all along

2. Technical Implementation: Kaltura and PlayPosit

To implement this without adding to your grading load, use your campus tools to automate the process:

• Kaltura Quizzes: Since we use Kaltura, you can import any YouTube video and add a native Interactive Video Quiz. The video will automatically pause at a key technical decision point, requiring the student to answer before proceeding.
  
  

• PlayPosit (WeVideo Interactivity): Similarly, PlayPosit allows you to embed questions that sync directly with your LMS.
  
  

• Guiding Questions: If you don't want to use a formal quiz, provide "guiding questions" for students to consider while watching. This focuses their attention on the most important elements of the video and improves performance on later tests.
  
  

3. Summary of Best Practices for Tech Videos

Based on the principles of Cognitive Load and Engagement, keep these guidelines in mind when selecting or creating your Week 2 materials:

Additional Strategic Solutions for Accountability:

The Low-Stakes Quiz: Make a 5-question quiz due 2 hours before class. This increases viewing rates from 60% to nearly 90% (Brame, 2016).

The "Entrance Ticket": Students must submit one specific technical question about the video before they can join the day's group activity.

The First 5 Minutes: Run a live poll (TopHat/Mentimeter). If 80% get the diagnostic question right, move to the project. If not, do a 5-minute "Just-in-Time" micro-lecture.

The Flipped Tech Class Contract

To set the tone for the rest of the semester, here is a template you can post on your LMS. It shifts the "blame" from the instructor to the professional standards of the tech industry.

Our Learning Agreement

In this course, we use a Flipped Learning Model. This mirrors the industry reality of "Continuous Learning": a Senior Developer is expected to read the documentation (Pre-Class) before attending the Sprint Planning (In-Class).

• Your Responsibility: Engage with the short video modules and complete the "Entrance Quiz."

• My Responsibility: Ensure class time is never a repeat of the video. I will provide "Just-in-Time" coaching as you tackle complex builds.

• The Reality Check: If you come prepared, you will build a portfolio of work during class hours. If you come unprepared, you will spend class time catching up, missing out on the expert feedback that improves your grade.

Conclusion: Looking Ahead to Week 3

As we move into Week 3, be prepared for a shift in student energy. The "novelty" of the semester often fades here, leading to a Motivation Crisis. In next week’s blog, we will explore Week 3: Connecting the Dots, where we pivot from how we learn to why it matters.

This strategy applies to a wide array of disciplines, not just tech:

• Mining Professional Standards: In tech, we cite AWS or Cisco certifications. In Nursing or Education, this means aligning assignments with NCLEX or edTPA standards to show real-world relevance.
  

• Reverse-Engineering Career Paths: We will analyze job descriptions from LinkedIn or Indeed. This helps English or History students see that "close reading" or "primary source analysis" are the "evidence-based decision-making" skills employers value.
  

• Leveraging Current Events: We’ll discuss "pivoting" your syllabus to address real-world events—like using a recent data breach to teach Cybersecurity or a recent Supreme Court ruling to analyze Constitutional Law.

• Microlearning Modules: We’ll look at providing focused, 3–5 minute "refresher" units on prerequisites. This allows Social Science students to review basic statistics or Language students to review verb conjugations without slowing down the rest of the class.
  

By situating assignments in these authentic contexts, we answer the fundamental question every student is asking: "Why should I care about this?"

Teaching Tech with Intention

Week 1: Setting the Tech Tone

How to use your LMS landing page and first-day activities to clearly communicate your technology stack and expectations to students

The Challenge of Week One

The first week of any course sets the trajectory for the entire semester. In computing and technology courses, where students must navigate not only disciplinary content but also a complex technology stack, clarity from day one is a necessity. Research demonstrates that students' initial interactions with course technology significantly predict their subsequent engagement and success (Emelyanova & Voronina, 2014).

Evidence-Based Strategies

Create a Visual Technology Roadmap

Design your LMS landing page as an intentional onboarding experience rather than a repository. Cognitive load theory suggests that reducing extraneous cognitive load—the mental effort devoted to navigating unclear interfaces—frees working memory for learning the actual content (Sweller, 2011). Your landing page should:

• Provide a clear visual hierarchy showing where students access different tools

• Include short video walkthroughs (2-3 minutes maximum) of your technology stack

• Offer a downloadable one-page reference guide students can keep accessible

  (Click here for a template)

Research on multimedia learning principles indicates that combining visual and verbal information enhances comprehension, particularly for complex procedural knowledge like navigating technical environments (Mayer, 2014).

The Technology Expectations Contract

Implement what instructional designers call an "expectations contract" during the first class session. Have students actively engage with each technology tool they'll use throughout the semester. This aligns with constructivist learning theory's emphasis on active knowledge construction rather than passive reception (Vygotsky, 1978).

