Going online
#PADGD14 (Welsh)#AUTEL14 (English)
Gynhadledd Medi 16-18Conference September 16-18Ysbrydoli Dysgu:
Rhannu Technoleg ac Hanesion TechnolegInspiring Teaching: Sharing
Teaching and Technology Tales
More effective use of (teaching) time and space#PADGD14
(Welsh)#AUTEL14 (English)Prof Simon J LancasterUniversity of East
[email protected]@S_J_Lancaster
2A tale about a journeyScreencastsVignettesLecture FlippingPeer
Instruction3In Defence of the Lecture?
Tremendously efficientInspiringOr is that just defense of the
lecture theatre, perhaps even the lecturer?4More 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 PNAS 2014 ; published ahead of print
May 12, 2014, doi:10.1073/pnas.131903011Do you Screencast?Do I
what?No and no interestNoNo choice, institutional policyId like to
but its too technically difficultYes
Screencast?A screencast is a recording of the evolving image on
the screen during a presentation synchronised with the speakers
audio narration.We record using Camtasia Studio but other solutions
are available.
tis easy
Strengths and WeaknessesLearning aidAssistance for students with
disabilities and learning difficultiesRevision aidIllness
contingencySelf observationRecording quality controlLogistics and
resourcesTime ConsumingPreparationEditingFile creation and
maintenanceDiscourages lecture attendance?Discourages note
taking?Lazy revision?9What is the most significant absence in a
screencast versus a live
session?CharismaClaustrophobiaAgoraphobiaIntimacyInteractionNone,
they are equally good
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.
11Student 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
Do you have the resources for faculty to produce lots of blended
learning objects?YesNo
Do you ask your students to prepare and present
presentations?YesNo
Flipping roles:Student Authored VignettesSynoptic final
examination questions.Formative revision peer presentations and
handouts.
Require students to produce vignettes.Interactive revision tools
available at time of examination.ImplementationThe 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.
SupportDrop-in workshopsTeaching associate authored
instructional screencastsAn example
Uptake
When was the exam?Blackboard accesses of Electronegativity
Student Authored Vignette. The exam was on the 22nd April.
19Evaluation 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
Do you feel obliged to deliver a certain minimum amount of
content?YesNo
Do wish you had time for more interaction?YesNo
Are there parts of the course students Dont get?YesNo
Are you ever frustrated by persistent misconceptions?YesNo
What would you like to do to improve learning?Encourage
attendanceIncrease engagementIncentivise private studyFacilitate
thought
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.
Uptake
27Which 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.The importance of the question
Blooms Taxonomy source:http://edorigami.wikispaces.com/Physics
(Forces) or Biochemistry (Photosynthesis)?PhysicsBiochemistry
Where does most of the substance of a mature oak tree come
from?The acorn SoilRainAir
Turn to your neighbour
Where does most of the substance of a mature oak tree come
from?The acorn SoilRainAir
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 334Turn to your neighbour
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 336The Goldilocks Zone
Kepler186f-ComparisonGraphic-20140417 improvedPublic DomainNASA
Ames/SETI Institute/JPL-Caltech-This file was derived
from:Kepler186f-ComparisonGraphic-20140417.jpg
37Who is best placed to determine the Goldilocks Zone?
Clip art38Student Sourcing Questions?Be open to students
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 hoofWhat would it take
to make your school adopt new teaching practices?An act of
GodPositive student evaluationsAn independent qualitative
studyQuantitative evidence of improved learning outcomesNone of the
above
Conclusions SuggestionsAsk what you are adding by expecting your
students to attend.Can you reduce your content sufficiently to
allow enough interaction? Can you ever have enough interaction?If
you cant then flip.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
41AcknowledgementsProf Eric MazurDr David ReadProf Simon BatesDr
Ross GallowayDr Anna WoodProf Tina Overton
