Introduction to Engineering Using Interactive Video in Support of a  Fully Online Flipped Classroom Approach

John M Santiago

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Conference: 2017 Pacific Southwest Section Meeting
Location: Tempe, Arizona
Publication Date: April 20, 2017
Start Date: April 20, 2017
End Date: April 22, 2017
Conference Session: Technical Session 2b
Tagged Topics: Diversity and Pacific Southwest Section
Page Count: 15
DOI: 10.18260/1-2--29220
Permanent URL: https://peer.asee.org/29220
Download Count: 983

Paper Authors

biography

John M Santiago Jr Colorado Technical University

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Professor John Santiago has been a technical engineer, manager, and executive with more than 26 years of leadership positions in technical program management, acquisition development and operation research support while in the United States Air Force. He currently has over 16 years of teaching experience at the university level and taught over 40 different graduate and undergraduate courses in electrical engineering, systems engineering, physics and mathematics. He has over 30 published papers and/or technical presentations while spearheading over 40 international scientific and engineering conferences/workshops as a steering committee member while assigned in Europe. Professor Santiago has experience in many engineering disciplines and missions including: control and modeling of large flexible space structures, communications system, electro-optics, high-energy lasers, missile seekers/sensors for precision guided munitions, image processing/recognition, information technologies, space, air and missile warning, missile defense, and homeland defense.

His interests includes: interactive multimedia for e-books, interactive video learning, and 3D/2D animation. Professor Santiago recently published a book entitled, “Circuit Analysis for Dummies” in 2013 after being discovered on YouTube. Professor Santiago received several teaching awards from the United States Air Force Academy and CTU. In 2015, he was awarded CTU’s Faculty of the Year for Teaching Innovations. Professor Santiago has been a 12-time invited speaker in celebration of Asian-Pacific American Heritage Month giving multi-media presentations on leadership, diversity and opportunity at various military installations in Colorado and Wyoming.

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Abstract

The paper investigates interactive video for use in a first course in engineering, entitled, Introduction to Engineering. We describe interactive video as embedding learning activities (like short quizzes) that a learner must do while viewing the video. For example, the video would pause at a given moment in time so that the learner can take a short quiz. After completing the quiz, the video would then continue to play the rest of the video. Preliminary student survey results show that this approach has excellent potential to further engage the student with the course content. Student feedback shows strong agreement that interactive video increases student engagement when viewing the video.

The College of Engineering believe Interactive video has numerous benefits and other results from elsewhere appear to support what we investigated:

(1) Using frequent testing, Interactive video offers increased engagement. IBM managers found that their participants learned five times as much material compared to traditional learning methods. By embedding different interactions within a video, like summary explanations, extra and appealing pictures, tables, fill-in-the-blank and multiple choice questions, drag and drop questions or drag and drop text, interactive summaries, or single choice question sets. This type of engagement can provide instant feedback to the learner identifying where they need to spend more time. For example, a correct answer could cause the learner to skip a specified place in a video while an incorrect answer could take the user somewhere else in the video. Typical wrong answers will cause the learner to be directed to the place in the video where the answer to the question is presented.

(2) A Brandon Hill study shows Interactive videos or training offers 40-60% less employee time than if the same content was delivered in a classroom. Interactive videos allow e-learners to control the learning process. For example, with navigation hotspots, the instructor can create a custom video where the viewer can click on linkable text and images that appear in the video. This is similar to the authors experience when using embedded hot links within a YouTube video

(3) Customized training is possible based on the knowledge of the learner. The software allows learners to play at the video faster or slower than normal speed so they can repeat as often as they want or view portions of the video for quick review and where they need help. Also, learners can jump back 10 seconds in case they lose their concentration.

During the last several years, over 300 STEM videos (mostly in engineering) have been created with screen recording software using Camtasia and internet marketing tools by full-time faculty in the College of Engineering. These videos have been uploaded in YouTube to measure the effectiveness of the videos. Results from these videos are presented in terms of likes, dislikes and other data collected from YouTube. Recently, the author created a Wordpress website to test effectiveness of interactive video using assessment checks embedded inside the Youtube video requiring the learner to respond for assessment.

Citation
Format

Santiago, J. M. (2017, April), Introduction to Engineering Using Interactive Video in Support of a Fully Online Flipped Classroom Approach Paper presented at 2017 Pacific Southwest Section Meeting, Tempe, Arizona. 10.18260/1-2--29220

TY - CPAPER
AB - The paper investigates interactive video for use in a first course in engineering, entitled, Introduction to Engineering. We describe interactive video as embedding learning activities (like short quizzes) that a learner must do while viewing the video. For example, the video would pause at a given moment in time so that the learner can take a short quiz. After completing the quiz, the video would then continue to play the rest of the video. Preliminary student survey results show that this approach has excellent potential to further engage the student with the course content. Student feedback shows strong agreement that interactive video increases student engagement when viewing the video.

The College of Engineering believe Interactive video has numerous benefits and other results from elsewhere appear to support what we investigated:

(1) Using frequent testing, Interactive video offers increased engagement. IBM managers found that their participants learned five times as much material compared to traditional learning methods. By embedding different interactions within a video, like summary explanations, extra and appealing pictures, tables, fill-in-the-blank and multiple choice questions, drag and drop questions or drag and drop text, interactive summaries, or single choice question sets. This type of engagement can provide instant feedback to the learner identifying where they need to spend more time. For example, a correct answer could cause the learner to skip a specified place in a video while an incorrect answer could take the user somewhere else in the video. Typical wrong answers will cause the learner to be directed to the place in the video where the answer to the question is presented.

(2) A Brandon Hill study shows Interactive videos or training offers 40-60% less employee time than if the same content was delivered in a classroom. Interactive videos allow e-learners to control the learning process. For example, with navigation hotspots, the instructor can create a custom video where the viewer can click on linkable text and images that appear in the video. This is similar to the authors experience when using embedded hot links within a YouTube video

(3) Customized training is possible based on the knowledge of the learner. The software allows learners to play at the video faster or slower than normal speed so they can repeat as often as they want or view portions of the video for quick review and where they need help. Also, learners can jump back 10 seconds in case they lose their concentration.

During the last several years, over 300 STEM videos (mostly in engineering) have been created with screen recording software using Camtasia and internet marketing tools by full-time faculty in the College of Engineering. These videos have been uploaded in YouTube to measure the effectiveness of the videos. Results from these videos are presented in terms of likes, dislikes and other data collected from YouTube. Recently, the author created a Wordpress website to test effectiveness of interactive video using assessment checks embedded inside the Youtube video requiring the learner to respond for assessment.

AU - John M Santiago Jr
CY - Tempe, Arizona
DA - 2017/04/20
PB - ASEE Conferences
TI - Introduction to Engineering Using Interactive Video in Support of a Fully Online Flipped Classroom Approach
UR - https://peer.asee.org/29220
DO - 10.18260/1-2--29220
ER -