1. Motivation Parts of learning are easy, parts are hard Maximize value: be with faculty for hard part Unfortunately – Transmission (lecture) is easy – Assimilation (practice) is hard Can we re-arrange to better align these? – Transmission before class – Practice starts in class with professor – (Note: possible since printing press) – (Note: standard in humanities)

2. My Path to Flipping, in stages Step 1. Require reading before class Step 2. Distributing notes before class (PDF) Step 3. Using distributed PDF in lecture Step 4. Replacing 'PDF time' with video

3. Screencasting Requirements Handwriting input device (e.g. Wacom Tablet) Note-taking program (e.g. Windows Journal) Screencasting software (e.g. Camtasia Studio) High-quality microphone (e.g. Samson Go) High-Quality, Distributable Notes – Concise Summary of Content – Clear worked examples – Plenty of white space – No typos or mistakes!

4. Example of notes

5. Actual Process 1) Write notes (or create slides) 2) Open all extra demonstration materials 3) Begin recording, mark up notes (or narrate slides) 4) End recording, save file 5) Upload to Youtube, distribute link on Blackboard 6) Also provide a link to download the actual notes 7) Open a thread for questions in Discussion Board

6. Uses of Freed Class Time More time for questions and discussion Ability to do extra example problems Working in groups on problems – Can be drawn from HW to compensate – Can be elaborated upon (not simple) – Time for them to compare answers Ability to answer questions immediately This is an area of ongoing adjustment

7. An Experiment (With Tom Carr and Nick Wasserman) Compare a flipped class to a traditional class Primary goal is to isolate effect of the flip Minimal extra prep time Same notes covered, with same examples Same homework problems assigned Video content identical to lecture content In-class time spent on actual HW problems

8. First Exam (control) Classes reasonably similar in makeup.

9. Second Exam (test) Apparent improvement among the weaker students

10. Third Exam (test) Oops! If real, effect not overwhelming.

11. Thoughts so far The process is much different than lecturing – No questions, laughter, etc. during “lecture” – If you like lecturing, you will feel disoriented – Many students will hate it (say course evals) – They are used to lecture and resist change – They feel they are getting less for their money Technology is not a magic wand  First, simplest attempt → small improvement  Need to make better use of classtime