From MOOC to Flip: Contrast of Student Interaction

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Presentation transcript:

From MOOC to Flip: Contrast of Student Interaction Jim Van de Ven Mechanical Engineering Keywords: MOOC, flipped classroom, blended classroom, active learning

Why? Fundamentals of Fluid Power, a Massive Online Open Course (MOOC) was developed and launched on Coursera Objective: Fill a gap in university level fluid power education for graduate students and industry The MOOC videos were used in flipping the senior level Fluid Power Controls Lab course Objective: Shift the lecture out of class to engage students in active problem solving in the classroom, while reducing the load on the instructor by re-using existing material

When? Fundamentals of Fluid Power MOOC Flipped on-campus course Launched fall 2014 Now available “on demand” Over 15,000 students to date Flipped on-campus course Spring 2016 with 20 students

Where? MOOC: Offered on Coursera 149 Countries (30% Asia, 29% N. America, 22% Europe, 9% Africa, 8% S. America) Flipped class at University of Minnesota Will be offering content to other instructors in the through Fluid Power OpenCourseWare site (hosted by Fluid Power Engineering Research Center)

What? Developed over 60 video lectures, 25 in-class activities, quizzes, labs, simulations, etc. Typical Week: Watch (4) 5-8 min video lectures Mini-quiz via smartphone “clicker” program In-class activities (including pre-labs) Apply content in two lab sessions Once sold on approach, students enjoy active learning activities, diligently complete pre-class assignments, and work hard

Prognosis? Flipped class Student reviews of teaching strongly support approach 10% Improved exam performance Student comment “Yes my goals were definitely met in this class. I learned more about system dynamics and control then I did in the actual systems class and I honestly think I’ve learned more in this class than any other class I’ve ever taken. I loved the flipped lecture style where I could watch lectures on my own time and really get help understanding and doing the material in class.” Scale up through distribution of content to other fluid power instructors