Ensuring Videos for a Flipped Classroom Increase Inclusivity

This paper describes the author’s experience of using recorded video to partially flip a CS1 course taught at a small liberal arts university. It specifically focuses on issues of inclusion, and the author reflects on how, without proper planning, videos can create barriers for many students, particularly those with disabilities. The paper makes several recommendations for the design of videos to make them more inclusive, based on the experience of teaching the course.