June 23, 2013
June 23, 2013
June 26, 2013
23.854.1 - 23.854.8
Learning outside the classroom - Flipping an Undergraduate CircuitsAnalysis CourseWhile the use of technology has increased in education, much of that technology, such as use ofPowerPoint, SmartBoards and use of the Internet, has been used in the same pedagogicalapproach, which is lecture in the class, followed by homework by the students outside of theclassroom. While student engagement through active learning has been demonstrated to enhancelearning, one of the challenges to faculty is how to include these active learning methods whilestill trying to cover sufficient material.Over the last few years, the use of technology has opened up another instructional strategy,called flipping the classroom. In this strategy, students take on a greater responsibility for theirlearning, and lectures that would normally be given by the professor in the classroom are nowavailable online. Therefore, the classroom time can be used to engage students in problemsolving activities, while the professor acts more like a facilitator of learning rather than alecturer.In a four year Electrical and Computer Engineering Technology program, one of the sections of ajunior level circuits course was converted to a flipped course, as a beta test for this concept.Over the last few years, lecturers in the course by the author have been converted into smallerlearning objects, resulting in videos of less than 10 minutes. In many cases, a lesson may becomprised of 3-4 of these videos. The videos were created using Camtasia Relay, and uploadedto a Course Management System webpage (using Moodle), in a structured sequence. Whilemany of these videos were created from previous PowerPoint slides developed by the author,many others were created using a specialized tablet called PaperShow, which enables screencapture and video while writing on a specialized paper tablet.Over 50 videos were created for this course, and each week students were expected to review thevideos related to the upcoming week’s topics. Assessments were developed for learningoutcomes for each week, along with assessments on the student’s perception of the effectivenesson the video material.This paper will describe the process of creating these videos, the structure of the course, and asummary of the assessments of both the student learning and the perceived effectiveness of thisprocess.
Rockland, R. H., & Hirsch, L., & Burr-Alexander, L., & Carpinelli, J. D., & Kimmel, H. S. (2013, June), Learning outside the classroom - Flipping an Undergraduate Circuits Analysis Course Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19868
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