{"id":1071,"date":"2021-08-09T12:51:41","date_gmt":"2021-08-09T12:51:41","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/?p=1071"},"modified":"2021-08-09T12:51:41","modified_gmt":"2021-08-09T12:51:41","slug":"using-automation-to-facilitate-flipped-learning","status":"publish","type":"post","link":"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/using-automation-to-facilitate-flipped-learning\/","title":{"rendered":"Using Automation to Facilitate Flipped Learning"},"content":{"rendered":"<p><span class=\"TextRun SCXW167564583 BCX0\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW167564583 BCX0\">With the move to fully online teaching, it soon became apparent the most advanced\u00a0<\/span><a href=\"https:\/\/www.kcl.ac.uk\/study\/learningteaching\/ctel\/technologies\/keats\"><span class=\"NormalTextRun CommentStart SCXW167564583 BCX0\">KEATS (Moodle) <\/span><\/a><span class=\"NormalTextRun SCXW167564583 BCX0\">training session, KEATS 3:\u00a0<\/span><span class=\"NormalTextRun SpellingErrorV2 SCXW167564583 BCX0\">Personalising<\/span><span class=\"NormalTextRun SCXW167564583 BCX0\">\u00a0the Learning Experience, was not appropriate for synchronous delivery. The session was re-designed as a completely flipped session, but\u00a0<\/span><span class=\"NormalTextRun SCXW167564583 BCX0\">attendees would often miss the pre-work instructions. The use of Microsoft Power Automate was explored to automate instructional emails, but the uses of the tool were further reaching than initially considered.<\/span><\/span><span class=\"EOP SCXW167564583 BCX0\" data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:120,&quot;335559739&quot;:120,&quot;335559740&quot;:276}\">\u00a0<\/span><!--more--><\/p>\n<p><span data-contrast=\"auto\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-1073\" src=\"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/files\/2021\/08\/Automation-1.png\" alt=\"Automation 1\" width=\"408\" height=\"426\" srcset=\"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/files\/2021\/08\/Automation-1.png 408w, https:\/\/blogs.kcl.ac.uk\/digitaleducation\/files\/2021\/08\/Automation-1-287x300.png 287w\" sizes=\"auto, (max-width: 408px) 100vw, 408px\" \/>KEATS 3:\u00a0Personalising\u00a0the Learning Experience is the most advanced KEATS training session the Centre for Technology Enhanced Learning\u00a0(CTEL)\u00a0offers. The workshop covers a range of tools within KEATS for academic staff to offer a personal learning experience for their students. Activities covered in the course include.<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"16\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"auto\">Group choice.<\/span><span data-ccp-props=\"{&quot;134233279&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:120,&quot;335559739&quot;:120,&quot;335559740&quot;:276}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"16\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"auto\">Conditional release.<\/span><span data-ccp-props=\"{&quot;134233279&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:120,&quot;335559739&quot;:120,&quot;335559740&quot;:276}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"16\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"auto\">Conditional release based on activity completion.<\/span><span data-ccp-props=\"{&quot;134233279&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:120,&quot;335559739&quot;:120,&quot;335559740&quot;:276}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"16\" data-aria-posinset=\"4\" data-aria-level=\"1\"><span data-contrast=\"auto\">The completion progress block.<\/span><span data-ccp-props=\"{&quot;134233279&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:120,&quot;335559739&quot;:120,&quot;335559740&quot;:276}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"16\" data-aria-posinset=\"5\" data-aria-level=\"1\"><span data-contrast=\"auto\">Badges.<\/span><span data-ccp-props=\"{&quot;134233279&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:120,&quot;335559739&quot;:120,&quot;335559740&quot;:276}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-contrast=\"auto\">These activities are fairly advanced and require a good deal of pre-existing knowledge around KEATS. When lockdown was first announced this session was delivered synchronously online, and it became apparent that attendees were becoming confused with the amount of screen switching that was required. Attendees would have to watch a screen share demonstration via a Microsoft Teams Meeting, test the demo that had just taken place as a student to gain an understanding of a student\u2019s point of view, then navigate to their own editable KEATS page to build the activity. For those using one screen, this was incredibly difficult and frustrating. Those that were more experienced with KEATS would feel frustrated that they had to wait for those that may require more help, and those that were less experienced with KEATS would feel disheartened about holding everyone else up and lost out on building some activities.