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- 1. Creating Flipped Classes for Faculty AND Students: Using Easy and Inexpensive Technologies Sloan Consortium 2013 International Conference on Online Learning Conference Thursday, November 21, 2013 (9:40-10:15 AM) Sheri Stover, Assistant Professor Wright State University College of Education and Human Services
- 2. Instructional Design for Online Learning (IDOL) Sheri Stover, PhD. Assistant Professor Program Director Instructional Design for Online Learning (IDOL) Wright State University Assistant Professor Instructional Design sheri.stover@wright.edu (937) 775-3008
- 4. Experience: FYI: I would consider myself in the “Average” level of technical expertise. ID SKILLS Expert Above Average Average Below Average Beginner Novice Afraid TECHNOLOGY SKILLS
- 5. Reason to Flip Classes: Students watch video lectures outside class and then use class time for interactive learning. 1 2 3
- 6. [BUT FOR TODAY] Flipped Classes Focus: Students watch video lectures outside class and then use class time for interactive learning. 1 2 3
- 7. Traditional Flipped Classes: Video is prepared for student (by faculty, institution, or other) and the students watches video. Teacher creates video
- 8. [BUT FOR TODAY] Traditional Flipped Classes: Video is prepared for student (by faculty, institution, or other) and the students watches video. Student creates video
- 9. Solutions $$$ ???: There are many institutional level solutions that are professional and somewhat costly
- 10. [BUT FOR TODAY] Solutions $$$ ???: Today I will focus on solutions that are free or very inexpensive that can be utilized by students
- 11. Project-Based Learning: Normally, for student-based assignment such as this, we would refer to this as “Project-Based Learning” Student creates
- 12. [BUT FOR TODAY] Flipped-Classroom: Since we have an audience mostly designers and faculty, today we will refer to the video portion as “flipped class” Both
- 14. Assignment: Students in Education graduate class create a flippedclass video about Learner-Centered Teaching.
- 15. Time to Complete: Entire assignment takes 2-3 weeks to complete from start to finish. Create PowerPoint with BBP Design Content Edits and revisions Content Add Audio and Save as Movie Video
- 17. PowerPoint: Students use PowerPoint to create the content that will be used in the flipped-class video.
- 18. Cognitive Overload: Research shows that the 6X6 rule for designing PowerPoint slides cause Cognitive Overload (Atkinson & Mayer, 2004)
- 19. The Learning Curve: Student’s are “Un-Consciously Incompetent” about their inability to design effective slides.
- 20. Limited Capacity: The mind pays attention to only a few pieces of information in each channel
- 21. Active Processing: The mind needs space to select, organize & integrate what’s important
- 22. How People Learn: Working memory can be a roadblock since it is capable of holding only 5-7 items at a time
- 23. Beyond Bullet Point Design (BBD): Five ways to reduce cognitive overload Richard Mayer and Cliff Atkinson http://www.sociablemedia.com/PDF/atkinson_mayer_powerpoint_4_23_04.pdf
- 24. Cognitive Load Theory: Tell me the differences in the designing a PowerPoint slide on the right. • • • • • • Working memory can only hold 5-7 items at a time. Memory need to go from short term to memory. Human beings take in memories through their senses Long term memory is very effective compared to short-term Short term memories can be lost after 24 hrs. Once memories are in long-term it can stay Tell me the differences between the slide on the left and the slide on the right.
- 25. Suggestion #1Signaling Principle-Write a clear headline that explains the main idea of every slide
- 26. Suggestion #1Student have a hard time understanding Suggestion #1 and continue to use a title Title
- 27. Suggestion #2Segmentation Principle: Break up your story into digestible bites in the Slide Sorter view
- 28. Suggestion #3Modality Principle: Reduce visual load by moving text off-screen and narrating the content
- 29. Suggestion #3Text can be removed from the slide and added to your Notes Pane.
