Instructor Instructions

OLCU 632 Flipped - Complete classroom lesson plan (blended)

Introduction/Theory
Within this folder you will find an example of what the “flipped classroom” looks like. We are
asking that you plan your face-to-face time with students so that students are engaged and doing
the work of the class. The data indicates that adults do not learn when they are lectured to (so
please maybe only one lecture per face-to-face class for no longer than 15 minutes). Try to
engage the students so that they learn the material by doing not by listening.
We find that if you have various stories to add to the class material an excellent place to do that
is within the Discussion Board. So please take advantage of telling your on point experiences and
stories about class content more in the Discussion Boards than in the classroom. Try to have the
students learning through doing within the class.
As the old prophet said, “The end is in the beginning” so the way this course begins in the first
few minutes on the first night will determine how things will go on the last night of class and all
of the classes in between.
There will be three exercises for the first class. The first exercise is to explore the course learning
outcomes for this class in the context of the concept of: Individual, Organizational and Global.
The second exercise is to apply the concept of the “ladder of abstraction.” The third exercise is
for students to take the Syllabus Quiz in teams to be sure that every student leaves with all of the
answers to all of the questions on the Quiz. The instructor will put the class into three teams of
two to nine students.
Please note the final page in this document is devoted to helping you with APA standards which
are a requirement for all graduate level papers at Brandman University. Please grade
accordingly.
Week 1 Flipped Class Room Blended Assignment
You will find in this folder:
1. This Introduction/Theory
2. Handout for the First Night of class
3. Syllabus Quiz
Please read the handout for instructions for all three of the activities. The goal of the activities
are:
1. Activity 1 is to have the students in teams and then to the larger group apply the Course
Learning Outcomes to concepts of individual, organizational and global proportions.
2. Activity 2 is to have the teams and then to the larger group apply the “ladder of
abstractions” to the students work on Activity 1.
3. Activity 3 is for students to in teams and then to share with the larger group the answers
to the Syllabus Quiz.
 This image below depicts the theory of applying concepts to the individual (usually self),
then organization (usually current or past workplace) the global environment (larger systems
like countries or earth as a whole).

Individual

Organizational

Global

These are the six learning outcomes (CLO) for this class (this is what students must know
at the end of the six weeks).

1. Examine existing personal creativity skills and cultivate additional personal creativity
skills in both personal and professional settings.
2. Analyze the connection between creativity, leadership and bringing value and solving
problems within the workplace.
3. Analyze the need for increasing creative thought in a complex global environment
including designing strategies to increase cash, profit and growth through understanding
competitive dynamics.
4. Identify the various business segments and the different or similar ways that each
segment drives for profitability through creativity and resultant innovation.
5. Analyze and apply decision matrices especially Michael Porter’s work for creative
opportunities, or to mitigate risk and/or legal considerations in the global marketplace
including compliance with Foreign Corrupt Practices Act (FCPA).
6. Develop collaborative processes across stakeholders, including customers and suppliers
to increase creativity and innovation.

Team Assignments Instructors might want to assign the team projects on the first night of class.
Instructors can put students in the same teams that they sat with in class, or instructors can put
teams together using a variety of strategies (your choice):
1. Look for putting diverse teams together (maximum diversity of gender, age, culture,
experience).
2. Put the students who appear to be introverts (usually wearing muted colors) with those
who appear to be extroverts (usually wearing brighter colors).
3. Put students who appear to be wearing similar colors together (don’t laugh it works).
4. Find out who the “rookies” (first second or third Brandman class) and the “veterans”
(over four successful classes at Brandman) are in your class. Pair rookies with veterans.
5. Allow students to form their own teams (which usually leaves hurt feelings – so not
recommended).
APA Criteria Instructors are asked to grade papers using at least the following criteria for APA.
Please spend class time Week 1 or Week 2 (before any assignment is due). Students who do not
adhere to APA standards before reaching the capstones are often severely challenged.
APA Headings
https://owl.english.purdue.edu/owl/resource/560/16/

APA In-text Citations

https://owl.english.purdue.edu/owl/resource/560/02/

In-text citation capitalization, quotes, and italics/underlining

• Always capitalize proper nouns, including author names and initials: D. Jones.
• If you refer to the title of a source within your paper, capitalize all words that are four letters
long or greater within the title of a source: Permanence and Change. Exceptions apply to short
words that are verbs, nouns, pronouns, adjectives, and adverbs: Writing New Media, There Is
Nothing Left to Lose.

(Note: in your References list, only the first word of a title will be capitalized: Writing new
media.)

• When capitalizing titles, capitalize both words in a hyphenated compound word: Natural-Born
Cyborgs.
 • Capitalize the first word after a dash or colon: "Defining Film Rhetoric: The Case of
Hitchcock's Vertigo."
• Italicize or underline the titles of longer works such as books, edited collections, movies,
television series, documentaries, or albums: The Closing of the American Mind; The Wizard of
Oz; Friends.
• Put quotation marks around the titles of shorter works such as journal articles, articles from
edited collections, television series episodes, and song titles: "Multimedia Narration:
Constructing Possible Worlds"; "The One Where Chandler Can't Cry."

APA Reference Page

https://owl.english.purdue.edu/owl/resource/560/05/

Basic Rules
• All lines after the first line of each entry in your reference list should be indented one-half inch
from the left margin. This is called hanging indentation.
• Authors' names are inverted (last name first); give the last name and initials for all authors of
a particular work for up to and including seven authors. If the work has more than seven
authors, list the first six authors and then use ellipses after the sixth author's name. After the
ellipses, list the last author's name of the work.
• Reference list entries should be alphabetized by the last name of the first author of each work.
• For multiple articles by the same author, or authors listed in the same order, list the entries in
chronological order, from earliest to most recent.
• Present the journal title in full.
• Maintain the punctuation and capitalization that is used by the journal in its title.
o For example: ReCALL not RECALL or Knowledge Management Research &
Practice not Knowledge Management Research and Practice.
• Capitalize all major words in journal titles.
• When referring to books, chapters, articles, or Web pages, capitalize only the first letter of the
first word of a title and subtitle, the first word after a colon or a dash in the title, and proper
nouns.
• Italicize titles of longer works such as books and journals.
• Do not italicize, underline, or put quotes around the titles of shorter works such as journal
articles or essays in edited collections.
• Please note: While the APA manual provides many examples of how to cite common types of
sources, it does not provide rules on how to cite all types of sources. Therefore, if you have a
source that APA does not include, APA suggests that you find the example that is most similar
to your source and use that format. For more information, see page 193 of the Publication
Manual of the American Psychological Association, (6th ed., 2nd printing).