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:120,&quot;335559739&quot;:120,&quot;335559740&quot;:276}\"> <img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-1074 aligncenter\" src=\"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/files\/2021\/08\/Automation-2.png\" alt=\"Automation 2\" width=\"616\" height=\"49\" srcset=\"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/files\/2021\/08\/Automation-2.png 616w, https:\/\/blogs.kcl.ac.uk\/digitaleducation\/files\/2021\/08\/Automation-2-300x24.png 300w\" sizes=\"auto, (max-width: 616px) 100vw, 616px\" \/><\/span><\/p>\n<p><span data-contrast=\"auto\">I decided\u00a0to re-design the workshop as a flipped session: Attendees would be granted access to a private editable KEATS page and a PDF guide would be provided for them to follow to build the activities in their own time, a week before the scheduled online meeting. The online component of the session would be used for the cohort to come together and discuss the activities, discuss how they would use the activities in a real-world\u00a0context, share ideas, ask\u00a0follow\u00a0up questions and mitigate any potential problems with the instructor. This format worked well and was praised in the feedback, but only by those that completed the pre-session activities. For those that\u00a0didn\u2019t, the online component was useless.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:120,&quot;335559739&quot;:120,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">I took to emailing the attendees at strategic points to remind them of the pre-session work, but at times this was not always possible due to\u00a0annual leave and a high\u00a0workload\u00a0in other areas, and at times forgetfulness. I had\u00a0looked into\u00a0using Power Automate for another project and considered that it could be usefully applied in this context. I quickly\u00a0realised\u00a0that I could\u00a0schedule emails to be sent out at certain points, but an exploration of the rest of the features in Power Automate led me to\u00a0realise\u00a0that there was potential to automate the entire process. Working in conjunction with an Excel spreadsheet that contained all necessary contact details and formulas, the Power Automate flow would automatically create and send out the Teams Meeting invite, the reminder emails at designated times, and the closing and feedback request emails at designated times at the push of a button. All that needed to change were the email address and names of the participants, and the date and start time of the session in the Excel spreadsheet.<\/span><\/p>\n<p><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:120,&quot;335559739&quot;:120,&quot;335559740&quot;:276}\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright size-large wp-image-1075\" src=\"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/files\/2021\/08\/Automation-3-1024x704.png\" alt=\"Automation 3\" width=\"825\" height=\"567\" srcset=\"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/files\/2021\/08\/Automation-3-1024x704.png 1024w, https:\/\/blogs.kcl.ac.uk\/digitaleducation\/files\/2021\/08\/Automation-3-300x206.png 300w, https:\/\/blogs.kcl.ac.uk\/digitaleducation\/files\/2021\/08\/Automation-3-768x528.png 768w, https:\/\/blogs.kcl.ac.uk\/digitaleducation\/files\/2021\/08\/Automation-3.png 1129w\" sizes=\"auto, (max-width: 825px) 100vw, 825px\" \/><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span data-contrast=\"auto\">Once testing had been completed with members of the CTEL team, I rolled this out to a KEATS 3 session. I was surprised to see that\u00a0100% of the attendees\u00a0who showed up\u00a0had completed\u00a0at least some of\u00a0the\u00a0pre-session work, with most completing all of it.\u00a0\u00a0However, although attendees completed the pre-session work it did not mean that they were any more willing to collaborate in the online session and revealed that I need to work on my eliciting technique, ensuring that more people in the session collaborate.\u00a0At the end of the session,\u00a0I revealed that the email notifications they had received had been automated and asked if they could include any feedback for this in the form, whether the emails were too many, too few etc. Those that left feedback reported that the\u00a0number\u00a0of emails was enough (1 initial email and 1 reminder email)\u00a0and they welcomed the prompts.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:120,&quot;335559739&quot;:120,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">I have used Power Automate\u00a0a number of\u00a0times for this session and have discovered that although the email prompts have been useful for reminding attendees\u00a0about the pre-session work, they have also been handy\u00a0for those having any issues to get in contact with me regarding access to KEATS areas, or simply letting me know that they can\u2019t attend the online component, helping me manage the session more effectively.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:120,&quot;335559739&quot;:120,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">As Power Automate is a Microsoft product, it is fantastic at automating\u00a0processes within the Microsoft catalogue\u00a0but anything outside of Microsoft is not available to be brought\u00a0in to\u00a0automation.\u00a0I still need to manually log into the training booking system (Skills Forge) and manually extract the email addresses and names of the attendees, and I also send\u00a0an announcement via KEATS in the main KEATS 3 area to remind\u00a0attendees that they need to complete the pre-session work. This multi-pronged approach does work well.