Story: Flipped classroom

Gradually I have moved my teaching away from the traditional lectures. Now I have turned finally to flipped classroom.

I have started my course on material physics; three lecture times behind out of 12. But now the sessions with the students are no longer lectures. Instead of the old-fashioned lectures, each session goes as follows:

For each lecture I have prepared a video that contains the material I want students to learn. The students are required to watch (and hopefully learn) that material in advance. I publish the videos in YouTube, they are publicly available.

In the sessions, I will not give any longer talks, but the students are solving the problems related to the lectures. Together in the groups they like to form.

During the problem solving sessions, the students are also asking some help; the exercises show what they really need to understand in more details.

Preparing the videos, I use PowerPoint + Surface + OfficeMix. With PowerPoint I prepare slides, using digital inking capability of Surface. Then, I record slide by slide the audio and also draw something extra, with OfficeMix. And when all slides for one lecture are recorded, I export the material to a video file.

The videos I make are not just recorded lectures. Rather I try to rethink the way I present. Then also the videos are not as long as the tradiotional lectures.they tends to be at most half of the normal lecture.

One reason why they can be shorted is that I don’t need to repeat things. The students can rewind and watch again the point that they don’t get at once.

I use OneNote Class Notebook as a platform for the written material. Both for me and the students. I collect there material, and the students can also make their own notes there.

In OneNote it is easy to share the material, and even update it practically online. I also told the students that they can add there suitable supporting material if they find something.

I also require the students to prepare a learning diary during the course. That is then evaluated at the end of the course. That should be prepared into OneNote.

I have collected now some experience; also I have got it from the students:

Students like that they can watch the lecture whenever it suits to them. And watch the difficult parts ad many times as needed.

Students say that they have learned more because we have more exercises and because they can ask help – unlike in the traditional homeworks.

I like that I have more time to help to those students that need extra help. But, of course, it requires student’s activity to ask helping. Practically I talk the whole time (2-3 hours) to the students givinh help and hints.

Students also have given me useful comments how I can improve my videos. I like that we have such active students.

Because the learning diaries are in OneNote, I can see the students feeling immediately they write their comments. And also react those.

So, the experience has been very positive. And I will continue in this way.