University College London

Things have moved on a lot over the last few years. Very inspiring.  Tim Morgan, Queen Mary University, London

Flipping Brilliant – an e-learning pilot for the undergraduate teaching of Marketing

During the academic year 2013-14 a pilot study was undertaken by Jane Burns at UCL, to develop an e-learning platform based on Moodle for the teaching of an introductory level module in marketing. The pilot integrated Pearson Education’s ‘My Marketing Lab’, Moodle Lesson, tracking and conditional releases, Echo360 lecture capture for the flipped lectures and the use of Mozilla Open Badges.

Watch the presentation:

Reasons for using the  technology:

Flipped learning using integrated technologies enables delivery of lower level learning online and face to face sessions for higher learning, such as exploring difficult concepts rather than just content delivery.

The pilot used a marketing course module with students from diverse backgrounds. Many were international students and highly motivated learners who just wanted more learning.

delegates listening to UCL presentationHow it was used?

For this pilot Jane wanted to capitalize on the  resources that were already at the college like the lecture capture technology, Moodle features such as conditional activities, and of course the students themselves!

How was the learning enhanced?

Every week learners were asked for feedback and Jane would  address the issues in a contemporaneous way rather than wait until the end of the course when it is too late to do anything.
She used rewards and incentives such as Open Badges for early engagement so that students were encouraged to do their work in good time rather than leave it to the last moment.
A leader board also showed learners what their peers had achieved, which was a real incentive.
Jane also set up Skype me sessions for tutorials and questions – she thought this worked really well.

View the slides:

Any tips?

  • Need carrot and stick to get students to work with it;
  • Gamification principles work really well;
  • However, you need to rethink workload and restructuring of resources;
  • You need to be responsive to  situations as student are going through change as well;
  • Currently working on developing analytics to see who achieves well with this kind of learning, and how;
  • Some students voiced concerns about paying increased fees and having less face to face lectures.

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Professor Stephen Gomez, University of Plymouth very kindly stepped in at short notice to present, in place of Jane.

Project contact:

Jane Burns, MA, MBA, MCIM, FHEA, PGCE, Chartered Marketer, Senior Teaching Fellow in Marketing

Jane’s background is in the IT industry, where she worked for many years in Marketing and on very large scale communications and organisational change programmes. Jane specialises in dealing with the human factors and issues associated with change. Currently she teaches Marketing and Marketing Communications at UCL and Crisis Management at Kingston University, she also leads the UCL Study Centre for the Chartered Institute of Marketing. Jane recently completed an MA in Teaching and Learning in Higher and Professional Education Her research interests concern the gamification of teaching and learning and has collaborated with and acted as academic advisor on the development of McGraw-Hills’ award winning online simulation, Practice Marketing.