Experiences of and resources to enable lecture flipping in systems and control engineering

1. Experiences of and resources to enable lecture flipping in systems and control engineering J.A. Rossiter j.a.rossiter@shef.ac.uk HESTEM 2014.

2. Experiences of using ARTICULATE lectures for learning MATLAB • Replaced face to face lectures with recordings on a local server. • Students have a laboratory session each week where they work through recordings, and other activities, at their own pace, with demonstrator support available. See the website http://controleducation.group.shef.ac.uk/MATLAB_index.htm Vastly improved student perceptions of MATLAB and used successfully for many years.

3. Why online lectures? Allows students to access and re-access learning material in their own time. [Good for overseas] Students can access recordings to embellish/correct notes, revise, etc. Audio/video is easier to learn from than a text book as it engages more senses.

4. Why online lectures? A recent plenary by Prof Mazur emphasised that the role of the lecture is get students to engage, to think, to challenge them, etc. IT IS NOT FOR DIDACTIC INFORMATION TRANSFER WHICH CAN BE DONE WITH A HANDOUT or IN THIS CASE AN ONLINE LECTURE!

5. Making lecture recording In order to have more invigorating lectures, students need access to suitable didactic resources. MYECHO software available in a few lecture theatres to record actual lectures (screen capture synchronised with audio) and for staff to have on personal computers. Easy and quick to record something for distribution to students.

6. Myecho lecture resources See the website (20 credits worth of materials). https://sites.google.com/a/sheffield.ac.uk/video-lectures-on-modelling-analysis-and-control/ Students required to view specified videos in advance of most lectures so that lecture time could focus on Q&A and problem solving.

7. Making more of lecture time • Focus lecture time on student activity so that students are active rather than passive. • Incorporate opportunities for peer learning with large classes. 50 competent students can help another 100 quickly and effectively while reinforcing their own understanding. Lecture time was based around problem solving. Clickers were used to identify student progress.

8. Enables the lecturer to identify whether students have indeed prepared which also sends a message that preparation is expected and without it students will not find the lecture useful. Using clickers in lectures

9. Enables the lecturer to identify whether students have indeed prepared which also sends a message that preparation is expected and without it students will not find the lecture useful. Provides a catalyst for student discussion and peer support/teaching within lecture time. Helps lecturer focus time on where it is most needed. Using clickers in lectures

10. What is asymptotic slope in Bode gain plot (per decade) for large frequency? At what frequency is the phase -180 degrees? • 20log10(4) • 20 • -20log10(4) • -20 • -1 • None of these I tend to use neutral colours so as to avoid indicating which answer is correct! • 3.56 • 0.2 • 2.5 • 0.5 • 1 • None of these NOTE: D is correct!

11. Using class discussion and clickers to converge to a correct understanding

12. I have spent this many hours per week viewing videos and preparing for lectures • 4 hours or more • 3-4 hours • 2-3 hours • 1-2 hours • 0-1 hour • Often none YEAR 2 YEAR 1

13. Are the online videos suitable for preparation activities for lectures? I am pleased that we have the Youtube videos available • Strongly agree • Agree • Neutral • Disagree • I have not tried to use them enough to comment.

14. I like having lecture time focussed on discussion, case studies and problem solving. • Strongly agree • Agree • Neutral • Disagree • I have not tried to use them yet. Sizeable minority don’t like this. SFQs suggest more than 10%.

15. I like the fact I can pause, rewind and revisit topics as much as I need which is not possible in an actual lecture. • Strongly agree • Agree • Neutral • Disagree • I have not tried to use them yet.

16. I have struggled with the discipline of preparing for lecture activities by doing the suitable viewing in advance. [WEEK 6] • Strongly agree • Agree • Neutral • Disagree • I have not tried to use them yet.

17. Do you approve of the change whereby lecture time is focussed more on problem solving, case studies and discussion with students expected to view didactic material online in advance? 98% of 3rd years were pleased to have the videos. (2% neutral)

18. Student textual comments • Lots of students very happy. Liked the delivery, the support, the interactive lectures, etc. • A sizeable minority quite unhappy. Too much preparation or work, wanted didactic lectures, felt exposed by problem solving, etc. One happy student commented that they were fed up with colleagues complaining and wanting to be ‘spoon-fed’ instead of just doing the preparation work instructed.

19. Conclusions • Video resources support students in their private studies. Many students find these easier to work from than text books and notes. • Software is now readily available to make lecture recording a straightforward task.

20. Conclusions • Video resources support students in their private studies. Many students find these easier to work from than text books and notes. • Software is now readily available to make lecture recording a straightforward task. • The availability of recordings for didactic information transfer allows the lecturer to focus lecture time on engaging the students, supporting learning skills and problem solving. • The use of clickers allows the lecturer to identify the topics and skills where students need most help, and thus not to waste time on what most can do well. [Some don’t like this!]