Going online

Active and engaged learningSimon Lancaster @S_J_Lancaster

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Can you define teaching excellence?YesNo

Contemporary versus traditional?

Tremendously efficientInspiringOr is that just defense of the lecture theatre, perhaps even the lecturer?3

A pragmatic progressionLecture CaptureVignettesStudent ProductionConsidering contentPeer InstructionStudent sourcing

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Screencasting versus Lecture capture?A screencast is a recording of the evolving image on the screen during a presentation synchronised with the speakers audio narration.We use Camtasia Studio but other solutions are available.Total lecture capture requires intelligent camerawork

Castles

My lecturing is captured?All the timeMost of the timeSome of the timeRarelyNever

Which of these do you regard as pros of screencasting / lecture capture?Learning aidRevision aidIllness contingencySelf observationRecording quality control

Which of these do you regard as cons of screencasting / lecture capture?Additional equipment Revision aidDiscourages lecture attendance?Discourages note taking?Takes too long

Addressing some of drawbacks of Screencasts: VignettesWe use the term vignette to refer to a short segment of a screencast, covering a critical concept, which may be augmented by an interactive component introduced during the editing process.

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Student comments on Faculty Authored VignettesStaff vignettes are great revision tools because they are recorded well and the information is clear and concise!Good revision tool because if you haven't completely understood something in the lecture or when revising then you can go to that place in the vignette and listen to the explanation again!All lecturers should do itWould be more effective if lectures were recorded as vignettes that are only 5 minutes long

Student Authored VignettesAllocated topicPresentationCaptureEdit VignettePublish online

The students are paired and allocated a revision topic.Each student pair prepares a presentation to be critiqued by their peers and instructors.Each pair delivers a presentation to their peers and the session is captured using Camtasia Studio.Each student pair creates a vignette from their screencast or a subsequent recording.The student authored vignettes are published online to be used as a revision tool.https://espace.library.uq.edu.au/view/UQ:319740/UQ319740_fulltext.pdf12

Uptake

When was the exam?

Blackboard accesses of Electronegativity Student Authored Vignette. The exam was on the 22nd April.

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Evaluation quotesThought about information in a different way when preparing interactive questionsYou can add more to existing presentation which is goodMade you go over material you might have forgottenHad lecture notes and additional material (narration)Highlights key areas

No experience made preparation difficultStudents dont have a lot of time to do it. Takes longer than actual powerpointNeed more Camtasia experience/easier softwareVery good revision tool if a lot of effort is put into producing itQuality may differ and affect revision cant rely on them

OnlineWhat can go online should go onlineProf David Read

We need to talk about innovation.15

What is the default copyright status of everything published on the internet?

Your work is automatically protected under copyright!

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Alternative copyright Licensing

1717 Cancels the Possibilities of digital media and the internet while the Internet Enables; Copyright forbids How many have heard of Creative Commons? CC lets you specify licensing terms which allow for content reuse

Nowadays, we are all creating digital artifacts be it images from our cameras or cell phones, videos, documents, presentations, the list goes on. Without realizing it, we often designate our work under full copyright without even really knowing why. This is because if we dont specify an open license such as creative commons, we automatically retain full copyright.

So of you put something online, and dont specify an open license, you retain full copyright which makes it problematic for others to use although it is online for anyone to access. Licensing is as simple as copying and pasting the license image onto your materials. CC gives us a range of licenses to operate which retains some rights reserved note that CC always allows you to retain attribution.

Scoop.It

We need to talk about innovation.18

Our model of lecture flippingStudents are strongly encouraged to watch a screencast recording of the (previous years) lecture the flipped lecture is replacing.They attend the timetabled teaching slot and are engaged in as interactive and as challenging a session as the lecturer can muster using every audience participation device at their disposal.

Freedom from flipping

Acquiring the courage to cut

education gives to us that which remains after we have forgotten all that we have learned in the schools E.D. Battle, 1899Education

What is the objective of a question posed during teaching?

