5.12.evans,marfani

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5.12.evans,marfani

  1. 1. Podcasts and the “Flipped” Classroom Frederick Community College Evan Evans Erum MarfaniEevans@frederick.edu EMarfani@frederick.edu AFACCT „12 Conference, Montgomery College-Rockville Session 5.12 Room SW-114-C
  2. 2. PODCASTS AND THE“FLIPPED” CLASSROOM Evan Evans & Erum Marfani
  3. 3. Introduction• Define Podcasts • What, Why, How, When, Where• Create a Podcast with a Tablet Laptop (PC)• Describe a 50/50 Class• How to “Flip” a classroom• Create a Podcast with an iPad2• Answer Questions
  4. 4. What is a Podcasts• 2004-Ben Hammersley coined the term “podcasts” • Digital media files • Netcast • Screencasts • Non-streamed webcasts• Plays on any computer (Mac or PC), smartphones, mp3 player, iPod, or iPad
  5. 5. How to create a PodcastHardware: • Tablet computer • iPadSoftware: • Screencasting/Podcasting software • App
  6. 6. Create a Podcast• Tablet PC• Apple iPad2
  7. 7. Why use a Podcasts• Flexibility • Wide variety of topics • Incorporate graphs, photos, tutorials • Makes it personable• Easy/Quick to use • Small learning curve • “Sky‟s the limit”• Comfortable medium (for students)• Multiple learning styles
  8. 8. 50/50 CLASS
  9. 9. What is it?• First half of the class is lecture• Second half is active learning.• Works best for four credit courses that meet twice a week (each class is at least 1 hour and 40 minutes)
  10. 10. How does it work?• Lecture is presented on slides; students are given slides/notes.• Lecture is interactive where material and examples are presented and students work on more examples during lecture.• After lecture is active learning portion: students work on 10-15 problems from that day‟s topic in groups while instructor walks around answering questions.
  11. 11. What are the pros?• Students get a lot of practice with the material in class where they have access to resources like the instructor and their classmates.• This makes homework a lot easier for them.• Since they‟re given notes, we can fly through the presentation and move onto what‟s really important: them getting their hands dirty with the problems.
  12. 12. What are the cons?• Some might argue that we‟re making it too easy by giving them notes.• Well, students take their own notes on the handouts.• What‟s our job: teach the math or teach note-taking?• Hence, there aren‟t any cons.
  13. 13. Example• Section 5.6 and 5.7 slides• Section 5.6 and 5.7 notes
  14. 14. “Flip” Classroom
  15. 15. Where to use a Podcast• Online Courses• Face-to-Face courses• Output portal: • BlackBoard, Angel, Website, E-mail
  16. 16. When to use a PodcastResponding to a homework questionDemonstrating: • How to use the calculator • Targets • TutorialsSupplementing information
  17. 17. Questions? Podcasts and the “Flipped” Classroom Frederick Community College Evan Evans Erum MarfaniEevans@frederick.edu EMarfani@frederick.edu AFACCT „12 Conference, Montgomery College-Rockville Session 5.12 Room SW-114-C

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