DR SIMON LANCASTER
STRENGTHS AND WEAKNESSES
Assistance for students
with disabilities and
Logistics and resources
File creation and
VIGNETTES AND PREZI
We use the term
‘vignette’ to refer to a
short segment of a
screencast covering a
critical concept which
may be augmented by
during the editing
Prezi is an alternative
presentation tool that
allows students to
map a non-linear
route; in this case
between vignettes on
aspects of the course.
DOES YOUR SYLLABUS COMPEL
YOU TO PRESENT LOTS OF
DO YOU SOMETIMES WISH YOU
HAD MORE TIME FOR
WHICH OF THESE ASPECTS WOULD
YOU LIKE TO ADDRESS?
Encouraging private study
SO, HOW DO WE DO IT?
Taking the lecture out of the lecture
Inverting the classroom
Learning through enquiry
Something else, see upcoming presentation
OUR MODEL OF LECTURE
Students are strongly encouraged to watch a screencast
recording of the (previous year’s) lecture the flipped
lecture is replacing.
They attend the timetabled teaching slot and are engaged
in as interactive and as ‘challenging’ a session as the
‘lecturer’ can muster using every audience participation
device at their disposal.
Three second year chemistry lectures in descriptive main
Students watched the screencasts in advance and were
then engaged in a interactive session.
Extensive use was made of audience response handsets
but also whiteboards for drawing structures and
WHAT IS AN ORGANOMETALLIC?
1. A compound with both metal
and carbon atoms.
2. A coordination complex in
which one of the ligands
3. A large musical instrument
constructed from tin pipes.
4. A compound containing a
5. An organic molecule with a
metal in it somewhere.
See Ross’s talk but be prepared to flip/invert. Peer instruction
alone is justification!
Why then are organolithium
reagents soluble in organic
Illustrate with a diagram.
How is the Li—C bond
WHICH ARE GENUINE STUDENT
1. A lot of the descriptive chemistry was very dry and essentially boring. It is hard
to teach this kind of material but the 'flipped lectures' seemed to combat this.
2. I think the 'flipped' lectures run by Dr. Lancaster were a really good idea and I
felt more engaged in the module.
3. I appreciated Dr Lancaster's efforts to make the lectures interesting and
engaging in a modern way. The 'flipped' lectures were very successful.
4. I really enjoyed the flipped lectures and find that revising that material is much
5. The flipped-lectures are a definite step in the right direction, away from archaic
lectures with little or no mental stimulus, towards a more interactive learning
experience that maximises learning outcome!
6. They were good fun as it was nice to have interaction with the lecture as
opposed to just being talked at, it was also nice having knowledge of what you
were talking about as we had already gone through the material!
7. I think the flipped lectures were a really good idea because it was a more
interactive way to engage students into learning, rather than the repetitive
routine of having to listen to the lecturer work through a PowerPoint
presentation for an hour.
Flipped lectures are an exciting opportunity to use innovative
blended learning to get the most out of the student and faculty
They are not an easy option for staff or students.
Our model does not involve any reduction in contact hours.
Student reaction has been extraordinarily positive.
I am continually introducing more but have no plans to completely
phase out lectures.
The flipped term can encompass a huge variety of means by
which students prepare. And any number of engagement
approaches during contact time.