Flipped Classroom at Scale: Building a 92-Video Microlearning Library

A publish-safe case on creating 92 story-led microlearning videos for OB/HRM to shift classroom time from lectures to application, coaching, and transfer.

VISHWAJEET.ORG
Sinhgad • 2022–2024 OB + HRM 92 curriculum-aligned videos Flipped learning system

Flipped Classroom at Scale: Building a 92-Video Library

In capability building, the constraint is rarely “lack of content.” It is uneven comprehension speed, limited repetition support, and classroom time getting consumed by explanations. This case shows how I built a flipped-learning system using 92 short, story-led videos—so live sessions could shift from lecture time to application, coaching, and transfer.

Business need (L&D translation) Move theory out-of-class → reserve classroom for practice, feedback, and scenario work
What made it scalable Standardized microlearning blueprint + repeatable content operations workflow + QA governance

Why this mattered

Traditional teaching compresses learning into limited hours. But OB/HRM concepts demand revisiting—especially when learners differ in pace and confidence. The institute needed a repeatable system that: (1) standardizes explanations across cohorts, (2) enables rewind-and-revisit learning, and (3) converts classroom time into capability practice rather than concept delivery.
In corporate terms: reduce “seat-time dependency” and increase transfer by separating explanation from application.

Design decisions that signal senior L&D maturity

These were not recorded lectures. Each video had one job: make one concept usable quickly.

Single objective per video

One concept, one outcome—built for quick comprehension and fast revision.

Story-led structure (Gen Z friendly)

Hook → concept → story case → “what would you do?” → 3-line recap.

Cognitive load control

Short duration, predictable pacing, consistent theme, and clear on-screen legibility.

Curriculum alignment

Topic selection flowed from the curriculum blueprint so videos reinforced planned learning outcomes.

The blueprint ensured consistency: learners knew what to expect, and the classroom could be designed around practice.

Production workflow: content operations, not just teaching

This work demonstrates learning content operations maturity. I ran a complete production pipeline: topic selection → light scripting/outline → recording → editing with a freelance editing team → QA checks (audio clarity, pacing, on-screen readability, intro/outro consistency) → publishing and sequencing on the platform.
This is transferable to corporate L&D environments where content libraries must be governed like a product: consistent, reliable, and scalable.

Delivery model: how flipped learning ran in practice

The cycle stayed simple and repeatable:

1) Pre-class

Learners watched one focused video to build baseline clarity.

2) In-class

Activity-based application, coaching, and discussion around scenarios.

3) Post-class

Short micro-check or reflection to reinforce and reveal gaps.

4) Revision

Videos acted as performance support before evaluations and interviews.

Measurement

Without publishing confidential analytics, impact was described through observable and defensible proxies: reduced repeat-explanation time, improved discussion quality (definition answers → reasoning answers), higher readiness for activity-led sessions, learner feedback on clarity and pacing, and qualitative patterns of self-paced revision behavior on the platform.
The core outcome was not “more videos.” It was more practice-time, better reasoning, and improved transfer signals.

Happy to Share

Public video libraries (live evidence) Use these as your primary proof anchors.
Open OB library Open HRM library

FAQ

How is microlearning different from recorded lectures?

Microlearning is single-objective, short, and built for fast use with a clear application prompt and recap—rather than broad topic coverage.

What makes a flipped classroom actually work?

Pre-class clarity plus in-class practice. If videos are long or inconsistent, learners do not arrive ready for application and coaching.

What does this case demonstrate for corporate L&D buyers?

Learning experience design, cognitive load management, and content operations governance—capabilities required to build scalable academies.

Can this approach reduce live training hours in corporate settings?

Yes—foundational concepts move to self-paced microlearning, and live time is reserved for practice, feedback, coaching, and role simulations.