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Flipping the Traditional Classroom: Using Lecture Capture to Get More In-Class Participation

Flipping the Traditional Classroom: Using Lecture Capture to Get More In-Class Participation Roger Freedman University of California, Santa Barbara airboy@physics.ucsb.edu. Source: Flickr user tanya_little. Traditional course structure.

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Flipping the Traditional Classroom: Using Lecture Capture to Get More In-Class Participation

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  1. Flipping the Traditional Classroom:UsingLecture Captureto Get MoreIn-Class Participation Roger Freedman University of California, Santa Barbara airboy@physics.ucsb.edu Source: Flickr user tanya_little

  2. Traditional course structure 1. Instructor interacts with students primarily by giving a lecture. Source: Futurama

  3. Traditional course structure 1. Instructor interacts with students primarily by giving a lecture. Source: Futurama 2. There is limited time during the lecture for interactive exercises. Source: Flickr user Earls37a

  4. Traditional course structure 1. Instructor interacts with students primarily by giving a lecture. Source: Futurama 2. There is limited time during the lecture for interactive exercises. Source: Flickr user Earls37a 3. Students can’t go back in time to replay the lecture or review portions that they missed. Source: Grand Comics Database

  5. Traditional course structure 1. During the lecture, students think they understand the material. Source: UCSB Photographic Services

  6. Traditional course structure 1. During the lecture, students think they understand the material. Source: UCSB Photographic Services 2. They then go home to try to do the homework… Source: Microsoft/iStockphoto

  7. Traditional course structure 1. During the lecture, students think they understand the material. Source: UCSB Photographic Services 2. They then go home to try to do the homework… Source: Microsoft/iStockphoto 3. …where they discover that they don’t really understand the material after all. Source: Microsoft/iStockphoto

  8. “Flipped” course structure Solution: Use the power of video! Source: Grand Comics Database

  9. “Flipped” course structure Solution: Use the power of video! Have students view the lecture before coming to class — a video podcast Source: Grand Comics Database

  10. “Flipped” course structure Solution: Use the power of video! Have students view the lecture before coming to class — a video podcast Source: Grand Comics Database Then the instructor can devote class time to: • interactive exercises • student work • demonstrations (for science classes) Source: Microsoft/iStockphoto

  11. “Flipped” course structure 1. Instructor records a lecture using a webcam, then publishes it on the Web. Source: Microsoft/iStockphoto

  12. “Flipped” course structure 1. Instructor records a lecture using a webcam, then publishes it on the Web. Source: Microsoft/iStockphoto

  13. A Panopto lecture

  14. A Panopto lecture Current slide

  15. A Panopto lecture Instructor’s talking head Current slide

  16. A Panopto lecture Instructor’s talking head Current slide Video, audio controls

  17. A Panopto lecture Instructor’s talking head Current slide Video, audio controls List of slide titles (captured by software)

  18. A Panopto lecture Instructor’s talking head Current slide Video, audio controls List of slide titles (captured by software) Thumbnails of earlier and later slides

  19. A Panopto lecture Instructor’s talking head Current slide Video, audio controls Students can take notes within Panopto List of slide titles (captured by software) Thumbnails of earlier and later slides

  20. “Flipped” course structure 1. Instructor records a lecture using a webcam, then publishes it on the Web. 2. Before coming to class, students view the online lecture and pose questions to the instructor. Source: Microsoft/iStockphoto Source: Microsoft/iStockphoto

  21. “Flipped” course structure 1. Instructor records a lecture using a webcam, then publishes it on the Web. 2. Before coming to class, students view the online lecture and pose questions to the instructor. Source: Microsoft/iStockphoto Source: Microsoft/iStockphoto 3. In class, instructor clarifies points raised by the students… Source: Flickr user sarahjanenyc1

  22. “Flipped” course structure 1. Instructor records a lecture using a webcam, then publishes it on the Web. 2. Before coming to class, students view the online lecture and pose questions to the instructor. Source: Microsoft/iStockphoto Source: Microsoft/iStockphoto 3. In class, instructor clarifies points raised by the students… 4. …and hasstudents doexercises,answer i>clicker questions. Source: Flickr user sarahjanenyc1 Source: Flickr user sarahjanenyc1

  23. Student responses Premed physics class, Winter 2011 Panopto lectures vs. traditional lectures: Much prefer Panopto Prefer Panopto slightly Panopto = traditional Prefer traditional slightly Much prefer traditional

  24. Student responses Premed physics class, Winter 2011 Panopto lectures vs. traditional lectures: Much prefer Panopto Prefer Panopto slightly Views per lecture: Panopto = traditional Prefer traditional slightly Much prefer traditional All more than once Some more than once None more than once

  25. Future plans • Adjust length, content of Panopto lectures • More UCSB colleagues will be trying Panopto in 2011-12 Source: Grand Comics Database

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