Scenario-based Design of Technology to Support Teaching in Inverted Classes

Literature has studied students learning in inverted (flipped) classes. However, little attention has been paid to another important set of stakeholders – the instructors. While past research indicates that the inverted paradigm is effective, there has been no analysis of preparing, creating and delivering this instruction model from an instructor’s point of view. We argue that education technology designers must understand the socio-technical aspects of what instructors teaching in this paradigm need for course preparation and delivery. In this paper, we report a first step in this direction, reporting on scenario-based design work conducted in response to interviews with instructors of flipped courses. We construe this as an interactive system design problem; in that teachers must create and deliver technology-mediated content that will support their goals for student learning. We summarize our design process, comment on findings from scenario-based analysis and design interviews conducted to evaluate and refine our design concepts.