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 Flipping Your Class – Student Experience What would you LIKE? From a student this semester: The videos and notes online were amazing. Didn’t quite get that... rewind, or watch it again later. Very helpful, can’t stress that enough. More classes should do this. An amazing instructor.

3. Click to add title Student Evaluation scores: 2007 200920102011*2012 PreYr1Yr2Yr3Yr4 Overall this was an effective course 4.98 5.685.615.55.48 Overall this was an effective instructor 5.13 5.855.825.45.57 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

4. Click to add title Flipping Your Class – Student Experience What would you NOT like? From one research dean: I have heard that not all students like the flipped classroom approach either because they feel it is too much work!

5. Click to add title Keys to Successful Online Lectures Explain what you want students to learn Short segments, well-focused topics Easy to view / see. Lectures online well in advance of the F2F class And …. ?

6. Click to add title Do Students Really Watch the Videos? A bunch watched when I first uploaded / webinar advertised. Several watched in the last day or two. Last weekend …. WHY did you watch the video? Would your students watch for the same reason?

7. Click to add title Audience Retention (Did they watch it all?)

8. Click to add title Demographics

9. Click to add title

10. What about Questions ?

11. Click to add title What about Questions ? How do you ‘tune’ your lectures? Traditional: YOU tune Flipped: STUDENTS tune

12. Click to add title What about Questions ? But wait, there’s more! WHERE/WHEN/WHAT can/do the students ask questions?

13. Click to add title What REALLY seems to make the difference: The F2F Class DO NOT REPEAT THE LECTURE !!! Short review HW problems Peer/Paper Professor / Blackboard Applications (Cool, Real Stuff)

14. 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 …

15. Click to add title What about Questions ? WHERE/WHEN/WHAT can/do the students ask questions? TraditionalFlipped Before/After Class (Video or Discussion Board) In ClassInClass Short Review (‘Are there any questions?’) InClass -- Triggered by Problem Solving Office Hours (Peers) in Study Groups ?

16. Click to add title What REALLY seems to make the difference: The F2F Class DO NOT REPEAT THE LECTURE !!! What about the students who didn’t watch the videos?? Short review HW problems Peer/Paper Professor / Blackboard Applications (Cool, Real Stuff)

17. Click to add title Video Lectures: Grading Strategies Midterm I 25/100 Midterm II 70 / 100 Midterm III 95/100 Final Section I 75/100 Final Section II 85 / 100 Final Section III N/A ! Average: 85 % Exams: Motivate Learning, Assess Success

18. Click to add title Video Lectures: Grading Strategies Midterm I 25/100 Midterm II 42 / 100 Midterm III 95/100 Final Section I 75/100 Final Section II 85 / 100 Final Section III N/A ! Average: 85 % Exams: Motivate Learning, Assess Success Save Grading Time!

19. 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 … Questions ? Higher Level Understanding ? Intuition ? 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?

20. Click to add title Are There Any Questions?? Yes, but I might look stupid if I ask. There are NO stupid questions! (Safe place) 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

21. Click to add title Higher Level Thinking Skills Can We TEACH Students MORE in less time? http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm How can we know?

22. Click to add title What About Attendance?? What do your students GAIN from your F2F class? Is it essential? What do they LEARN? Is it a waste of their time? Does it SAVE them time? Should you care if your students come to your F2F class?

23. Click to add title How Far Can You Push This? Flipped / Hybrid / Fully Online Can I just skip Friday? MOOCs

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

25. 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?

26. 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

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

28. 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?

29. 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??

30. 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