1. Click to add title A Busy Professor’s Guide to Sanely Flipping Your Classroom Dr. Cynthia Furse Electrical & Computer Engineering

2. Click to add title Traditional ? Flipped ? Hybrid ? Technology Assisted ? Click to add text

3. Click to add title Traditional Classroom Factoids – Lecture, Textbook, Extra Resource Material Questions – Lecture (a few), Peers/Study Groups, Office Hours, Practice / Homework Review (TAs?) Problem Solving Strategy / Practice -- Homework

4. Click to add title … And then they go home to do their homework. The majority of UU Engineering Students Study Alone..

5. Click to add title Traditional Classroom What are the students DOING?

6. Click to add title Technology Assisted Classroom Click to add text Factoids – Lecture, Online Materials, Textbook Questions – Lectures, Online Discussions, Peers/Study Groups, Office Hours, Practice / Homework Reviews Problem Solving – Homework, Online Discussions

7. Click to add title Hybrid Classroom Click to add text Factoids – Lecture + Online Materials, Textbook Questions – Lectures, Online Discussions, Peers/Study Groups, Office Hours, Practice / Homework Reviews Problem Solving – Homework, Online Discussions +

8. Click to add title Flipping Your Classroom Problem Solving Classroom Lecture

9. Click to add title Flipped Classroom Factoids –Online Lectures, Textbook Questions – Lectures, Online Discussions, Peers/Study Groups, Office Hours, Practice / Homework Reviews Problem Solving – IN CLASS, Homework, Online Discussions In Class Problem Solving Video Lecture Before Class

10. Click to add title Flipped Classroom In Class Problem Solving & Discussion (Applications) What are the students DOING? Video Lecture Before Class

11. Click to add title A Day in the Flipped Classroom Video Lecture Before Class Students watch video lectures night before. Most watch 1 time, some up to 3 times. Repeat segments as needed. Take notes.

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13. A Day in the Flipped Classroom In Class Whatever you Do, Do NOT Lecture …

14. Click to add title Portfolio Question for the day: WHAT is the Electric Field??? Coulomb’s Law Point, Line, Surface, Volume charge distributions Rectangular, Cylindrical, Spherical Coordinate systems Quick Student-Driven Review / Recap (5min) Answers are required for HW credit, they can use these notes on the exam

15. Click to add title Portfolio Question for the day: WHAT is the Electric Field??? Students: ‘It goes from two charges, like from positive to negative’ …. Math … textbook pictures … equations … Higher Level Understanding / Intuition (5-10min) And then … Students / Teacher raise questions … How do you measure it? What does it do? How do we know it is there? What can we use it for?

16. Click to add title Higher Level Thinking Skills Bloom’s Taxonomy (Updated) http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

17. Click to add title Coulomb’s LawCoulomb’s Law Define an Origin. Write vector Rs from origin to Source (charge) Write vector Rp from origin to Field Point Find vector from source to point (Rsp=Rp-Rs) Apply Coulomb’s Law Sum or Integrate to find E at the point P Problem 4.10 Small Group Problem Solving (2-4min)

18. Click to add title Small Group Problem Solving (2-4min) Questions Arise! Let’s talk about it. (Problem Solving Strategy) NOW they know what they don’t know …

19. Click to add title Coulomb’s LawCoulomb’s Law Small Group Problem Solving (2-4min) And then do it again…. Small Group Problem Solving (2-4min) It’s a harder problem this time… What’s the same, What is different?

20. Click to add title 20 Point out other familiar resources (textbook), how to use them (apply), when to use them(analyze), where they came from (Evaluate) Going Beyond ‘Equation Shopping’…

21. Click to add title And the favorite part of my day … Applications (What Can You Create with this stuff? (5-10 min)

22. Click to add title A Day in the Flipped Classroom After Class Students Clean up Portfolio question (notes for exam) Finish homework (most problems were ‘set up’ in class, hard parts discussed). Many students re-watch all or parts of lecture videos. And … watch videos for tomorrow.

23. Click to add title Bloom’s Taxonomy & Dale’s Cone http://www.learningandteaching.info/learning/myths.htm

24. Click to add title Challenge ?? How to Evaluate Higher Level Skills 3.(

25. Click to add title The Flipped Classroom – Student View What do you LIKE about this LEARNING METHOD? What can go wrong??

26. Click to add title The Flipped Classroom – Students LIKE Video lectures Easy to watch, Appealing, Repeat what you miss, Go at your own speed, On my own schedule, Make the book easier to understand ‘Feel like you are at my shoulder’ In class Better understanding, answer questions, helps me understand the homework, like the ‘real stuff’ ‘I don’t feel stupid asking questions’ Special needs Hearing Impaired: Close Captioning ESL: Can speed up/ slow down the videos Gender? Woman professor in engineering …

27. Click to add title Student Evaluation scores: 2007 200920102011* PreYr1Yr2Yr3 Overall this was an effective course 4.98 5.685.615.5 Overall this was an effective instructor 5.13 5.855.825.4 In 2011 several course comments were clearly ‘out of place’ for this course, students mentioned they were confused about which course they were evaulating, and if they were evaluating the instructor or TA. Course Evaluations

28. Click to add title The Flipped Classroom : What Can Go Wrong? Video lectures 80-85% watch videos before class (what about the rest?) ‘Class is really confusing if you haven’t watched the videos’ Format? Accessibility? Content? In class Balancing time between discussion (applications, intuitive understanding) and homework set up ‘Do more/less of the homework in class’ Professor

29. Click to add title A Professor’s Nightmare – The Empty Classroom

30. Click to add title SANELY Flipping Your Classroom: Tasks Video Lectures Classroom -- Active Learning Student Learning Strategies (Learn How to Learn) Exams & Grading Resources

