Flipping, Not Flopping: Creating Self-Guided Tutorials and Videos to Stay Afloat During the Covid-19 Pandemic

Poster Description: What happens when college campuses and libraries close indefinitely, yet students still need information literacy instruction and everything must translate to an online environment? This scenario is one that is occurring globally and redefining how librarians do their jobs. For two librarians at the University of Pittsburgh at Johnstown, having previously utilized instructional tools like Springshare’s LibWizard to create flipped learning tutorials and Panopto’s video platform prior to the COVID-19 global pandemic made the switch to online instruction over the past year less daunting than it may have been. Incorporating more flipped classroom pedagogy into our instruction benefitted students with Internet connectivity issues who may have missed content during synchronous sessions. It also helped students who prefer to learn at their own pace and through hands-on learning. This poster will highlight tools to asynchronously teach your lessons or to create digital learning objects for flipped learning prior to meeting with students on Zoom. It will describe how to improve the accessibility of media in tutorials, tips and tricks for creating tutorials, and the successes and failures we have encountered.

Poster: View slides on Microsoft Sway

Presenter Names: April Kelley & David Kupas, University of Pittsburgh at Johnstown

Presenter Bios:

April Kelley is a Public Services Librarian at the University of Pittsburgh at Johnstown’s Owen Library and is a liaison to the Education, Engineering, and Nursing and Health Sciences academic divisions. She can be contacted at akelley@pitt.edu.

David Kupas is the Interim Library Instruction Coordinator and the liaison to the Humanities and Social Sciences Divisions at the University of Pittsburgh’s Johnstown Campus. He can be contacted at dmk24@pitt.edu.

5 replies on “Flipping, Not Flopping: Creating Self-Guided Tutorials and Videos to Stay Afloat During the Covid-19 Pandemic”

Love the chunking and front-loading strategies! Do you plan to continue using these materials (or create more) once in-person classes resume? If so, how?

Thanks for the question! We will continue to flip the classroom for our in-person English Composition instruction and hope to also be able to do this for Public Speaking instruction. We plan to develop learning modules for these and other courses to embed in our university’s LMS, so we probably will be creating new tutorials and videos for other courses to use.

Thanks for the question! We will continue to flip the classroom for our in-person English Composition instruction and hope to also be able to do this for Public Speaking instruction. We plan to develop learning modules for these and other courses to embed in our university’s LMS, so we probably will be creating new tutorials and videos for other courses to use.

Good poster. You mentioned that you a “test what you’ve learned” component, did you include these as a formative assessment as part of the individual videos, or as a summative assessment at the end?

That’s a good question. It’s more of a formative assessment that provides immediate feedback to the students, while adding another interactive component to the tutorials. It also helps us to address misunderstandings of students when we meet with them synchronously. Although we inform the students that their answers won’t be graded, we often notice that students retake the tutorials to correct any wrong entries they initially gave.