Flipped Classroom Do you ever have students who struggle with their homework assignment questions? Do you have students who often miss classes? Do you have classes that tend to fall on holiday schedules or get cancelled due to inclement weather? Do you need to convert face-to-face lectures for an online course? Have you ever considered flipping your classroom?
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The term flipped classroom has become quite a buzz word in educational circles of late. What is it? How do you create a flipped classroom? Is it just homework? Why is everyone buzzing about it? In a traditional classroom, professors would give a theoretical lecture during class allotted time, and then students would go home and do their assignment. If the students had trouble with the assignment, then they had to wait until their next class to ask the professor for help. In a flipped classroom model, we capture the theoretical lecture with digital media so that the applied experiential part of the learning happens in the classroom with the professor and classmates on hand to assist the students with their activity or assignment. In a sense, yes, the students are doing their traditional 'homework' in the classroom with their professor and peers present to guide them. In addition, for students who miss a lecture due to illness or other circumstances, they can access the recorded lecture anytime at their convenience; likewise, students can review the lecture as many times as needed.
Variations Lecture Capture. There is nothing mysterious about lecture capture. We can use many digital media formats to disseminate lecture materials: images, documents, slideshows, podcasts, videos, and screencasts. The traditional lecture is still a popular delivery option in universities because it can be readily adapted for a large audience. Some popular open source lectures sites include TedTalks and Khan Academy.
Stanford University
MOOCs iTunes U
MOOCs. There is very little data on massively open online courses (MOOCs) as they are still a relatively new approach to online learning. Usually we can access the course for free online and receive a certificate of completion rather than a grade or course credit; the content is usually lecture capture. One benefit is outreach to a variety of learners. Potentially they could reduce operating costs and tuition debt. They may impact retention, attrition, and graduation rates (Dennis, 2012). Learning in the Knowledge Age definitely changed academia; knowledge is so readily available online, attending university will no longer be about content knowledge but what students do with that knowledge in applied projects, research, community involvement, and global citizenship.
World-leading universities like Stanford University and Massachusetts Institute of Technology (MIT) are leaders in the movement towards MOOCs (Clara & Barbera, 2013). 95
Some learning management system (LMS) platforms for offering MOOCs include the open source Moodle, Coursera, and edX; Google launched their own LMS, Google Classroom, that is part of their suite of Google Education Apps - email, calendar, docs, slides, sheets, drive, vault, and more. iTunesU is an education resource for universities to create a network for specific academic content. With iTunesU, one can add their podcasts, videos, and ebooks easily to Apple's course management software.
Examples Use your imagination. What kinds of digital media could you use to deliver lecture content? What would be an appropriate format for your students? Only you know what would be authentic to your field of study, your curriculum, and your students. To get started, consider these ideas: Visual Arts •ePoster with web gallery resources •Narrated slideshow on art history •Animated video on studio safety •Podcast demonstration on sculpting Health & Community Studies •ePamphlet about addictions •Narrated slideshow on advocacy •Documentary on pandemic influenza •Podcast narrative on a case scenario Science & Technology •3D clickable images of materials •Narrated slideshow on tool types •Video demonstration of a calculation •Podcast series on environmental trends Business Administration •ePostcard with marketing infographics •Narrated slideshow on business models •Screencast on accounting software •Podcast interview with an entrepreneur Humanities & Social Sciences •eBook guide to literary terms 96
•Narrated slideshow of literary genres •Feature film adaptation of a novel •Podcast anecdote about an event Merits In some instances, such as online learning, a lecture capture model, may be the most viable option for asynchronous learning. However, even in a face-to-face classroom, there are benefits to using a flipped model. When students can preview before and review after class, it becomes part of the learning cycle; it also addresses students who miss classes due to illness, inclement weather, or holidays. By moving the lecture out of the classroom, you can support application in the classroom. Making the effort to document common theory, history, or industry stories used repeatedly in courses, can actually save valuable time. Preview & Review. From the literature, there is virtually no significant statistical difference in student performance for learning with lecture capture versus a live lecture. Therefore, in a distance learning environment, it is a good alternative to a live lecture (Euzent, Martin, & Moskal, 2011; Martyn, 2009; Shaw & Molnar, 2011). Low achieving students and English as a Second Language (ESL) students tend to select to view (Owston, Lupshenyuk, & Wideman, 2011) and benefit from (Shaw & Molnar, 2011) lecture capture more often than high achieving students. Deep learners tend to use lecture capture for review. Surface learners tend to use lecture capture to replace attending class (Vajoczki, Watt, Marquis, Liao, & Vine, 2011). Capture Narrative. Another good use of lecture capture is digital storytelling. You can capture your own industry stories and case studies that you may want to share over and over again with each new class. While initially, it might be time-consuming to document all of your anecdotes, in the long run, it will save incredible time. Likewise, for theory or history that remains perpetually the same, it can be more sustainable and efficient to chronicle for posterity. Creating a repository of your best industry stories can make you a very prepared and organized educator.
