1. Gynhadledd Medi 16-18Conference September
16-18#PADGD14(WELSH)#AUTEL14(ENGLISH)Ysbrydoli Dysgu:Rhannu
Technoleg ac HanesionTechnolegInspiring Teaching:Sharing Teaching
andTechnology Tales
2. MORE EFFECTIVE USEOF (TEACHING) TIMEAND SPACE#PADGD14
(WELSH)#AUTEL14 (ENGLISH)PROF SIMON J LANCASTERUNIVERSITY OF EAST
[email protected]@S_J_LANCASTER
3. A TALE ABOUT A JOURNEY Screencasts Vignettes Lecture
Flipping Peer Instruction
4. IN DEFENCE OF THE LECTURE?
5. MORE THAN ANECDOTALEVIDENCE Scott Freeman, Sarah L. Eddy,
MilesMcDonough, Michelle K. Smith, NnadozieOkoroafor, Hannah Jordt,
and Mary PatWenderoth Active learning increases studentperformance
in science, engineering, andmathematics PNAS 2014 ; published ahead
ofprint May 12, 2014,doi:10.1073/pnas.131903011
6. DO YOU SCREENCAST?A. Do I what?B. No and no interestC. NoD.
No choice, institutionalpolicyE. Id like to but its tootechnically
difficultF. Yes0% 0% 0% 0% 0% 0%Do I what?No and no interestNoNo
choice, institutional p...Id like to but its too tec...Yes
7. SCREENCAST? A screencast is a recording of the evolvingimage
on the screen during a presentationsynchronised with the speakers
audionarration. We record using Camtasia Studio but othersolutions
are available.
8. TIS EASY
9. STRENGTHS AND WEAKNESSES Learning aid Assistance for
studentswith disabilities andlearning difficulties Revision aid
Illness contingency Self observation Recording qualitycontrol
Logistics and resources Time Consuming Preparation Editing File
creation andmaintenance Discourages lectureattendance? Discourages
notetaking?
10. WHAT IS THE MOST SIGNIFICANTABSENCE IN A SCREENCAST VERSUSA
LIVE SESSION?A. CharismaB. ClaustrophobiaC. AgoraphobiaD.
IntimacyE. InteractionF. None, they are equallygood0% 0% 0% 0% 0%
0%CharismaClaustrophobiaIntimacyInteractionNone, they are
equally...Agoraphobia
11. VIGNETTES We use thetermvignette torefer to ashortsegment
ofascreencast,covering acriticalconcept,which maybeaugmentedby
aninteractive
12. STUDENT COMMENTS ONFACULTY AUTHORED VIGNETTES Staff
vignettes are great revision toolsbecause they are recorded well
and theinformation is clear and concise! Good revision tool because
if you haven'tcompletely understood something in thelecture or when
revising then you can go tothat place in the vignette and listen to
theexplanation again! All lecturers should do it Would be more
effective if lectures wererecorded as vignettes that are only
5
13. DO YOU HAVE THE RESOURCES FORFACULTY TO PRODUCE LOTS OF
BLENDEDLEARNING OBJECTS?A. YesB. No0% 0%YesNo
14. DO YOU ASK YOUR STUDENTS TOPREPARE AND
PRESENTPRESENTATIONS?A. YesB. No0% 0%YesNo
15. FLIPPING ROLES:STUDENT AUTHOREDVIGNETTES Synoptic final
examination questions. Formative revision peer presentations
andhandouts. Require students to produce vignettes. Interactive
revision tools available at time ofexamination.
16. IMPLEMENTATION1. The students are paired and allocated a
revisiontopic.2. Each student pair prepares a presentation to
becritiqued by their peers and instructors.3. Each pair delivers a
presentation to their peers andthe session is captured using
Camtasia Studio.4. Each student pair creates a vignette from
theirscreencast or a subsequent recording.5. The student authored
vignettes are publishedonline to be used as a revision tool.
17. SUPPORT Drop-in workshops Teaching associate authored
instructionalscreencasts
18. AN EXAMPLE
19. UPTAKEWhen was the exam?
20. EVALUATION QUOTES Thought aboutinformation in a
differentway when preparinginteractive questions You can add more
toexisting presentationwhich is good Made you go overmaterial you
might haveforgotten Had lecture notes andadditional
material(narration) Highlights key areas No experience
madepreparation difficult Students dont have a lotof time to do it.
