Flipping the classroom and lecture capture
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Flipping the Classroom and Lecture Capture. Active Learning in Organic Chemistry cCWCS Workshop Charlotte, NC Vincent Maloney. Introduction. More experience with CAT’s and clickers Less experience with flipping the class and lecture capture Others here who have flipped their classroom

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Flipping the classroom and lecture capture

Flipping the Classroomand Lecture Capture

Active Learning in Organic Chemistry

cCWCS Workshop

Charlotte, NC

Vincent Maloney


Introduction

Introduction

More experience with CAT’s and clickers

Less experience with flipping the class and lecture capture

Others here who have flipped their classroom

Robert Rossi

Jessica Fautch


Outline

Outline

Brief description

Workshop Flip Part 1

Why Flip?

Straw man: traditional lecture

Learning outcomes

My “small” flip

My “big” flip

Lecture capture technology

Workshop Flip Part 2

Last comments and acknowledgements


Flipping the classroom have you used used cat s jitt and or peer to peer problem solving

Flipping the ClassroomHave you used used CAT’s, JiTT, and/or peer to peer problem solving?

  • Yes

  • No


Flipping the classroom

Flipping the Classroom

Have used used CAT’s, JiTT, and/or peer to peer problem solving?

Yes

b. No

If yes, then you have flipped the classroom to some extent.

So what’s different?


Workshop flip part 1

Workshop Flip Part 1

Instead of “lecture” about website

Assignment: view organicERs website

Assessment before “class”: none today

Peer group problem solving

discussion of questions


Organicers org

organicERs.org

Give at least 2 resources at organicers.org that you would like to see.


Organicers org1

organicERs.org

Suggest at least 1 contribution you could give to website or describe/demonstrate one that you have already submitted.


Why do it this way

Why Do It This Way?

Traditional Lecture: Straw Man

Students read text before lecture (maybe)

Lecture given in traditional manner

After class, students work on assignments

May work together

May ask instructor questions

Problems in understanding not recognized until homework turned in or quiz/exam


Flipping the classroom and lecture capture

Bloom’s TaxonomyKnowledgeComprehensionApplicationAnalysisSynthesisEvaluationHow many of these outcomes do you think traditional lecture addresses?

  • 0

  • 1

  • 2

  • 4

  • 6


Bloom s taxonomy

Bloom’s Taxonomy

How many of these outcomes do you think traditional lecture addresses?

0 b. 1 c. 2 d. 4 e. 6

According to L. Nilson, Teaching at Its Best p. 107

Knowledge Transfer

CAT’s, JiTT, Peer to peer problem solving, POGIL address more learning outcomes, all remaining


The flip

The Flip

Given benefits of other techniques

Move lecture outside of face to face classroom

Online recorded lectures

Use other techniques entirely during classroom


The small flip

The “Small” Flip

Start Small

Lee Gibson, A Peer-Learning Approach to Conceptual Understanding with iclicker in the Mathematics Classroom, Classroom Response Systems: Innovations and Best Practices, Louisville, Kentucky, November 15th, 2008

Record nomenclature lectures (Screencorder)

In students start with short quiz

Work on more complex nomenclature problems


The big flip

The “Big” Flip

Funded CELT proposal for summer 2013

Record lectures < 20 min.

Lecture length based on topic

Chunking

Students watch lectures before class

Students complete online assignment/quiz using Respondus

Face to Face Class

Ask questions of increasing complexity

End of Week: Muddiest point CAT


The flip1

The Flip

At the website already

Robert D. Rossi, Flipping the Sophomore Organic Chemistry Classroom

Jessica Fautch, Organic Chemistry Upside Down: The Flipped Classroom


Lecture capture

Lecture Capture

Simultaneously records

Voice of speaker

Video of speaker

Actions on a computer screen

Powerpoint presentation

Internet browsing

Jmol


Lecture capture1

Lecture Capture

Record in class or prior to class

Instructor

Can edit

Can import other video

Can track student usage

Student view online

Students can watch multiple times

Can select portion to watch easily

Can add notes and comments


Lecture capture2

Lecture Capture

In class use

Students overall positive

Anecdotally, student attendance did decrease over time

Course flip use

Lectures pre-recorded followed by assignment

No recording of face to face class


Lecture capture3

Lecture Capture

Within 4 year period

Screencorder

Adobe Presenter

Tegrity

Live Scribe and Educreations both can be used

Camtasia, ScreenFlow


Organicers org2

organicERs.org

What portion of website do you think you will use least?


Organicers org3

organicERs.org

What aspects of the web design do you like best?


Organicers org4

organicERs.org

What aspects of the web design would you like to see change?


Organicers org5

organicERs.org

Choose two JiTT from Centre College that you think are best.


Organicers org6

organicERs.org

What aspects of the web design do you like best?


Thanks

Thanks!

CELT and ITS at IPFW


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