The importance of the question

Blooms Taxonomy source:http://upload.wikimedia.org/wikipedia/commons/thumb/9/9e/BloomsCognitiveDomain.svg/653px-BloomsCognitiveDomain.svg.png

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Physics (Forces), Biochemistry (Photosynthesis) or business (leadership)?PhysicsBiochemistryBusiness

A ball initially at rest in the hand, is thrown upwards, comes back down and is caught. Which of the following represents a plausible graph of vertical acceleration against time?Graph 1Graph 2Graph 3

Graph 1 Graph 2 Graph 3

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When we shed body fat, most of the weight exits the body throughPerspirationDefecationExhalationUrination

Servant Leadership is about:Followers supporting the leaderLeaders supporting the followersAll supporting each otherAll leading each other

The answer is B. Most famously attributed to Greenleaf, but actually very old. Challenges the notion of leadership being the accumulation and use of power by those at the top.28

Which are genuine student evaluation comments?A lot of the descriptive chemistry was very dry and essentially boring. It is hard to teach this kind of material but the 'flipped lectures' seemed to combat this. I think the 'flipped' lectures run by Dr. Lancaster were a really good idea and I felt more engaged in the module. I appreciated Dr Lancaster's efforts to make the lectures interesting and engaging in a modern way. The 'flipped' lectures were very successful. I really enjoyed the flipped lectures and find that revising that material is much easier. The flipped-lectures are a definite step in the right direction, away from archaic lectures with little or no mental stimulus, towards a more interactive learning experience that maximises learning outcome!They were good fun as it was nice to have interaction with the lecture as opposed to just being talked at, it was also nice having knowledge of what you were talking about as we had already gone through the material!I think the flipped lectures were a really good idea because it was a more interactive way to engage students into learning, rather than the repetitive routine of having to listen to the lecturer work through a PowerPoint presentation for an hour.

Let us generate some data

highlyreflectivereflectiveneutralabsorbinghighlyabsorbing

How fair is your hair?Highly reflectiveReflectiveNeutralAbsorbingHighly Absorbing

highlyreflectivereflectiveneutralabsorbinghighlyabsorbing

Let us abuse that data

12345

Douglas Adams, Hitch Hikers Guide"'Oh, that was easy,' says Man, and for an encore goes on to prove that black is white and gets himself killed on the next zebra crossing.

SatisfactionI really really loved the interactive lectures, they made me more engaged and I believe I learnt more in this style of teaching. The Screencasts are essential to go through before the lectures, but this is a good thing. I found the prerecorded screen casts/quiz style lectures actually very helpful, they made you actually think about the lecture material while it was being taught instead of leaving it all to revision timeDid not enjoy his method of teaching, having to watch screencasts in our own time and then doing questions in the lecture was not helpful to me.too much reliance on understanding materialwould have preferred less of the pre-lecture screencasts and and more of this material being taught in the lectures rather than the 'big scale tutorial' type set up.

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Freedom from flipping

Acquiring the courage to cut

education gives to us that which remains after we have forgotten all that we have learned in the schools E.D. Battle, 1899Education

Which one of the three little pigs built the most environmentally sustainable house?First little pig (straw)Second little pig (wood)Third little pig (brick)

whimsyworkshop.blogspot.co.nz38

The Goldilocks Zone

Kepler186f-ComparisonGraphic-20140417 improvedPublic DomainNASA Ames/SETI Institute/JPL-Caltech-This file was derived from:Kepler186f-ComparisonGraphic-20140417.jpg

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Who is best placed to determine the Goldilocks Zone?

Clip art40

Student Sourcing Questions?Be open to student suggestionsEncourage students to submit questions for use within flipped sessionsUse Peerwise to structure, screen and select questions in the sweet spot for peer instructionSeek answers from students and even draft new questions on the hoof

Where does most of the mass of a mature oak tree come from?

??????????

University of Houston

The Question is Key

ConclusionsTeaching doesnt exist and facilitating learning is hard.Ask what you are adding by expecting students to attend.Can you reduce your content sufficiently to allow enough interaction? Can you ever have enough interaction?If you cant then flip or CUT.Start small but commit fully.Question everything, especially the questions.Try Peer InstructionSeek (possible) answers from the floor.Relinquish as much control as possible and enjoy the ride.

Less is moreLess contentLess ProscriptionLess Questions

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Acknowledgements

Select a challengeInstall the trial version of Camtasia and create a screencastCreate a Scoop.It siteFind an OER worthy of inclusion in your classAuthor a conceptual question in the Goldilocks zone

More than anecdotal evidenceScott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth Active learning increases student performance in science, engineering, and mathematics Proceedings of the National Academy of Sciences 2014, 111, 84108415.Active learning disproportionately benefits students likely to fail.Average difference reported was +6%.Inexperienced academics practising active learning pedagogies are more effective than experienced colleagues delivering classic (passive) lectures.