This document discusses strategies for facilitating learning in lecture theaters. It begins by outlining a progression from lecture capture to lecture flipping. Lecture flipping involves students watching recorded lectures before class and using class time for active learning techniques like peer instruction. The document provides examples of implementing lecture flipping and soliciting student-generated questions. It emphasizes the importance of interaction and relinquishing control to promote deeper learning. Overall, the document advocates for flipping lectures to increase student engagement and learning compared to traditional lectures.

1. FACILITATING
LEARNING IN THE
LECTURE THEATRE
PROF SIMON J LANCASTER
UNIVERSITY OF EAST ANGLIA
S.LANCASTER@UEA.AC.UK
@S_J_LANCASTER

2. A PRAGMATIC PROGRESSION
• Lecture Capture
• Vignettes
• Lecture Flipping
• Peer Instruction

3. DO YOU CAPTURE LECTURES?
A. Do I what?
B. No and no interest
C. No
D. No choice, institutional
policy
E. I’d like to but it’s too
technically difficult
F. Yes
Do
Iw
hat?
No
and
no
interest
No
No
choice,institutionalp...
I’d
like
to
butit’stoo
tec...
Yes
0% 0% 0%0%0%0%

4. ‘SCREENCASTING VERSUS
LECTURE CAPTURE’?
• A screencast is a recording of the evolving
image on the screen during a presentation
synchronised with the speaker’s audio
narration.
• We record using Camtasia Studio but other
solutions are available.

5. WHICH OF THESE DO YOU REGARD AS
PROS OF SCREENCASTING / LECTURE
CAPTURE?
A. Learning aid
B. Revision aid
C. Illness contingency
D. Self observation
E. Recording ‘quality
control’
Learning
aid
Revision
aid
Illnesscontingency
Selfobservation
Recording‘qualitycontrol’
0% 0% 0%0%0%

6. WHICH OF THESE DO YOU REGARD AS
CONS OF SCREENCASTING / LECTURE
CAPTURE?
A. Additional equipment
B. Revision aid
C. Discourages lecture
attendance?
D. Discourages note
taking?
E. Takes too long
Additionalequipm
ent
Revision
aid
Discourageslecture
att...
Discouragesnote
taking?Takestoo
long
0% 0% 0%0%0%

7. WHAT IS THE MOST SIGNIFICANT
ABSENCE IN A RECORDING VERSUS A
LIVE SESSION?
A. Charisma
B. Claustrophobia
C. Agoraphobia
D. Intimacy
E. Interaction
F. None, they are equally
good
Charism
a
ClaustrophobiaAgoraphobia
Intim
acyInteraction
None,theyareequally...
0% 0% 0%0%0%0%

8. VIGNETTES
• 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

9. STUDENT COMMENTS ON
FACULTY AUTHORED VIGNETTES
• “Staff vignettes are great revision tools
because they are recorded well and the
information is clear and concise!”
• “Good revision tool because if you haven't
completely understood something in the
lecture or when revising then you can go to
that place in the vignette and listen to the
explanation again!”
• “All lecturers should do it”
• “Would be more effective if lectures were

10. DO YOU ASK YOUR STUDENTS TO
PREPARE AND PRESENT
PRESENTATIONS?
A. Yes
B. No
Yes
No
0%0%

11. FLIPPING ROLES:
STUDENT AUTHORED
VIGNETTES
1. The students are paired and allocated a revision
topic.
2. Each student pair prepares a presentation to be
critiqued by their peers and instructors.
3. Each pair delivers a presentation to their peers and
the session is captured using Camtasia Studio.
4. Each student pair creates a vignette from their
screencast or a subsequent recording.
5. The student authored vignettes are published online
to be used as a revision tool.

12. UPTAKE
When was the exam?

13. DOES THE NEED TO COVER THE
CONTENT EVER MEAN YOU WISH
YOU HAD TIME FOR MORE
INTERACTION?
1.Yes
2.No
Yes
No
0%0%

14. ARE THERE PARTS OF THE COURSE
STUDENTS “DON’T GET”?
1.Yes
2.No
Yes
No
0%0%

15. ARE YOU EVER FRUSTRATED BY
PERSISTENT MISCONCEPTIONS?
1.Yes
2.No
Yes
No
0%0%

16. WHAT WOULD YOU LIKE TO DO TO
IMPROVE LEARNING?
1. Encourage attendance
2. Increase engagement
3. Incentivise private
study
4. Facilitate thought
Encourage
attendance
Increaseengagem
ent
Incentiviseprivate
studyFacilitatethought
0% 0%0%0%

17. 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.

18. UPTAKE

19. 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

20. THE IMPORTANCE OF THE
QUESTION

21. WHERE DOES MOST OF THE WEIGHT OF
A MATURE OAK TREE COME FROM?
1. The acorn
2. Soil
3. Rain
4. Air
Theacorn
Soil
Rain
Air
0% 0%0%0%

22. TURN TO YOUR NEIGHBOUR

23. WHERE DOES MOST OF THE WEIGHT OF
A MATURE OAK TREE COME FROM?
1. The acorn
2. Soil
3. Rain
4. Air
Theacorn
Soil
Rain
Air
0% 0%0%0%

24. WHICH ONE OF THE THREE LITTLE
PIGS BUILT THE MOST
ENVIRONMENTALLY SUSTAINABLE
HOUSE?
A.First little pig (straw)
B.Second little pig (wood)
C.Third little pig (brick)
Firstlittle
pig(straw
)
Second
little
pig(w
ood)
Third
little
pig
(brick)
0% 0%0%

25. THE GOLDILOCKS ZONE

26. WHO IS BEST PLACED TO
DETERMINE THE GOLDILOCKS
ZONE?

27. STUDENT SOURCING
QUESTIONS?
• Be open to student suggestions
• Encourage students to submit questions for
use within flipped sessions
• Use Peerwise to structure, screen and select
questions in the sweet spot for peer
instruction
• Seek answers from students and even draft
new questions ‘on the hoof’

28. CONCLUSIONS SUGGESTIONS
• Ask what you are adding by expecting your students to
attend.
• Can you reduce your content sufficiently to allow
enough interaction?
• Can you ever have enough interaction?
• If you can’t then flip.
• Start small but commit fully.
• Question everything, especially the questions.
• Try Peer Instruction… or just skip straight to PBL.
• Seek (possible) answers from the floor.
• Relinquish as much control as possible and enjoy the
ride.

29. ACKNOWLEDGEMENTS
• Prof Eric Mazur
• Dr David Read
• Prof Simon Bates
• Dr Ross Galloway
• Dr Anna Wood
• Prof Tina Overton

30. MORE THAN ANECDOTAL
EVIDENCE
• Scott Freeman, Sarah L. Eddy, Miles
McDonough, Michelle K. Smith, Nnadozie
Okoroafor, Hannah Jordt, and Mary Pat
Wenderoth Active learning increases student
performance in science, engineering, and
mathematics PNAS 2014 ; published ahead of
print May 12, 2014,
doi:10.1073/pnas.131903011