Using case studies as a synoptic learning activity for flipped classes

Synoptic learning activities help students integrate knowledge and skills acquired within a course module and also across modules. In this article, I reflect on the design and implementation of a synoptic learning activity in a flipped classroom environment that promotes active learning and integrates technical competence with soft skills. 

What did you do and why did you do it?

I delivered a module covering spectroscopic methods for pollution analysis to a MSc cohort in the 22/23 academic year. Typically, the fundamental concepts of different spectroscopic techniques are introduced and several examples of their application to pollution analysis are provided for each technique. However, since the techniques are often disparate and used for varying purposes, there is a risk of students building silos based on each spectroscopic technique, thereby precluding a cohesive learning experience. To address this concern, I used a topical case study as a synoptic learning activity. 

Students were split into groups of six and assigned a journal article to read on microplastic pollution one week in advance of the session. Students could do this individually but were encouraged to share notes within the group. Beyond the myopic focus of the module, this reading activity also helps activate broader research skills expected of MSc students.  

On the day of the flipped class session, I provide a short background on microplastic pollution to orient all students to the same level. This is followed by a breakout session, where firstly, the students work within their groups to discuss and complete a worksheet on the main findings of the research article and reflect on how different spectroscopic techniques were used. One member from each group then shares the discussion with the rest of the class to facilitate collation of results and learning from peer groups. This enables students to see the interconnections between spectroscopic techniques in the context of microplastics. The groups then have a second round of discussion; this time with an objective of critiquing the article they’ve read and thinking of what they would propose to do differently. Once again, the discussions are summarized to the rest of the class by group representatives different from the ones who presented at the end of the first round. Therefore, the microplastics case study enables students to not only integrate their learnings of different spectroscopic techniques, but also to combine technical competence with professional and soft skills, such as group work, communication and critical thinking. Given the small cohort size, it was possible for me to observe positive communication and enthusiastic engagement in all groups.  

What was the impact of your practice and how have you evaluated it?

The impact of the activity could be evaluated immediately by monitoring the quality of the presentations made after each round of group discussion. Most student groups reported back details that went beyond the expectations represented by the corresponding module learning outcomes. Furthermore, the flash presentations were an opportunity for me to offer quick and concise feedback to scaffold the student learning experience. My feedback was based on the points that students were asked to structure their discussion around. In terms of student satisfaction, the case study was found to be popular among students with many rating the activity favourably in the anonymous survey conducted at the end of the session.  

How could others benefit from this example?

 The use of such case studies help students build insights in a world where factual information is replete. While I taught a cohort of 24 students, synoptic learning activities can be delivered at scale, as they can be tailored for different formats: individual or group work, virtually or in-person, paper-based or simulation-based. Hence, academic staff can leverage the flexibility in design to create synoptic activities that combat disciplinary siloing. With a buffet of skills and technical competencies that could be combined in several different ways, there will not be a paucity of ideas. Looking ahead to synoptic learning activities that span modules, the design of such activities must carefully consider the alignment of the corresponding module-specific learning outcomes and feedback mechanisms that can foster synoptic thinking in students. Currently, the alignment of modules is mostly monitored on a semester-to-semester basis. However, there is a necessity to monitor the students’ learning progression during a semester (for example, on a weekly basis) as they engage in multiple modules. This will initially require more effort and collaboration from academic staff, which could be potential barriers, but are crucial for the student learning experience.

Author

Dr. Manoj Ravi, m.ravi@leeds.ac.uk, Lecturer, School of Chemical and Process Engineering, University of Leeds  

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