- 30. Suggestion #4Multimedia Principle: Use visuals with your words instead of words alone
- 31. Suggestion #4Students should pick images that help communicate the message
- 32. Suggestion #5Coherence Principle: Rigorously remove every element that does not support the main idea
- 33. Powerful Teaching Methodology: Students are required to use the content in four different ways while creating this project (1) Summarize content one short point (2) Summarize content with one image (3) Encode content- own words (4) Review content while adding audio to PPT slides
- 34. BBP- Student Feedback: Students felt learning BBP will give them an advantage because their presentations will be more effective. Question Strongly Agreed or Agreed 1) More effective 84% 2) Less cognitive overload 96% 3) Should be taught to students 96% 4) Will use in the future 92% 5) Needed feedback to learn BBP 75% 6) Will share BBP with others 96% 7) Looks at 6X6 with lower level of appreciation 80% 8) BBP helped me better understand content 87% 9) BBP presentation will give me an advantage because my presentations will be more effective 96% 10) Now feel proficient using BBP 100%
- 36. Adding Audio: You can add audio to your PowerPoint slides by using products like iMove and Camtasia. FREE Screen Readers $75.00 $179.00
- 37. Step-By-Step Instructions: Students were given step-by-step instructions to complete project because I couldn’t review in person
- 38. Step #1: I have my students create their PowerPoint slides (BBP) with audio text narration in the notes pane.
- 39. Step #2: I have my students watch the free Camtasia video tutorials at the TechSmith web site
- 40. Step #3: I have my students download the Camtasia free 30-day trial for Camtasia Studio or Camtasia Mac
- 41. Step #4: I have my students use the PowerPoint Add-In and use PowerPoint to record their audio using Camtasia
- 42. Challenges: (1) The Mac and PC Camtasia are dramatically different. (2) One student got sick and didn’t finish during free trial. 1 2
- 43. Benefits: Camtasia has a PowerPoint add-in (on PC version) and incredibly easy, has automatic closed caption, and does much more
- 45. YouTube Posting: Camtasia and iMovie will allow students to automatically post to their free YouTube accounts.
- 46. Flipped Class Video- Student Feedback: Students felt learning how to create flipped-class videos made them more marketable and will differentiate them Question Strongly Agreed or Agreed 1) Helped learn content better 91% 2) Enjoyed it 96% 3) Prefer to quiz or research paper 92% 4) Instructors should include different technologies to allow students to pick up technology skills 99% 5) Can learn in online classes 96% 6) Get me motivated about my class 86% 7) Help make me marketable 100% 8) Give me skills that will differentiate me from other employees in the future 100% 9) Was nervous before 60% 10) Wasn’t as hard as I thought 79%
- 48. LMS: Online quizzes can be created in LMS that randomized questions and automatically graded
- 49. Google Forms Quiz: You can also use Google Forms to create a free an interactive review/quiz that captures student’s answers
- 51. LMS: Learning Management Systems are a great place to integrate many different technologies
- 52. Weebly: Students can use Weebly as a free online location to add the content, video, quiz and other information Student example: Colleen H. http://colleenhaydenwsu.weebly.com/presentation.html
- 54. Web Conference: Case studies with breakout room discussions and polling can be used to create active online classes
- 55. Poll Everywhere: There are free (up to 40 accounts) education accounts where students can use their cell phone for polling
- 56. Creating Flipped Classes for Faculty AND Students: Using Easy and Inexpensive Technologies Sloan Consortium 2013 International Conference on Online Learning Conference Thursday, November 21, 2013 (9:40-10:15 AM) Sheri Stover, Assistant Professor Wright State University College of Education and Human Services
- 57. Instructional Design for Online Learning (IDOL) Sheri Stover, PhD. Assistant Professor Program Director Instructional Design for Online Learning (IDOL) Wright State University Assistant Professor Instructional Design sheri.stover@wright.edu (937) 775-3008
- 58. IDOL: Instructional Design for Online Learning (IDOL) is a new WSU institutional graduate certificate.
Editor's Notes
- Short Abstract (up to 75 words)Distance education classes continue to grow in higher education because busy non-traditional students need flexible educational alternatives. US News (2102) rated Wright State University as the top online graduate education program in faculty credentials and training. Wright State has taken that expertise and developed classes to help faculty and designers gain expertise in teaching and designing online classes. This session will review the program and share tips for designing effective distance education classes. Description (up to 250 words)Non-traditional students are stay-at-home parents, full and part-time employees, and military personnel who need flexible educational alternatives to continue their college career. Distance education classes have become a welcome alterative for non-traditional students so they can fit their studies into their busy schedule. Faculty being tapped to develop online classes have had years of education in their discipline, but little experience in the pedagogical and technical aspects of designing effective distance education class. US News (2102) rated Wright State as the top online graduate education program in faculty credentials and training. Wright State has taken that expertise and developed classes to help faculty and designers gain expertise in teaching and designing online classes. The target audience for the certificate program in Instructional Design in Online Learning (IDOL) is faculty and course designers from higher education, K-12 and training. The entire IDOL program is taught online to allow participants to not only learn about effective pedagogies of distance education but also experience it from a student’s perspective. The program provides participants ample opportunities to practice and gain rich formative feedback to build their expertise and confidence about designing and teaching online. This session will review the IDOL certificate program and share techniques used to develop online classes that are designed to encourage learning at deep levels and have high sense of community. The session will also include two participants who completed an IDOL class and then took the principles they learned and developed their own online class.
