Flipping the Classroom and Lecture Capture Active Learning

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Flipping the Classroom and Lecture Capture Active Learning in Organic Chemistry c. CWCS Workshop

Flipping the Classroom and Lecture Capture Active Learning in Organic Chemistry c. CWCS Workshop Charlotte, NC Vincent Maloney

Introduction • More experience with CAT’s and clickers • Less experience with flipping the

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 • Brief description • Workshop Flip Part 1 • Why Flip? – Straw

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 CAT’s, Ji. TT, and/or peer to peer problem

Flipping the Classroom Have you used CAT’s, Ji. TT, and/or peer to peer problem solving? 1. Yes 2. No

Flipping the Classroom • Have used CAT’s, Ji. TT, and/or peer to peer problem

Flipping the Classroom • Have used CAT’s, Ji. TT, and/or peer to peer problem solving? a. Yes b. No • If yes, then you have flipped the classroom to some extent. • So what’s different?

Workshop Flip Part 1 • Instead of “lecture” about website – Assignment: view organic.

Workshop Flip Part 1 • Instead of “lecture” about website – Assignment: view organic. ERs website • Assessment before “class”: none today • Peer group problem solving – discussion of questions

organic. ERs. org Give at least 2 resources at organicers. org that you would

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

organic. ERs. org Suggest at least 1 contribution you could give to website or

organic. ERs. 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? • Traditional Lecture: Straw Man – Students read text

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

Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation How many of these outcomes do

Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation How many of these outcomes do you think traditional lecture addresses? 1. 2. 3. 4. 5. 0 1 2 4 6

Bloom’s Taxonomy How many of these outcomes do you think traditional lecture addresses? a.

Bloom’s Taxonomy How many of these outcomes do you think traditional lecture addresses? a. 0 b. 1 c. 2 d. 4 e. 6 According to L. Nilson, Teaching at Its Best p. 107 Knowledge Transfer CAT’s, Ji. TT, Peer to peer problem solving, POGIL address more learning outcomes, all remaining

The Flip • Given benefits of other techniques • Move lecture outside of face

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 • Start Small – Lee Gibson, A Peer-Learning Approach to Conceptual

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 15 th, 2008 • Record nomenclature lectures (Screencorder) • In students start with short quiz • Work on more complex nomenclature problems

The “Big” Flip • Funded CELT proposal for summer 2013 – Record lectures <

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 Flip • At the website already – Robert D. Rossi, Flipping the Sophomore

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 • Simultaneously records – Voice of speaker – Video of speaker –

Lecture Capture • Simultaneously records – Voice of speaker – Video of speaker – Actions on a computer screen • Powerpoint presentation • Internet browsing • Jmol

Lecture Capture • Record in class or prior to class • Instructor – Can

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 Capture • In class use – Students overall positive – Anecdotally, student attendance

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 Capture Within 4 year period • Screencorder • Adobe Presenter • Tegrity •

Lecture Capture Within 4 year period • Screencorder • Adobe Presenter • Tegrity • Live Scribe and Educreations both can be used • Camtasia, Screen. Flow

organic. ERs. org What portion of website do you think you will use least?

organic. ERs. org What portion of website do you think you will use least?

organic. ERs. org What aspects of the web design do you like best?

organic. ERs. org What aspects of the web design do you like best?

organic. ERs. org What aspects of the web design would you like to see

organic. ERs. org What aspects of the web design would you like to see change?

organic. ERs. org Choose two Ji. TT from Centre College that you think are

organic. ERs. org Choose two Ji. TT from Centre College that you think are best.

organic. ERs. org What aspects of the web design do you like best?

organic. ERs. org What aspects of the web design do you like best?

Thanks! • CELT and ITS at IPFW

Thanks! • CELT and ITS at IPFW

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