A structured first-day activity might include:

• Students posting a brief introduction in the discussion forum

• Completing a low-stakes quiz to test the assessment platform

• Submitting a simple file to familiarize themselves with the assignment submission system

• Accessing the first week's content to verify all materials load properly

Innovative Trend: Leveraging LMS Analytics

Modern learning management systems offer sophisticated analytics dashboards that can transform how we support struggling students. Research on early alert systems demonstrates that interventions within the first two weeks of a course significantly improve retention and success rates (Arnold & Pistilli, 2012).

Implementing Analytics-Driven Interventions

Set up automated alerts or dedicate 15 minutes at the end of week one to review:

• Students who haven't logged into the LMS

• Students who haven't accessed the first week's content

• Students who haven't completed the orientation activities

Macfadyen and Dawson's (2010) research on learning analytics found that online activity metrics in the first weeks of a course were the strongest predictors of final grades—even stronger than assessment scores. Early identification allows for proactive support rather than reactive remediation.

Practical Implementation

Send personalized, non-punitive outreach emails: "Hi [Student], I noticed you haven't logged into Canvas yet. I want to make sure you're aware of our first assignment due Friday. Is there anything preventing you from accessing the course materials? I'm here to help."

This approach embodies what Ladson-Billings (2014) describes as culturally responsive pedagogy—recognizing that students face diverse barriers to engagement and responding with support rather than assumption.

The Week One Payoff

By investing intentional effort in technological clarity during week one, you create what educational psychologists call "self-efficacy"—students' belief in their ability to succeed (Bandura, 1997). When students feel confident navigating the technology, they can focus cognitive resources on learning your discipline rather than fighting with unfamiliar platforms.

References

Arnold, K. E., & Pistilli, M. D. (2012). Course signals at Purdue: Using learning analytics to increase student success. Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, 267-270. https://doi.org/10.1145/2330601.2330666

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.

Emelyanova, N., & Voronina, E. (2014). Introducing a learning management system at a Russian university: Students' and teachers' perspectives. International Review of Research in Open and Distributed Learning, 15(1), 272-289. https://doi.org/10.19173/irrodl.v15i1.1701

Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1), 74-84.

Macfadyen, L. P., & Dawson, S. (2010). Mining LMS data to develop an "early warning system" for educators: A proof of concept. Computers & Education, 54(2), 588-599. https://doi.org/10.1016/j.compedu.2009.09.008

Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 43-71). Cambridge University Press.

Sweller, J. (2011). Cognitive load theory. Psychology of Learning and Motivation, 55, 37-76. https://doi.org/10.1016/B978-0-12-387691-1.00002-8

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

BOOKS ON Joyful Teaching

In recent months, faculty across higher education have been grappling with unprecedented challenges: from navigating rapid technological changes and AI integration to addressing student mental health concerns and institutional pressures that often feel overwhelming. Yet amid these difficulties, educators are increasingly recognizing that joy, care, and hope aren't luxuries in teaching, they're essential to sustainable, transformative pedagogy.

This spring, as we move through another semester of complex demands, one instructional designer reached out to a vibrant community of faculty educators on a teaching and learning mailing list via the POD Network, seeking uplifting book recommendations for a faculty book club focused on joyful teaching. The response was inspiring: a treasure trove of resources that collectively argue for teaching as an act of hope, care, and human flourishing.

What makes this moment particularly ripe for these conversations? We're at a crossroads where burnout threatens to become endemic, where students are navigating their own crises of belonging and purpose, and where institutions are being called to reimagine their core commitments. The books recommended by this community offer not empty optimism, but research-informed, practice-grounded pathways toward creating classroom environments where both students and faculty can truly thrive.

Essential Reads for Joy-Centered Teaching
Joy-Centered Pedagogy in Higher Education: Uplifting Teaching and Learning for All 
Lori Gonzalez, Editor
(Open Access)  
(https://doi.org/10.4324/9781003532224)

This collaborative collection stands out not only for its accessibility, it's completely open-access, but for its practical wisdom. Editor Lori Gonzalez has structured the volume with "reader reflection" questions at the end of each chapter and a compilation of teaching tips that serve as perfect discussion fodder for book clubs. Currently leading a book group on this text, Gonzalez notes that she's "chunked" chapters together thematically to facilitate deeper conversation. The beauty of this resource is that it doesn't just theorize joy; it provides concrete pathways to implement joy-centered practices across diverse educational contexts.

A Pedagogy of Kindness
by Catherine Denial
https://www.oupress.com/9780806193854/a-pedagogy-of-kindness/

This book emerged repeatedly in the recommendations, with one educator noting they "can't recommend it highly enough." Another shared that their Early Career Learning Community recently completed the book, which "prompted us to challenge our assumptions about 'rigor' and 'good teaching' and to rethink our classroom practices to foster meaningful learning, and student and faculty success." During the initial pandemic year, faculty found solace in Kevin Gannon's Radical Hope, which Denial's work extends and deepens. A Pedagogy of Kindness by Denial was also specifically recommended for its ability to reframe what we mean by rigorous, meaningful education.