Challenges For those who have access to or support with lecture capture software, it can be beneficial to adopt a lecture capture model for commonly reused materials. Further, in a fully online course, lecture capture may be the most viable delivery option. In practice, lecture capture requires recording devices and software as well as comfort and skill with audio or video
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capture. Likewise, for students to view large audio and video files, they need access to software and a good Internet connection. While lecture capture is on par with face-to-face lectures, retention is low in flipped classrooms. Interactive lectures that involve and engage students have more retention potential. Production. Lecture capture is good for theory or history that will not change over time. It is a lot of work and planning, so it is not ideal for discussing current events and trends that may change quite rapidly. Some tips for lecture capture are to smile when you speak. It makes your voice sound less monotone. Note, you will need an echo cancelling microphone to record your voice. If you plan on filming yourself talking, consider the background or backdrop, lighting, camera angle, and camera quality. File Size & Type. Lecture capture produces large files that take a lot of bandwidth to play (Dey, Burn, & Gerdes, 2009). Consider the digital divide amongst your students. If you teach in a mobile program, then your students should have laptops and software compatible with the files you create. Otherwise, students might not have the software necessary to play your files. Think about the wifi quality on and off campus and whether students will be able to download and play large files. Retention. Students’ perceptions of lecture capture has been positive. Students feel more confident and more in control (Smith & Sodano, 2011; Vajoczki et al, 2011). However, there is a higher withdrawal rate in courses with lecture capture (Euzent et al, 2011). Although there is no difference in student achievement between lecture capture with or without the physical presence of the professor, student perception is that the professor's presence enhances the lecture experience (Dey et al, 2009). Most importantly, the lecture capture needs to be interactive (Dey et al, 2009; Martyn, 2009) and integrate pedagogy (Martyn, 2009).
Instructional Design Use a backwards design approach. First, start with your learning outcomes. Second, create your assessments. Third, plan your instructional activities. Finally, choose a technology to enhance the lesson. Design. Consider your curriculum; look carefully at your accreditation standards, graduate attributes, program learning outcomes, course learning outcomes, and lesson learning outcomes. Will lecture capture fulfill the learning outcomes? How will you prepare students
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to read, listen to, or watch a lecture? What technologies will you and your students need to learn in order to capture a lecture? Will lecture capture enhance the learning experience? Develop. Browse the Internet for sponsored or hosted lectures already existing in your field. Determine if your textbook provider has video lecture components. Review existing lecture capture software and available technologies. Some schools capture live lectures with Smartboards, web or video conferencing, or videographers to post for posterity and reuse from year to year. Most schools lack the infrastructure to support lecture capture, however, professors can do their own lecture capture (Chandra, 2011) with a camera or mobile device. Bear in mind that while some schools do use videographers for lecture capture, this is extremely expensive. Other schools have an audio visual department where one can sign out equipment or book a studio. In K-12 schools, there are Smart boards that will easily capture lectures. Sam, on Khan Academy, uses a Wacom tablet to write on while he records the lesson. There are open source screen capture tools, like TechSmith Jing, however, to do more sophisticated editing, one will need to purchase recording software, like TechSmith Camtasia Studio. Although professors may want lecture capture, it is more successful when professors receive support with the technology (Germany, 2012). Types of lectures. A lecture is a talk or form of address to a large audience. Most lectures are expository - the professor talks and the students listen. More modern lecturers incorporate interactive activities into their lectures. They stop and ask the students questions, or have the students summarize ideas in pairs or small groups. Some professors use clickers - student response systems - during their in-class lectures to keep students engaged. A popular clicker technology is Socrative which works with most mobile devices. Still other professors use a Twitter feed during the lecture for students to post comments and ask questions. There are many ways to make a lecture participatory:
•Bingo •Crossword •Fishbowl •Case Study •Summary or Reflection •Mind Mapping •Placemat or Job Aid 99
•Panel, Press Conference, or Talk Show Plan your lecture. Like any talk or speech, consider beginning with a hook to capture the audience - question, quote, definition, anecdote, or history. In a live readily adaptable lecture, use a current event, however, when capturing a lecture for posterity, choose a more sustainable and universal hook that will not date. Layout an overview of your lecture to help your students take notes. Include an introduction, body, and conclusion. Wrap up your lecture with a brief summary of the main points as well as some future considerations or cliffhangers to keep your audience in suspense until the next lecture.