Takeslonger than actualpowerpoint Need more
Camtasiaexperience/easiersoftware Very good revision tool ifa lot
of effort is put intoproducing it Quality may differ andaffect
revision cant relyon them
21. DO YOU FEEL OBLIGED TO DELIVERA CERTAIN MINIMUM AMOUNT
OFCONTENT?1.Yes2.No0% 0%YesNo
22. DO WISH YOU HAD TIME FORMORE INTERACTION?1.Yes2.No0%
0%YesNo
23. ARE THERE PARTS OF THE COURSESTUDENTS DONT GET?1.Yes2.No0%
0%YesNo
24. ARE YOU EVER FRUSTRATED BYPERSISTENT
MISCONCEPTIONS?1.Yes2.No0% 0%YesNo
25. WHAT WOULD YOU LIKE TO DO TOIMPROVE LEARNING?1. Encourage
attendance2. Increase engagement3. Incentivise privatestudy4.
Facilitate thought0% 0% 0% 0%Increase engagementIncentivise private
studyEncourage attendanceFacilitate thought
26. OUR MODEL OF LECTUREFLIPPING Students are strongly
encouraged to watch ascreencast recording of the (previous years)
lecturethe flipped lecture is replacing. They attend the timetabled
teaching slot and areengaged in as interactive and as challenging
asession as the lecturer can muster using everyaudience
participation device at their disposal.
27. UPTAKE
28. WHICH ARE GENUINE STUDENTEVALUATION 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 goodidea and I felt more engaged
in the module.3. I appreciated Dr Lancaster's efforts to make the
lectures interestingand engaging in a modern way. The 'flipped'
lectures were verysuccessful.4. I really enjoyed the flipped
lectures and find that revising that materialis much easier.5. The
flipped-lectures are a definite step in the right direction,
awayfrom archaic lectures with little or no mental stimulus,
towards a moreinteractive learning experience that maximises
learning outcome!6. They were good fun as it was nice to have
interaction with the lectureas opposed to just being talked at, it
was also nice having knowledgeof what you were talking about as we
had already gone through thematerial!
29. THE IMPORTANCE OF THEQUESTIONBlooms Taxonomy
source:http://edorigami.wikispaces.com/
30. PHYSICS (FORCES) OR BIOCHEMISTRY(PHOTOSYNTHESIS)?1.
Physics2. Biochemistry0% 0%PhysicsBiochemistry
31. WHERE DOES MOST OF THE SUBSTANCEOF A MATURE OAK TREE COME
FROM?1. The acorn2. Soil3. Rain4. Air0% 0% 0% 0%The
acornSoilRainAir
32. TURN TO YOUR NEIGHBOUR
33. WHERE DOES MOST OF THE SUBSTANCEOF A MATURE OAK TREE COME
FROM?1. The acorn2. Soil3. Rain4. Air0% 0% 0% 0%The
acornSoilRainAir
34. A BALL INITIALLY AT REST IN THE HAND, IS THROWNUPWARDS,
COMES BACK DOWN AND IS CAUGHT.WHICH OF THE FOLLOWING REPRESENTS
APLAUSIBLE GRAPH OF VERTICAL ACCELERATIONAGAINST TIME?1. Graph 12.
Graph 23. Graph 30% 0% 0%Graph 1Graph 2Graph 3Graph 1Graph 2Graph
3
35. TURN TO YOUR NEIGHBOUR
36. A BALL INITIALLY AT REST IN THE HAND, IS THROWNUPWARDS,
COMES BACK DOWN AND IS CAUGHT.WHICH OF THE FOLLOWING REPRESENTS
APLAUSIBLE GRAPH OF VERTICAL ACCELERATIONAGAINST TIME?1. Graph 12.
Graph 23. Graph 30% 0% 0%Graph 1Graph 2Graph 3Graph 1Graph 2Graph
3
37. THE GOLDILOCKS ZONE
38. WHO IS BEST PLACED TODETERMINE THE GOLDILOCKSZONE?
39. STUDENT SOURCINGQUESTIONS? Be open to students suggestions
Encourage students to submit questions foruse within flipped
sessions Use Peerwise to structure, screen and selectquestions in
the sweet spot for peerinstruction Seek answers from students and
even draftnew questions on the hoof
40. WHAT WOULD IT TAKE TO MAKE YOURSCHOOL ADOPT NEW
TEACHINGPRACTICES?A. An act of GodB. Positive studentevaluationsC.
An independentqualitative studyD.Quantitative evidenceof improved
learningoutcomesE. None of the above0% 0% 0% 0% 0%An act of
GodPositive student evaluationsNone of the aboveAn independent
qualitati..Quantitative evidence of...
41. CONCLUSIONS SUGGESTIONS Ask what you are adding by
expecting your students toattend. Can you reduce your content
sufficiently to allowenough interaction? Can you ever have enough
interaction? If you cant then flip. Start small but commit fully.
Question everything, especially the questions. Try Peer Instruction
Seek (possible) answers from the floor. Relinquish as much control
as possible and enjoy theride.
42. ACKNOWLEDGEMENTS Prof Eric Mazur Dr David Read Prof Simon
Bates Dr Ross Galloway Dr Anna Wood Prof Tina Overton
