STUDENT-GENERATED FLIPPED CLASSROOM LECTURES

STUDENT-GENERATED FLIPPED CLASSROOM LECTURES Michael (Mike) Kane NTID Business Studies NTID Professional Development Series Power Workshop October 16, 2017

COURSE INFORMATION Spreadsheet Applications for Business (NAST-160) Microsoft Excel Software Topics Flipped Course with Teacher-Generated Videos (5 Academic Years) Academic Year 2016 / 2017– Spring Semester (January 2017 – May 2017)

STUDENT-GENERATED VIDEOS 8 Videos Total Length – 12 ½ minutes Average Video Length – 1 minute and 30 seconds

YOUTUBE PLAYLIST https://www.youtube.com/playlist?list=PLXq6vv0h43WQGMsF71jezQm4xO3Y4J_y7

PEDADOGICAL APPROACH BENEFITS Current students are technology-savvy De-facto peer tutoring takes place Student ownership of active learning

PEDADOGICAL APPROACH BENEFITS E-curriculum library available Videos shown for future sections for same course – save lecture time

PEDADOGICAL APPROACH BENEFITS Meets many desired course learning outcomes (development of data, information management skills, problem solving skills and work skills) Meets many desired program outcomes/goals (technical competence, workforce entry and critical thinking)

RUBRIC

STUDENT-GENERATED QUIZ: SPELLING What was the first misspelled word in this file? ________________________________ What was the second misspelled word in this file? ______________________________ Which tab in the home ribbon do you utilize to “locate” the spelling feature? __________ Those two misspelled words were changed. How? Please describe the steps undertaken when in the dialogue box generated by the spelling feature? ________________________ Why is the spelling function important? ________________________________________

ACCESSIBILITY NTID Learning Consortium and Online Learning Initiatives NTID Engineering Services RIT Innovative Learning Institute - Teaching And Learning Services RIT Guidelines for Captioning Audio-Visual Media

FLIPPED CLASSROOM LECTURES STUDENT SURVEY 5 Questions 100% Response Rate (8 Students Total) Focus – determining preferences: teacher-generated videos or student-generated videos? Also – should this learning/teaching approach be continued?

QUESTION 1 For this class this semester, you viewed numerous flipped classroom lectures focusing on Microsoft Excel skills – a mixture of both teacher-created and student-created videos. Please define “flipped classroom lecture”in your own words.

SELECTED STUDENT SURVEY RESPONSESFLIPPED CLASSROOM LECTURES – DEFINITION? . . . Online lecture . . . Teacher explaining to students about doing work Excel . . . Short video lectures viewed by students at home

SELECTED STUDENT SURVEY RESPONSESFLIPPED CLASSROOM LECTURES – DEFINITION? . . . Watching videos that teach us about the little topics . . . Students are able to listen to prerecorded videos of topics to assist them in learning

QUESTION 2 For your semester project for this course, you created a flipped classroom lecture. How would you describe your experience with this video? _____Yes – creating my video was a positive learning activity for me. _____No – creating my video was not a positive learning activity for me. _____ Neutral – creating my video was neither a positive nor a negative learning activity for me.

QUESTION 3 You have watched videos created by your classmates. Was that a positive learning experience for you? Choose one response below. _____ Yes, watching my classmates’ videos was a positive learning activity for me. _____ No, watching my classmates’ videos was a not positive learning activity for me. _____ Neutral, watching my classmates’ videos was neither a positive nor a negative learning experience for me.

QUESTION 4 Throughout this semester, you have viewed numerous videos – some created by your teacher and others created by yourself and your classmates. Which videos do you prefer to learn from – the ones generated by your teacher, the ones generated by you and your classmates, or both? Choose one response below. _____ I prefer to watch the videos created by the teacher. If so, why? _____ I prefer to watch the videos created by myself and my classmates. If so, why? _____ I prefer to watch the videos created by both the teacher as well as by myself and my classmates. If so, why?

SELECTED STUDENT SURVEY RESPONSESPREFERENCE - TEACHER . . . More information . . . Teacher explaining more clearly . . . More clear and know what proper Excel tab or formula to use . . . Teacher already has the skills to teach

SELECTED STUDENT SURVEY RESPONSESPREFERENCE – BOTH TEACHER/CLASSMATES . . . Shows that the students understand the topics . . . Prefer their use of their ASL as to fit my ASL . . . I think the teacher is willing be helpful with the videos created by myself

SELECTED STUDENT SURVEY RESPONSESPREFERENCE – BOTH TEACHER/CLASSMATES . . . Good experience to practice by the students . . . Fun to learn through my classmates

QUESTION 5 Should the teacher continue this student-generated video project for Spreadsheet Applications for Business classes in the future? Select one response below. _____ Yes _____ No _____ Not sure/ maybe

FUTURE PLANS This semester – 13 more student-generated videos Same survey will be distributed to the students

“TAKE HOME” THOUGHTS Ideal differentiated instruction opportunity Students “own” this project from start to finish with some technical guidance Students become teachers

SPECIAL THANKS Linda Bryant Wes Blue

THANK YOU!

STUDENT-GENERATED FLIPPED CLASSROOM LECTURES