Panopto
Tegrity Campus
Adobe Captivate
TechSmith Camtasia Studio Articulate Storyline Softchalk
Nearpod
Deliver. Decide what students will do before, during, and after the lecture. Before the lecture, students might read their textbook and complete a pre-quiz. During the lecture, students may complete interactive exercises. After the lecture, students might do a post-quiz. The lecture should be authentic, active, and applied.
Technology There are live streaming and on demand lecture capture tools that work with learning management systems, such as Panopto and Tegrity Campus. With rapid authoring tools like TechSmith Camtasia Studio, Adobe Captivate, SoftChalk, and Articulate Storyline, we can add interactive activities, such as quizzes and pop ups, to a recorded video. Nearpod is a popular lesson building and classroom management software that works with mobile devices; you can add a slideshow, video, or a quiz including a drawing option. Microsoft, Apple, and Adobe all have productivity and creativity suites that include tools for videos and podcasts.
References Center for Applied Special Technology (CAST). (2012). Universal Design for Learning. Retrieved from http://www.cast.org/index.html Chandra, S. (2011). Experiences in personal lecture video capture. IEEE Transactions On Learning Technologies, 4(3), p.261-274.
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Clara, M., & Barbera, E. (2013). Learning online: Massive open online courses (MOOCs), Connectivism, and Cultural Psychology. Distance Education, 34(1), p. 129-136. Dennis, M. (2012). The impact of MOOCs on higher education. College and University, 88(2), p.24-30. Dey, E. L., Burn, H. E., & Gerdes, D. (2009). Bringing the classroom to the Web: Effects of using new technologies to capture and deliver lectures. Research In Higher Education, 50(4), p.377-393. Euzent, P., Martin, T., Moskal, P., & Moskal, P. (2011). Assessing student performance and perceptions in lecture capture vs. face-to-face course delivery. Journal Of Information Technology Education, p.10295-10307. Gardner, H. (2011). Frames of mind: the theory of multiple intelligences (3rd ed.). New York, NY: Basic Books. Germany, L. (2012). Beyond lecture capture: What teaching staff want from Web-based lecture technologies. Australasian Journal Of Educational Technology, 28(7), p.1208-1220. Isseks, M. (2011). How PowerPoint is killing education. Educational Leadership, 68(5), p.74-76. Martyn, M. (2009). Engaging lecture capture: Lights, camera. . . interaction! Educause Review Online. Retrieved from http://www.educause.edu/ero/article/engaging-lecturecapture-lights-camera-interaction Owston, R., Lupshenyuk, D., & Wideman, H. (2011). Lecture capture in large undergraduate classes: What is the impact on the teaching and learning environment?. Online Submission, ERIC. Shaw, G. P., & Molnar, D. (2011). Non-native English language speakers benefit most from the use of lecture capture in medical school. Biochemistry And Molecular Biology Education, 39(6-), p.416-420.
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Simonson, M. Smaldino, S. Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance (5th ed.). Boston, MA: Allyn & Bacon. Smith, C. M., & Sodano, T. M. (2011). Integrating lecture capture as a teaching strategy to improve student presentation skills through self-assessment. Active Learning In Higher Education, 12(3), p.151-162. Stanford. (2011, September 28). Stanford on iTunesU reaches 40 million downloads [YouTube] [02:07]. Retrieved from https://youtu.be/A_CMdCXQA-M Vajoczki, S., Watt, S., Marquis, N., Liao, R., & Vine, M. (2011). Students approach to learning and their use of lecture capture. Journal Of Educational Multimedia And Hypermedia, 20(2), p.195-214.
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