- Sheri Stover, PhD.Wright State UniversityAssistant ProfessorInstructional DesignSheri.stover@wright.edu(937) 775-3008
- Clarifications for today’s presentation
- Experience: FYI: I would consider myself in the “Average” level of technical expertise.
- Reason to Flip Classes: Students watch video lectures outside class and then use class time for interactive learning.
- [BUT FOR TODAY] Flipped Classes Focus: Students watch video lectures outside class and then use class time for interactive learning.
- Traditional Flipped Classes: Video is prepared for student (by faculty, institution, or other) and the students watches video.
- [BUT FOR TODAY] Traditional Flipped Classes: Video is prepared for student (by faculty, institution, or other) and the students watches video.
- Solutions $$$ ???: There are many institutional level solutions that are professional and somewhat costly
- [BUT FOR TODAY] Solutions $$$ ???: Today I will focus on solutions that are free or very inexpensive that can be utilized by students
- Project-Based Learning: Normally, for student-based assignment such as this, we would refer to this as “Project-Based Learning”
- [BUT FOR TODAY] Flipped-Classroom: Since we have an audience mostly designers and faculty, today we will refer to the video portion as “flipped class”
- PowerPoint has now become a ubiquitous tool that is part of most classroom presentations and most business presentations.
- Assignment: Students in Education graduate class create a flipped-class video about Learner-Centered Teaching.
- Time to Complete: Entire assignment takes 2-3 weeks to complete from start to finish.
- Step #1 Create Content:PowerPoint slides using the Beyond Bullet Point Design(BBP)
- PowerPoint:Students use PowerPoint to create the content that will be used in the flipped-class video.
- Cognitive Overload:Research shows that the 6X6 rule for designing PowerPoint slides cause Cognitive Overload
- The Learning Curve: Student’s are “Un-Consciously Incompetent” about their inability to design effective slides.
- Limited Capacity:The mind pays attention to only a few pieces of information in each channelThe Limitations of PerceptionLimited capacity is the concept that people can pay attention to only a few pieces ofinformation in each channel at a time.When an illustration or animation is presented, the learner is able to hold only a fewimages in working memory at any one time. These images reflect portions of thepresented material rather than an exact copy of the presented material. When anarration is presented, the learner is able to hold only a few words in working memoryat any one time.In a PowerPoint context, the question is: Does the presentation take into considerationthe limited capacity of the information processing channels, by minimizing the chancesof overloading the cognitive system?
- Active Processing: The mind needs space to select, organize & integrate what’s importantPeople do not blindly take in information and send it straight to long-term memory. A person processes all information coming through their working memory and actively processes the material. Active processing is the concept that people understand the presented material when they pay attention to the relevant material, organize it into a coherent mental structure, and integrate it with their prior knowledge. Human beings are active processors try to make as much sense of a presentation as they can. They are not passive processors who blindly store information. It is important for designers of PowerPoint to realize that their audience needs time to actively process the information that will be shared with them. The designer needs to add as much scaffolding to allow the audience to make connections to the material so that they can more quickly understand it. If the material is so far over the audiences head, it will slow down the active processing and cause cognitive overload.
