The flipping lecture birmingham

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Talk for the 18th July 2013 #UoBSTEM event

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The flipping lecture birmingham

  1. 1. THE FLIPPING LECTURE BEYOND SCREENCASTING DR SIMON LANCASTER @S_J_LANCASTER @CHEMVIGNETTE
  2. 2. SCREENCASTING: STRENGTHS AND WEAKNESSES Learning aid Assistance for students with disabilities and learning difficulties Revision aid Illness contingency Self observation Recording ‘quality control’ Logistics and resources Time Consuming Preparation Editing File creation and maintenance Discourages lecture attendance? Discourages note taking? Lazy revision?
  3. 3. 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 an interactive component introduced during the editing process. 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.
  4. 4. DOES YOUR SYLLABUS COMPEL YOU TO PRESENT LOTS OF MATERIAL?
  5. 5. ARE YOUR LECTURES INTERACTIVE?
  6. 6. DO YOU SOMETIMES WISH YOU HAD MORE TIME FOR INTERACTION?
  7. 7. WHICH OF THESE ASPECTS WOULD YOU LIKE TO ADDRESS? Attendance Attention Understanding Enjoyment Encouraging private study
  8. 8. SO, HOW DO WE DO IT? Bribery It’s hopeless Taking the lecture out of the lecture Inverting the classroom Integrating Technology Peer instruction Learning through enquiry Lecture flipping Something else, see upcoming presentation
  9. 9. OUR MODEL OF LECTURE FLIPPING? 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.
  10. 10. ILLUSTRATION Three second year chemistry lectures in descriptive main group organometallics. 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 equations.
  11. 11. UPTAKE
  12. 12. WHAT IS AN ORGANOMETALLIC? 1. A compound with both metal and carbon atoms. 2. A coordination complex in which one of the ligands contains carbon. 3. A large musical instrument constructed from tin pipes. 4. A compound containing a metal-to-carbon bond. 5. An organic molecule with a metal in it somewhere.
  13. 13. PEER INSTRUCTION See Ross’s talk but be prepared to flip/invert. Peer instruction alone is justification!
  14. 14. Why then are organolithium reagents soluble in organic solvents? Illustrate with a diagram. How is the Li—C bond polarised?
  15. 15. WHICH ARE GENUINE STUDENT EVALUATION COMMENTS? 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 easier. 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.
  16. 16. CONCLUSIONS Flipped lectures are an exciting opportunity to use innovative blended learning to get the most out of the student and faculty time. 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.

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