Flipping the Classroom and Lecture Capture Active Learning in Organic Chemistry cCWCS Workshop...
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Transcript of Flipping the Classroom and Lecture Capture Active Learning in Organic Chemistry cCWCS Workshop...
Flipping the Classroomand Lecture Capture
Active Learning in Organic ChemistrycCWCS Workshop
Charlotte, NC
Vincent Maloney
Introduction
• More experience with CAT’s and clickers• Less experience with flipping the class
and lecture capture• Others here who have flipped their
classroom– Robert Rossi– Jessica Fautch
Outline• Brief description• Workshop Flip Part 1• Why Flip?– Straw man: traditional lecture– Learning outcomes
• My “small” flip• My “big” flip• Lecture capture technology• Workshop Flip Part 2• Last comments and acknowledgements
Flipping the ClassroomHave you used used CAT’s, JiTT, and/or peer to peer problem
solving?
50%
50% 1. Yes2. No
Flipping the Classroom• Have used used CAT’s, JiTT, and/or peer to
peer problem solving?a. Yesb. No
• If yes, then you have flipped the classroom to some extent.
• So what’s different?
Workshop Flip Part 1• Instead of “lecture” about website–Assignment: view organicERs website
• Assessment before “class”: none today• Peer group problem solving– discussion of questions
organicERs.org
Suggest at least 1 contribution you could give to website or describe/demonstrate one that you have already submitted.
Why Do It This Way?• Traditional Lecture: Straw Man– Students read text before lecture (maybe)– Lecture given in traditional manner– After class, students work on assignments• May work together• May ask instructor questions
– Problems in understanding not recognized until homework turned in or quiz/exam
Bloom’s Taxonomy
KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation
How many of these outcomes do you think traditional lecture addresses?
20%20%20%20%20% 1. 0
2. 13. 24. 45. 6
Bloom’s TaxonomyHow many of these outcomes do you think traditional lecture addresses?a. 0 b. 1 c. 2 d. 4 e. 6
According to L. Nilson, Teaching at Its Best p. 107Knowledge Transfer
CAT’s, JiTT, Peer to peer problem solving, POGIL address more learning outcomes, all remaining
The Flip• Given benefits of other techniques
• Move lecture outside of face to face classroom – Online recorded lectures
• Use other techniques entirely during classroom
The “Small” Flip• Start Small– Lee Gibson, A Peer-Learning Approach to Conceptual
Understanding with iclicker in the Mathematics Classroom, Classroom Response Systems: Innovations and Best Practices, Louisville, Kentucky, November 15th, 2008
• Record nomenclature lectures (Screencorder)• In students start with short quiz• Work on more complex nomenclature problems
The “Big” Flip• Funded CELT proposal for summer 2013– Record lectures < 20 min.
• Lecture length based on topic• Chunking
– Students watch lectures before class– Students complete online assignment/quiz using
Respondus– Face to Face Class
• Ask questions of increasing complexity
– End of Week: Muddiest point CAT
The Flip• At the website already– Robert D. Rossi, Flipping the Sophomore Organic Chemistry
Classroom– Jessica Fautch, Organic Chemistry Upside Down: The
Flipped Classroom
Lecture Capture• Simultaneously records–Voice of speaker–Video of speaker–Actions on a computer screen• Powerpoint presentation• Internet browsing• Jmol
Lecture Capture• Record in class or prior to class• Instructor– Can edit– Can import other video– Can track student usage
• Student view online– Students can watch multiple times– Can select portion to watch easily– Can add notes and comments
Lecture Capture• In class use– Students overall positive– Anecdotally, student attendance did decrease over
time• Course flip use– Lectures pre-recorded followed by assignment– No recording of face to face class
Lecture CaptureWithin 4 year period• Screencorder• Adobe Presenter• Tegrity
• Live Scribe and Educreations both can be used • Camtasia, ScreenFlow