- How People LearnMemory is not a single, simple function where information can be poured into. Here is an explanation of how cognitive load affects how people learn: There are three distinct memory processes that a human being needs to use in order to remember information. Sensory Information storage- Is where the brain receives information through the senses and stores it for several tenths of a second before it passes the information along to the short-term memory. Working Memory:This is where it temporarily holds information until further processes. Once the information gets into the short-term memory, your brain processes by making a judgment about it’s importance, relevance, and significance of the information to determine if it should process the information along to the long-term memory. When a person forgets the name of the person they just met, this is an example of information not moving from the short-term memory to long-term memory. The Short-Term memory has severe limitation on its capacity. Commonly it can only hold 3-4 chunks of information becomes saturated and the person cannot concentrate on any more information. Short-Term memory can only hold small amounts of information for about 20 seconds. Processing can be slowed down further when it becomes necessary for the short-term memory to make judgments or connections to the material to determine if the information is relevant and the person tries to make meaning or connections to the material. So while the Short-Term memory is trying to process all the information, a person may tune-out until their brain gets caught-up. Long-Term Memory- There are practically not limits to the amount of information that can be stored in your Long-Term memory. The challenges come in getting the information processed and passed to the long-term memory and then finding ways to retrieve the data. The Long-Term Memory saves data not on what was actually there in sensory information, but on what they thought was there (so if the information was improperly processed, that is the way it will be stored). A person’s ability to retrieve information is strengthen when the number of locations in which the information is stored is increased and the connections between other pathways of information stored in the brain.
- So, how do we develop PowerPoints that utilize the research based principles behind the Cognitive Load Theory? Richard Mayer and Cliff Atkinson have developed a PowerPoint Design model that helps to minimize cognitive overload. They call their model the “Beyond Bullet Point Design” (BBD). Their model have five suggestions to developing PowerPoint presentations that reduce cognitive overload. Richard Mayer and Cliff Atkinson are both respected in this area and have extensive experiences that make their suggestions credible. Richard Mayer has been named the most prolific researcher in the field of educational psychology and Cliff Atkinson has written several books on this topic and acts as a consultant for corporations attempting to implement these principles.
- Cognitive Load Theory:Tell me the differences in the designing a PowerPoint slide on the right.
- Suggestion #3-Text can be removed from the slide and added to your Notes Pane. The third suggestion was to remove the text from the slide. This causes some people anxiety because (1) the text helps prompt them when they are giving the presentation and (2) there is sometimes detailed information that the presenter wants to share with the audience. The suggestion would be to remove the text from the slide and put in in your PowerPoint Notes Pane at the bottom of the screen. It is possible to print out your presentation in the Notes View which can be used as a “prompt” during your presentations and also given to the audience to provide them with any detailed information that was not written on the screen.
- Step #2 Add Audio:Use iMovie or Camtasia to add audio to PPT slides
- Step #3 Post Video:Students post videos to YouTube
- Step #4 Assess Knowledge:How to create an online quiz to ensure that students reviewed the flipped-class video
- Step #5 Adding Context:Create single location
- Step #6 Applying Knowledge:Creating active learning activities for student to apply the knowledge
- Short Abstract (up to 75 words)Distance education classes continue to grow in higher education because busy non-traditional students need flexible educational alternatives. US News (2102) rated Wright State University as the top online graduate education program in faculty credentials and training. Wright State has taken that expertise and developed classes to help faculty and designers gain expertise in teaching and designing online classes. This session will review the program and share tips for designing effective distance education classes. Description (up to 250 words)Non-traditional students are stay-at-home parents, full and part-time employees, and military personnel who need flexible educational alternatives to continue their college career. Distance education classes have become a welcome alterative for non-traditional students so they can fit their studies into their busy schedule. Faculty being tapped to develop online classes have had years of education in their discipline, but little experience in the pedagogical and technical aspects of designing effective distance education class. US News (2102) rated Wright State as the top online graduate education program in faculty credentials and training. Wright State has taken that expertise and developed classes to help faculty and designers gain expertise in teaching and designing online classes. The target audience for the certificate program in Instructional Design in Online Learning (IDOL) is faculty and course designers from higher education, K-12 and training. The entire IDOL program is taught online to allow participants to not only learn about effective pedagogies of distance education but also experience it from a student’s perspective. The program provides participants ample opportunities to practice and gain rich formative feedback to build their expertise and confidence about designing and teaching online. This session will review the IDOL certificate program and share techniques used to develop online classes that are designed to encourage learning at deep levels and have high sense of community. The session will also include two participants who completed an IDOL class and then took the principles they learned and developed their own online class.
- Sheri Stover, PhD.Wright State UniversityAssistant ProfessorInstructional DesignSheri.stover@wright.edu(937) 775-3008
- Thank you