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“Flipping MOOC” David Tanner, School of Engineering

This module aims to introduce first-year engineering students to the concept of "Design for Manufacture" through a flipped classroom approach. The use of MOOCs (Massive Open Online Courses) is explored to provide students with engaging video content and increase class interaction. Lessons learned include the importance of student accountability and ensuring added value from lecture attendance.

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“Flipping MOOC” David Tanner, School of Engineering

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  1. “Flipping MOOC” David Tanner, School of Engineering 25th June 2018

  2. The Module: Approximately 140, first year engineering students (Mechanical, Aeronautical, Biomedical & Design and Manufacture Engineering Students) Module aims: to introduce students to “Design for Manufacture”

  3. Gant Chart – Module Plan Lectures per week: One hour “Manufacturing Process”; One hour manual board drawing; Laboratories per week: Two hours in workshop (lathes, milling machines, manual bench work); Two hours manual board drawing;

  4. Why Flip?(I’d read the theory …) • Assumed students will all eagerly watch the videos and come to class ready to apply their knowledge • Eliminate the need for any lecture time in class • Allow more time for the difficult concepts and local examples

  5. Why MOOC? • Eric Mazur • Great MOOC from MIT • How to implement? • Downloaded videos and put on Sulis • Students asked to watch videos before next lecture • Asked concept questions in lectures which students answered with clickers

  6. First hurdle • Not everyone had clickers! • Please, please get clickers! • Google “How to flip the classroom”!! • Make students accountable • Introduced “bonus marks” • Team

  7. Positives • I learned a lot • I got access to a load of well-worked concept questions on my subject • Introduced students to online / blended learning • Internationalised the curriculum!!!

  8. Negatives

  9. Negatives • Students “Not Satisfied” • Found material “boring” • Attendance at lectures poor • Performance at exam very poor

  10. Lessons Learned • Won’t ask students to follow a MOOC again • Getting an engaging MOOC for 1st year students is too difficult • Confirming that students watch the videos is nearly impossible • Students must be accountable • Will use MOOCs to enhance my knowledge bank of concept questions and current trends • Lecture is still important, but always need to ensure students are getting “added value” from attendance

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