1. “Flipping MOOC”
David Tanner, School of Engineering
25th June 2018

2. The Module:
Approximately 140, first year engineering students (Mechanical, Aeronautical, Biomedical & Design and Manufacture Engineering Students)
Module aims: to introduce students to “Design for Manufacture”
First year Design-Build-Compete

3. Gant Chart – Module Plan
Lectures per week:
One hour “Manufacturing Process”;
One hour manual board drawing;
Laboratories per week:
Two hours in workshop (lathes, milling machines, manual bench work);
Two hours manual board drawing;
First year Design-Build-Compete

4. Why Flip? (I’d read the theory …)
Assumed students will all eagerly watch the videos and come to class ready to apply their knowledge
Eliminate the need for any lecture time in class
Allow more time for the difficult concepts and local examples

5. Why MOOC? Eric Mazur Great MOOC from MIT How to implement?
Downloaded videos and put on Sulis
Students asked to watch videos before next lecture
Asked concept questions in lectures which students answered with clickers

6. First hurdle Not everyone had clickers!
Please, please get clickers!
Google “How to flip the classroom”!!
Make students accountable
Introduced “bonus marks”
Team

7. Positives I learned a lot
I got access to a load of well-worked concept questions on my subject
Introduced students to online / blended learning
Internationalised the curriculum!!!

8. Negatives

9. Negatives Students “Not Satisfied” Found material “boring”
Attendance at lectures poor
Performance at exam very poor

10. Lessons Learned Won’t ask students to follow a MOOC again
Getting an engaging MOOC for 1st year students is too difficult
Confirming that students watch the videos is nearly impossible
Students must be accountable
Will use MOOCs to enhance my knowledge bank of concept questions and current trends
Lecture is still important, but always need to ensure students are getting “added value” from attendance