Institutional Transformation and Care

Hope Circuits: Re-wiring Universities and Other Organizations for Human Flourishing 
by Lee Skallerup Bessette (McGill–Queen's University Press, 2024)  
(Available with discount code MQ25)
https://www.mqup.ca/hope-circuits-products-9780228020677.php 

Written precisely for educators "trying to do hopeful, joyful, justice-oriented work inside institutions that often feel like they're fraying," Bessette's book tackles the gap between our aspirations for higher education and institutional realities. This book is particularly valuable for those who want to think beyond individual classroom practices to consider how institutions can be restructured to support human flourishing at every level.

The Caring University
by Kevin McClure
https://www.press.jhu.edu/books/title/53820/caring-university

McClure provides a research-informed account of how institutions can center care—not as empty rhetoric, but as "a set of practices, structures, and leadership habits that make joy and belonging possible for students, staff, and faculty." At a time when care is often dismissed as soft or secondary to academic rigor, McClure makes the compelling case that care is fundamental to educational excellence. Multiple educators in the discussion highlighted this as particularly relevant for current institutional challenges.

The Science and Practice of Emotional Engagement

The Spark of Learning: Energizing the College Classroom with the Science of Emotion
by Sarah Rose Cavanagh

Cavanagh's central argument is elegantly simple yet profound: emotions are contagious, and "conveying passion, enthusiasm, and love for learning in the classroom is the best route to motivating student engagement and thus learning." While acknowledging the book is "getting a little long in the tooth," its core insights remain powerfully relevant. This text serves as foundational reading for understanding how joy operates neurologically and socially in learning environments.

The Joyful Online Teacher: Finding Our Fizz in Asynchronous Classes
by Flower Darby (forthcoming April 2026)
https://www.amazon.com/Joyful-Online-Teacher-Finding-Asynchronous/dp/080619653X

Extending Cavanagh's work into the specific context of asynchronous online learning, Darby addresses what many see as particularly "joy-less" educational spaces. However, the author notes that "the research and theory I present is applicable in all classes, not just online. Many of the concrete tips I suggest can be adapted for in-person and synchronous online classes as well." This book acknowledges Darby’s influence while demonstrating how joy-centered pedagogy must adapt to evolving educational modalities.

The Present Professor: Teaching, Engaging, and Thriving in Higher Ed
by Elizabeth A. Norell
https://www.oupress.com/9780806194691/the-present-professor/

At a time of crisis in higher education, as teachers struggle to find new ways to relate to, think about, and instruct students, this book holds a key. Implementing more inclusive pedagogies, Norell suggests, requires sorting out our own identities. In short, if we want to create spaces where students have the confidence, comfort, and psychological safety to learn and grow, we have to create spaces where we do, too. The Present Professor is dedicated to that proposition, and to helping educators build that transformational space..

The Work of Peter Felten and Mays Imad
The discussion included strong recommendations for "literally anything by Peter Felten," particularly his scholarship on relationship-rich education and high-impact educational practices that "consistently brings together rigor, humanity, and a deep commitment to student–faculty partnerships." Similarly, educators highlighted the work of Mays Imad, "an incredible collaborator and curator" whose focus on "care, trauma-informed and hope-centered pedagogy, and the emotional/relational dimensions of teaching in times of crisis" offers essential frameworks for "how to hold both distress and joy in our classrooms."

Practical Resources and Creative Inspirations

For book clubs seeking supplementary materials, one educator recommended a "sweet little book of joy-filled teaching practices" compiled by colleagues at Dartmouth's Design Initiative—[available here as a PDF]. While not necessarily a traditional book club selection, it provides "fun, practical techniques" to energize discussions. Some educators have found joy by moving "outside the typical teaching and learning fare" to explore books like The Art of Gathering or Unreasonable Hospitality, which offer fresh perspectives on creating meaningful, joy-filled shared experiences.

Why These Books Matter Now

What emerges from this rich collection is a vision of teaching that refuses to choose between rigor and care, between justice and joy, between individual practice and institutional transformation. These authors collectively argue that in times of crisis and complexity, joy isn't a distraction from serious pedagogical work; it's essential to it.

As we navigate the remainder of this academic year and plan for the next, these resources offer not just inspiration but practical wisdom for creating classrooms and institutions where everyone can flourish. Whether you're grappling with how to integrate new technologies ethically, working to support students through multiple crises, or simply trying to sustain your own passion for teaching, this curated list, compiled by experienced educators committed to teaching and learning, provides pathways forward grounded in both research and deep care for the educational endeavor.

