Access to Perusall, or another tool that tracks video views, quiz attempts, and student comments through a Learning Management System is very helpful for implementation.

Instructors will need to consider how to arrange their course material for the asynchronous parts of the course. In the case of this course, students were asked to watch 10-20 minutes of videos each week, plus some combination of leaving 3-5 comments considered "high-quality" by the autograder, taking a short quiz, watching the materials to completion, and spending a minimum of 15 minutes on these tasks. The instructor can decide whether all of these or a majority of these are required to earn the points for each week.

Instructors will need to record lecture videos if they have not already. Free software (such as OBS Studio and HitFilm) can be used for this if software is not provided by their institution. A sample recorded video is provided below.

Best practices in recording online videos should be followed. (See for example Brame CJ. Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE Life Sci Educ. 2016 Winter;15(4):es6. doi: 10.1187/cbe.16-03-0125.)

I set out to increase students’ EM in 3600 by implementing Problem Solving Studio (PSS, see card 3529), but problem was that there was not enough time in-class and I had to sacrifice EM-building activities in order to cover all required material for the course. I saw an opportunity to partially flip the class so that students could use both asynchronous activities AND freed-up class time to further develop EM.

Each week, students were assigned to watch the required videos in Perusall, which was linked to their Canvas LMS. Students earned a small number of points (totaling 11% of the final grade) for each week's assignment by some combination of:

1. Watching the videos to completion
2. Leaving new comments, asking questions, or answering other comments left by the instructor or other students. In the first week, a Perusall-generated assignment was used to demonstrate to students how to leave "high-quality" comments, since all comments were auto-graded by Perusall.
3. Taking short concept check quizzes
4. Spending at least 15-20 minutes on these tasks. This may seem like a short amount of time, but the instructors observed that most students spent longer than this minimum time. Students who entered with a lot of prior knowledge or who had a very busy week had the flexibility to allocate their time accordingly.

When students engage with the asynchronous content, they develop their EM by:

1. Watching the videos engages students' curiosity about the topic.
2. Writing comments, responding to other students, and participating in self-reflection questions can enhance students' ability to create value for themselves.
3. Viewing comments and questions from classmates and TAs can help students build curiosity and make connections between different course topics.

The class time freed up by moving some content to videos was also used to develop student EM by:

1. Holding additional Problem Solving Studio sessions in class, which allowed students to develop more curiosity about how the topics related to their degree and their personal lives. Students were able to make connections between the subject matter and current events and technologies in biomedical engineering. 
2. This course also includes a Problem-Based Learning component, and flipping also allowed class time to be spent observing student thinking and guiding groups to a deeper understanding of how the 3Cs interface with their project. For example, student groups frequently have difficulty choosing between proposing a disease cure, a slowdown of disease progression, or a symptomatic treatment because they haven’t yet made important connections between the biological knowledge and what would create more value for patients and other stakeholders. These discussions can now happen during class time.