Flipping My Class – How to Maximize the Impact of Class Time

Layne A. Morsch, PhD and Donna Bussell, PhD2015 UIS Faculty Development WorkshopMarch 11, 2015

Getting Started: For One of Your Courses . . . .

What is the most difficult thing students are asked to do outside of class time?

Is it possible to move all or part of this into class time? What could be moved out of class time to make room? What could students do during class? Are there roles or tasks you

can help them identify? How could you interact with students during class to add value to

the exercise? What work should the students do in advance to be ready for this

class module?

Are My Students Engaged?

Lecture of Henricus de Alemania by Laurentius

de Voltolina, 1350

Are My Students Engaged?

Laurentius de Voltolina, 1350

Vital Questions

What is the best use of my face time with students

What is the most difficult thing students are asked to do during the week? – Can this be moved into class time

where we can guide them on it?

Vital Questions- Answers for Organic Chemistry

What is the most difficult thing students are asked to do during the week? Solve complicated problems using application and synthesis of lecture material

Can this be moved into class time where we can guide them on it? There isn’t enough time with all the lecture material that must be covered.

What is the best use of my face time with students? Guiding them through solution process and engaging them with the work of solving the problems

Vital Questions- Answers for English Literature & Linguistics

What is the most difficult thing students are asked to do during the week? Analytical reading, concept practice, and research/ project organization.

Can this be moved into class time where we can guide them on it? Yes, if context lectures, assignment instructions, and some content / method coverage is moved online or to outside class time. Some context & content instruction [and even course design] could be done / presented by students

What is the best use of my face time with students? Critiquing presentations, project process/progress, context reports, concept practice (linguistics), short analytical readings.

Overcoming these obstacles

– Recording lectures so students can view them on their own time

– All lectures recorded using Camtasia Studio, Bamboo tablet, microphone, Autodesk Sketchbook Express

Overcoming these obstacles

– Chapters broken down into multiple videos (length 3:08 to 10:43)• Total videos length 6:42:46• Average video length 7:04• Why?

Optimal Video Length

Guo, Philip J., Juho Kim, and Rob Rubin. "How video production affects student engagement: An empirical study of mooc videos." In Proceedings of the first ACM conference on Learning@ scale conference, pp. 41-50. ACM, 2014.

What good are videos?

The value of the video lecture is that it moves the less interactive portion of the course to outside class time

The real value of the videos is what they allow time for in class…

Overcoming obstacles: English Classroom as Language Lab

Selected context and content material on BB Short quizzes on context / content info or daily student

presentations on single questions or concept Extended, staged assignments: Ongoing, multistep

assignments and assessments so students are running the show during class time. (presentations, poster session, etc.)

Discrete Trial Training approach: Faculty Demo /Immediate Student Practice

Works as Lo-Tech or Hi-Tech Questions of scale Uses of resources:– Small group work with 10-to-60+ students– White boards and BB/Blogs for Poster Sessions– Clickers / Response Analytics / Index cards!– Oral presentation w/wo PPT/Prezi on iPads– TechSmith/Camtasia Relay: student responses via

audio / video (Performance Pressure!)

In Class Problem Solving In-Class Problem Solving was the focus of the majority of

class time Problems would be solved individually or in small groups

followed by detailed solutions

Students would be given problems to solve, then were asked to explain the solution to their neighbor

Working Problems at Boards

Placed a problem or two on each board and asked students to come up to solve

Occasionally bribed them with candy if they were the first with a correct answer

Spring/Summer classroom had 6 whiteboards surrounding room

Analysis of Classroom Data

Will my attendance drop?

Do I need to give points for watching the videos?– Spring 2014 (with points) avg view 92.9%– Summer 2014 (no points, in class quiz) avg. view 95.9%

2013-14 Fall 2014 Spring 20150

10

20

30

40

50

60

70

80

90

10094

89.787 88.5

93.2

Class Attendance for Organic Chemistry in Lecture vs. Flipped Format

Lecture Flipped

% C

lass

Att

enda

nce

Avg

.

5 10 15 20 25 305

10

15

20

25

30

35

40

Pretest vs. Posttest for Flipped and Lecture course formats

CHE 267 Fall 2014

FlippedLecture

Pretest Correct

Pos

ttes

t Co

rrec

t

5 10 15 20 25 305

10

15

20

25

30

35

40

Pretest vs. Posttest for Flipped and Lecture course formats

CHE 267 Fall 2014

FlippedLecture

Pretest Correct

Pos

ttes

t Co

rrec

t

Improved Learning Environment

100% engagement in problem solving Students get more direction in problem solving

with many more examples Increased professor-student interaction

Students get a chance to teach each other

Difficulties

Some students do not like change Large time investment to begin (recording

and editing all the videos) Had to redefine my classroom preparation– Still working on this

Defining my expectations

Next Steps . . .

How can you encourage/force the students to complete this preparation?

How could this activity contribute to the learning outcomes of your course?

What work do you need to do in advance to prepare students for the in-class experience?

What other tools or expertise would you need to make this successful?

How will you evaluate if this module has been effective or if modifications are needed?

Acknowledgments Dr. Matt Stoltzfus, The Ohio State Univerity Dr. Danae Quirk-Dorr, Minnesota State University,

Mankato Dr. Simon Lancaster, East Anglia University Chris Luker, Kent State University Kara McElwrath, UIS Assistant Director of Client Services Farokh Eslahi, UIS CIO

Questions?

Resources Kara McElwrath, kmcel2@uis.edu Jeff Sudduth, jsudd3@uis.edu 7 Things you should know about Flipped Classrooms http

://net.educause.edu/ir/library/pdf/ELI7081.pdf

Questions?