Category: Flipped Classrooms
DLI Associate Director Romy Ruukel discusses the history of MOOCs, their current status at BU, and digital learning beyond the MOOC-space.
Tuesday, January 28, 2013 / 12-1:30pm
111 Cummington Mall, MCS-180, Hariri Institute Seminar Room
Please visit the Digital Learning Initiative website for more information about Initiative projects or contact firstname.lastname@example.org with any questions.
This Wednesday, BU engineering professor Lorena Barba will give a Teaching Talk on the topic of the “flipped” classroom, in which course content (such as lectures) is delivered online in order to free up class time for interactive participation. Practising what she preaches, Prof. Barba will be flipping the talk itself. She is asking attenders to view an interactive online presentation before they come to the talk. As a tool, Prof. Barba uses the free TED-Ed platform, which she also uses in her classes (see an example here).
Prof. Barba has written a longer piece in defence of the flipped classroom, with many links, available here.
CEIT has now posted its list of Teaching Talks and Teaching Tech Talks scheduled throughout the Spring 2013 semester. The talks are scheduled on various dates and times to make it possible for faculty to explore some talks whatever their schedule. Some scheduled talks with an emphasis on new technologies include:
Databases for non-majors (Jan. 10)
The top 5 things faculty need to know about Blackboard Learn (Jan. 10)
Read & Write Gold (Feb. 6)
Flipped classroom and Echo360 (Feb. 13)
Collaboration tools in Blackboard Learn (Feb. 20)
iPad applications in the classroom (Feb. 25)
Google Apps in your classroom (Feb. 25)
Increasing instructional interactivity with clickers (Mar. 19)
Virtual student exchanges (Apr. 3)
High-tech cheating (Apr. 3)
How to use ePortfolios (Apr. 5)
Making grading easier and more transparent with rubrics in Blackboard Learn (Apr. 11)
Dimensions of online courses and student perceptions (Apr. 17)
Professors are often reluctant to introduce active learning in class for fear that they will not have time to cover the content. In his Introduction to Epidemiology class, Wayne LaMorte has used online technology to flip the classroom. His course website consists of learning modules, including video, for students to absorb content outside of class time, taking a “pre-quiz” to demonstrate they have retained the content. This process freed up classroom time to explore more complicated topics in greater detail: class time could be spent on discussion of controversies and problem-solving (both individual and team-based). After class, students would then take a more detailed “post-test”.
Students reacted with enthusiasm. 98% of the students “agreed” or “strongly agreed” that the online modules were a significant aid to teaching. Their comments included: “Given that I had already taken more advanced epidemiology courses, my main engagement with the course was through the online modules. This provided an excellent way to accommodate people with different levels of experience who could learn at different speeds.” “Did not find I needed to use the textbook. The online modules were more than enough to understand the material.”
Prof. LaMorte developed the online modules using SoftChalk software. SoftChalk is currently being offered to School of Public Health faculty through the Office of Teaching, Learning and Technology. Faculty. Faculty at other schools may be able to take a similar approach using other available technologies such as Echo360, Digication and Blackboard.
BU mechanical engineering professor Lorena Barba has used several new technologies to transform the classroom experience, integrating iTunes, digital inking, screen casting, and blogging. Her classes often “flip” the classroom – that is, they deliver course content outside of class and refocus in-classroom time on discussion and activity – and allow a blended learning experience, where discussion and activity also happens on the Internet as well as in class.
Using a USB connected graphical tablet and her laptop, Barba was able to annotate her Keynote & Powerpoint slides to derive, in real time, solutions to complex mathematical operations. Further, using a screen capture application and a simple microphone, she recorded the lectures which were then posted for download through iTunes. Lectures for Fluid Mechanics (ME303), Bio-aerial Locomotion (EK131/132), and Computation Fluid Dynamics (ME702) can be subscribed to and downloaded from Boston University’s iTunes U page via iTunes or the iTunes U mobile app. Barba’s innovative courses were recognized among the Top 30 iTunes U Engineering Courses by the Degree Central (2010). Some of her courses have student blogs that allow dialogue about the course materials, screencasts, and Skype interviews.
At the First Annual Instructional Innovation Conference, Barba presented a paper describing the technology and techniques used for Digital Inking and Lecture Screencasts, which can be watched via screencast on YouTube. More information about Barba can be found via her people site, her research group, and at the BU:ENG-Mechanical Engineering website.