The timing couldn't be better to gather with colleagues, pour some coffee or tea, and explore together what it means to teach joyfully in challenging times.

Again, this list was compiled from recommendations shared by faculty educators on a mailing list dedicated to teaching and learning in higher education. Special thanks to all the contributors who generously shared their expertise and favorite resources.

Upcoming Reading Group on Critical AI

I have been spending a lot of time reading and learning about various aspects of AI, and its impact on education.(I will share more about my training and explorations in my next blog post). I recently saw the following advertised by William Frey on LinkedIN. This looks like an excellent opportunity to continue explorations (especially since I have already read some of the books), so I signed up!

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I am organizing and facilitating a virtual learning community on Critical Studies of Artificial Intelligence, beginning in February 2026. Together, we will be reading 7 books over 15 weeks.

No prior knowledge is required, just the commitment to reading the books and discussing with others in the space. Please feel free to share with others (no academic affiliation is needed either, all are welcome). If you are interested in participating, please fill out the form at this link: https://lnkd.in/ejwDnBYH

If you have any questions or concerns that are not answered by the information in this message and the form, please feel free to contact [him] directly (williamfreyx@gmail.com).

Highlights from EDUCAUSE 2025

The EDUCAUSE Annual Conference took place last week in Nashville, TN.  

It advertises itself as "THE event where professionals and technology providers from around the world gather to network, share ideas, grow professionally, and discover solutions to today’s challenges. It’s the largest gathering of your peers…people you can relate to, learn from, and stay connected to throughout the year".

It’s not too late to register for the online version of the conference that takes place later this week (and will feature sessions from the in-person conference in Nashville as well as exclusive new content): https://events.educause.edu/annual-conference/attend/online-conference-registration (IU is an institutional member of EDUCAUSE; you can access any of their public facing sites using your IU credentials through the SSO option if asked).

Below are a few of the featured and general session recordings from the live face-to-face meeting in Nashville. 

_ Unmasking AI_ Protecting What Is Human in a World of Machines

Presenter: Joy Buolamwini
Abstract: Groundbreaking researcher, Dr. Joy Buolamwini, shares an illuminating investigation into the harms and biases of artificial intelligence. In this session, Dr Joy will explore AI in decision-making, aligning AI with fairness and organizational values and leading boldly in an AI-driven world.

Augmented Intelligence

Presenter: Jules White
Abstract: Generative AI represents a new paradigm in computing—one that centers human ideas as the starting point for computational action. Rather than relying on traditional programming, this approach allows people to express complex goals in natural language, making it possible to “compute on thought” across disciplines. This talk explores how generative AI reshapes our relationship with technology by enabling systems that respond to intent, refine outputs through dialogue, and integrate diverse tools and data. The result is a more interdisciplinary model of innovation where domain experts, creatives, and technologists collaborate through shared language. At its core, this shift is about augmented intelligence: amplifying human creativity, reasoning, and problem-solving—not replacing it—so that computing becomes a more fluid extension of human thought.

The Belonging Imperative

Presenter: Keith McIntosh
Abstract: Belonging is no longer optional — it is the defining imperative for today’s leaders! In a time when retention, engagement, and culture are under strain, leaders must intentionally design environments where people feel seen, supported, and connected. This session, led by Dr. Keith W. McIntosh, a nationally recognized higher education CIO, award-winning leader, scholar, practitioner, and thought partner on inclusive leadership and belonging, positions leaders as architects of belonging, responsible for shaping the systems, spaces, and practices that determine whether employees thrive or disengage. We’ll discuss the science of belonging and its connection to well-being, performance, and retention, while also highlighting real-world examples of leaders who embody these values. Research consistently shows that employees who feel a strong sense of belonging are more engaged, more loyal, and more productive. We’ll explore why belonging must sit alongside strategy and innovation on every leader’s agenda, and how it creates legacies that outlast titles or tenures. Participants will leave with a deeper understanding and practical strategies to embed belonging into daily leadership practices, building communities where people want to stay, grow, and contribute.

Resilient Campuses in Turbulent Times

Presenter: Freeman Hrabowski
Abstract: Higher education professionals are experiencing an unprecedented period of turbulence, resulting from significant political, demographic, cultural, and technological changes. These broad forces range from declining enrollment to shifts in employment, federal and state policy changes, and technological changes, including the ascent of generative AI. Rather than give into despair, institutional leaders, and the teams they lead can instead choose resilience, the ability to remain focused and effective in the face of these and other challenges. To address these ongoing challenges, institutions must become increasingly effective in the use of data, analytics, and AI to increase student success and ensure that people are the highest priority. The talk will highlight the importance of vision, openness, resilience, courage, passion, and hope.