31. Click to add title Video Lectures: Possible Formats In Front of Class (MIT) White Board Tablet PC Hands Writing

32. Click to add title Hardware : Writing Stylus is essential PC or (Soon) Tablet Microphone (headset or tabletop) What to Write On? Power Point, Word, Paint Do you want to write over other video or software apps? Software for Video Capture Snagit >> Camtasia Ink2go Video Lectures: Tablet PC

33. Click to add title Video Lectures: Where to Put them? Public or Link-only Free VERY commonly searched Cannot be accessed at many jobsites UU Only or Public Free to UU Faculty Less commonly searched Can be accessed by all UU students anywhere Youtube.com Eq.utah.edu/u

34. Click to add title A Word about Open Access … Last 30 days Lifetime

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36. Open Access  International Impact

37. Click to add title Video Lectures: Planning Your Lectures What content? How Long should they be? What speed ? How PRO should you go? Be aware of copyrighted material WHAT are you trying to teach your students? HOW will you teach each concept? How will you KNOW what they know? (assessment) How can you accommodate different learning styles?

38. Click to add title Video Lectures: Sanity??? 1 hour of class = about 20 minutes of video lecture Takes me 1-2 hours to record and upload. Easier to record 3-5 minute videos (if you mess up, you delete only a little and start over) DON’T expect to be perfect, don’t re-record for every small mistake or um blip. (Give extra credit to find your mistakes.) Extra examples, more detailed videos are often appreciated as complementary (but not required) watching Start at the END of your class (last 1/3), and build forward each year. Or start with examples only.

39. Click to add title SANELY Flipping Your Classroom: Tasks Video Lectures Classroom -- Active Learning Student Learning Strategies (Learn How to Learn) Exams & Grading Resources

40. Click to add title Video Lectures: Active Learning ‘Are there any questions?’ WHAT is the Electric Field??? (Discuss with your neighbors … Two minutes) Think-Pair-Share – NOW are there any questions? Think Aloud Pair Problem Solving (Students as Teachers) Group Problem Solving Vote for the answer / Clickers Reference/ Resources: Richard Felder NCSU

41. Click to add title SANELY Flipping Your Classroom: Tasks Video Lectures Classroom -- Active Learning Student Learning Strategies (Learn How to Learn) Exams & Grading Resources

42. Click to add title Video Lectures: Learning to Learn TELL your students what you are doing, and why. Practice makes perfect Incentivize, but do not punish. Invite questions, there are no stupid questions Leave room for mistakes and learning Assess yourself / your class constantly – Change things that aren’t working LISTEN to your students. TALK to them.

43. Click to add title SANELY Flipping Your Classroom: Tasks Video Lectures Classroom -- Active Learning Student Learning Strategies (Learn How to Learn) Exams & Grading Resources

44. Click to add title Video Lectures: Grading Strategies Midterm I 75/100 Midterm II 42 / 100 Midterm III 95/100 Final Section I 65/100 Final Section II 85 / 100 Final Section III N/A ! Average: 85 % Exams: Motivate Learning, Assess Success

45. Click to add title Video Lectures: Grading Strategies Midterm I 75/100 Midterm II 42 / 100 Midterm III 95/100 Final Section I 65/100 Final Section II 85 / 100 Final Section III N/A ! Average: 85 % Exams: Motivate Learning, Assess Success Save Grading Time!

46. Click to add title Video Lectures: Grading Strategies Homework Extra Credit Labs / Projects Exams Motivate Learning ‘Buy Forgiveness’ Motivate Attention Augment Learning Augment Learning, Assess Success Motivate Learning, Assess Success Videos tell them what you want them to know Homework helps them practice Exams tell you what they know

47. Click to add title SANELY Flipping Your Classroom: Tasks Video Lectures Classroom -- Active Learning Student Learning Strategies (Learn How to Learn) Exams & Grading Resources

48. Click to add title Flipped Classroom: Resources Training, Assistance, Workshops Course Development Framework Hybrid Course Grants Equella Help Equipment to Try Training, Assistance, Workshops Course Development & Assessment Assistance Video YOU in class

49. Click to add title Flipped Classroom: Resources Helping faculty & students with multimedia projects for teaching & research Software, Equipment, Workspace Training, Workshops, etc. Course Development Framework

50. Click to add title Flipped Classroom: Resources www.ece.utah.edu/~cfurse Open Invitation to Visit My Class

51. Click to add title So Where Do We Go From Here? What is the optimal Role for the Professor? Are We becoming Dispensible, or Indispensible?

52. Click to add title So Where Do We Go From Here? Fully Online Versions? Of MOOCs and Money ? Is Knowledge Worth Money, or is it the DEGREE we are paying for? For Profit Education and the cost of a Degree ? Concurrent (High School) Enrollment? MIT Stanford Khan Academy

53. Click to add title So Where Do We Go From Here? Opening Education to the World Why Should They Come HERE?

54. Click to add title So Where Do We Go From Here? Electrical & Computer Engineering 2011-12 2(TWO) 63 Can We (Can I?) Impact the Gender Disparity?

55. Click to add title So Where Do We Go From Here? Can My Students Learn More? Can I Teach Them More? Higher Level Thinking ?( How to Assess This???) Retention – Does it mean the same thing ? Learning Faster? Learning Happier? What Can >I< LEARN??? What Do I WANT to Learn??

56. Click to add title A Busy Professor’s Guide to Sanely Flipping Your Classroom ‘Any Questions?’ Dr. Cynthia Furse Electrical & Computer Engineering www.ece.utah.edu/~cfurse