Flipping My Class – How to Maximize the Impact of Class Time Layne A. Morsch, PhD and Donna Bussell, PhD 2015 UIS Faculty Development Workshop March 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 scale conference, pp 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%

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,  Jeff Sudduth,  7 Things you should know about Flipped Classrooms 7 Things you should know about Flipped Classrooms Questions?