About this paper

Appears in:
Pages: 5662-5668
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain


I.R. Karariga, B. Knox

The Kaust Schools (SAUDI ARABIA)
The KAUST School (TKS) [1] realized that the standard small group approach to professional development for teachers was not working as expected. It was decided the Flipped Classroom Model (FCM) [2,3] would be trialled. The aims were to facilitate independence, develop tech confidence among the staff, and reduce help desk loads for the tech staff. Though the implementation is still in its infancy, the overall results and feedback from the staff are promising.

The tech department of TKS created a YouTube channel [4] dedicated to the professional development of its staff. Presently 50 training videos have been created covering basic tech issues that a staff member may be faced with through their daily use of tech, to the more advanced elements of software and teaching with technology. TKS has weekly scheduled training times for staff, where any question can be raised, rather than having the traditional workshop type of group training focusing on one topic.

A survey was conducted amongst the staff in order to gather feedback on their current usage of video in their teaching and own professional development, and their perception about the future.
83 out 140 TKS staff members responded to the survey, which showed an 80% satisfaction rate when asked “How well did the training video meet your need”, with 20% indicating that they had not viewed a training video. 0% of respondents suggested the video was not helpful. While the vast majority of those surveyed (72%) preferred an one to one mode of training delivery, which we contend that the FCM does provide, there is a significant lack of knowledge about the FCM (62%).

Future directions:
The future goal is for TKS teachers to use the FCM within their own teaching, with the use of the model by the TKS Tech Department providing professional development and training serving as a guide. TKS plans to develop and offer more training opportunities in the use of video in the classroom, with a focus on pedagogical approaches and utilization within unit planning. By adding screen casting software to the teacher laptop image, teachers will also be able to easily develop video training materials for their teaching.
Through the focus on developing the FCM, a large volume of resources will be developed and published to the TKS YouTube Channel. The goal is to promote this channel to other schools to build a network of shared, quality resources for students and teachers.

There is also an aim to develop student authorship of training videos, allowing students themselves to train other students and teachers in their areas of need and interest. Through the distributed authorship approach to the development of video resources, it is hoped a network of content creators can be developed to support the FCM within TKS and other schools.

[1]The KAUST School." The KAUST School. Web. 04 Mar. 2012. .
[2]"Answers to Your 'flipped School' Questions." – Schools of Thought. Web. 04 Mar. 2012. .
[3]"Salman Khan: Let's Use Video to Reinvent Education | Video on TED.com." TED: Ideas worth Spreading. Web. 04 Feb. 2012. .
[4]"The KAUST School." YouTube. YouTube. Web. 04 Mar. 2012. .
author = {Karariga, I.R. and Knox, B.},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {5662-5668}}
AU - I.R. Karariga AU - B. Knox
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 5662
EP - 5668
ER -
I.R. Karariga, B. Knox (2012) FLIPPED CLASSROOM FOR PROFESSIONAL DEVELOPMENT, EDULEARN12 Proceedings, pp. 5662-5668.