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:120,&quot;335559739&quot;:120,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-1076 alignright\" src=\"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/files\/2021\/08\/Automation-4.png\" alt=\"Automation 4\" width=\"494\" height=\"235\" srcset=\"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/files\/2021\/08\/Automation-4.png 494w, https:\/\/blogs.kcl.ac.uk\/digitaleducation\/files\/2021\/08\/Automation-4-300x143.png 300w\" sizes=\"auto, (max-width: 494px) 100vw, 494px\" \/>One aspect that needs to be improved from Microsoft\u2019s end is the ability to\u00a0take into account\u00a0a response to the initial Teams Meeting invite. If an attendee can no longer attend the training session and declines the\u00a0initial\u00a0Teams Meeting invite, they will still receive\u00a0the reminder emails and the feedback request emails. To be able to stop these emails going to an individual\u00a0no longer attending the session would be a big benefit.<\/span><\/p>\n<p><span data-contrast=\"auto\">After a successful rollout of using Power Automate for the KEATS 3 session, CTEL\u00a0is now exploring automating the entirety of\u00a0its\u00a0CPD offerings. KEATS 3 is the\u00a0potentially the most\u00a0complicated session to\u00a0build automation around as it is the only session that is flipped.\u00a0The belief is that the other sessions CTEL offer will be easier to automate\u00a0due to\u00a0the fewer steps they will need in the automation flow.\u00a0As experience with Power Automate grows, efficiencies will be\u00a0spotted and acted on. Like any technology, it has its\u00a0limitations and its advantages and\u00a0once these are understood the benefits can be fully\u00a0realised.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:357,&quot;335559738&quot;:120,&quot;335559740&quot;:259,&quot;335559991&quot;:357}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">The use of Power Automate to\u00a0support KEATS 3 has been a success due to the feedback received and the amount of engagement before the session. However, contributions\u00a0from all attendees\u00a0during the\u00a0online discursive session could be improved and this is something I need to develop\u00a0to provide a worthwhile\u00a0experience to attendees.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:357,&quot;335559738&quot;:120,&quot;335559740&quot;:259,&quot;335559991&quot;:357}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Using Power Automate in this way has helped me\u00a0realise\u00a0and evaluate potential crossover to other projects. For example,\u00a0I am exploring using Power Automate for targeted comms in one project, as a booking system for another, and\u00a0as a way to\u00a0share relevant\u00a0feedback information with the relevant parties.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:357,&quot;335559738&quot;:120,&quot;335559740&quot;:259,&quot;335559991&quot;:357}\">\u00a0<\/span><\/p>\n<h3>Useful Links<\/h3>\n<ul>\n<li><a href=\"https:\/\/training.kcl.ac.uk\/kcl\/#he\/dev\/eventDetails,;em,providerCode=FL,providerOrgAlias=kcl,number=21,;\"><span data-contrast=\"none\">KEATS 3 Training<\/span><\/a><span data-ccp-props=\"{&quot;134233279&quot;:true,&quot;201341983&quot;:0,&quot;335559685&quot;:360,&quot;335559740&quot;:259}\">\u00a0<\/span><\/li>\n<li><a href=\"https:\/\/docs.microsoft.com\/en-us\/power-automate\/getting-started\"><span data-contrast=\"none\">What is Power Automate?<\/span><\/a><span data-ccp-props=\"{&quot;134233279&quot;:true,&quot;201341983&quot;:0,&quot;335559685&quot;:360,&quot;335559740&quot;:259}\">\u00a0<\/span><\/li>\n<\/ul>\n<hr \/>\n<h3>Written by Dave Busson-Crowe<\/h3>\n<p><span data-contrast=\"auto\">Dave Busson-Crowe is a Learning Technologist at the Centre for Technology Enhanced Learning\u00a0and\u00a0has been involved with Learning Technology\u00a0in some capacity\u00a0for\u00a0approximately 6 years.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">He has a keen interest in the use of artificial intelligence in education.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<hr \/>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>With the move to fully online teaching, it soon became apparent the most advanced\u00a0KEATS (Moodle) training session, KEATS 3:\u00a0Personalising\u00a0the Learning Experience, was not appropriate for synchronous delivery. The session was re-designed as a completely flipped session, but\u00a0attendees would often miss the pre-work instructions. The use of Microsoft Power Automate was explored to automate instructional emails, [&hellip;]<\/p>\n","protected":false},"author":681,"featured_media":1075,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[15],"tags":[103,7,18,105,102,104],"class_list":["post-1071","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-technologies","tag-automation","tag-flipped-learning","tag-keats","tag-personalised-training","tag-power-automate","tag-training","with-featured-image"],"_links":{"self":[{"href":"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/wp-json\/wp\/v2\/posts\/1071","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/wp-json\/wp\/v2\/users\/681"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/wp-json\/wp\/v2\/comments?post=1071"}],"version-history":[{"count":3,"href":"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/wp-json\/wp\/v2\/posts\/1071\/revisions"}],"predecessor-version":[{"id":1078,"href":"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/wp-json\/wp\/v2\/posts\/1071\/revisions\/1078"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/wp-json\/wp\/v2\/media\/1075"}],"wp:attachment":[{"href":"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/wp-json\/wp\/v2\/media?parent=1071"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/wp-json\/wp\/v2\/categories?post=1071"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/digitaleducation\/wp-json\/wp\/v2\/tags?post=1071"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}