Resources for "Flipping" Classes

Edward F. Gehringer

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Conference: 2015 ASEE Annual Conference & Exposition
Location: Seattle, Washington
Publication Date: June 14, 2015
Start Date: June 14, 2015
End Date: June 17, 2015
ISBN: 978-0-692-50180-1
ISSN: 2153-5965
Conference Session: New Engineering Educators Division Technical Session 4
Tagged Division: New Engineering Educators
Page Count: 10
Page Numbers: 26.1336.1 - 26.1336.10
DOI: 10.18260/p.24673
Permanent URL: https://peer.asee.org/24673
Download Count: 416

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Paper Authors

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Edward F. Gehringer North Carolina State University

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Dr. Gehringer is an associate professor in the Departments of Computer Science, and Electrical & Computer Engineering. His research interests include computerized assessment systems, and the use of natural-language processing to improve the quality of reviewing. He teaches courses in the area of programming, computer architecture, object-oriented design, and ethics in computing.

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Abstract

Resources for Flipping Classes“Flipped” classes have surged in popularity over the last three years, driven by the ease ofrecording and posting video content for students to watch, and the need during class timeto compete with distractions from portable electronic devices. The instructor who desiresto “flip” a class confronts two issues: how to locate or create content for use outside ofclass, and how to use time effectively during class. This paper is not intended to presentthe benefits of flipping, or describe particular techniques for doing so, but rather tosample the resources available for flipping, and suggest strategies for class time thatreaders may wish to explore on their own.A large amount of content for practically any subject is available on YouTube, but thelevel of coverage and quality is variable, so searching it takes time. TedEd(http://ed.ted.com) has videos on a large number of subjects, but coverage is quiteuneven; for example, there is nothing on “logic design” or “Fourier transform.”TeacherTube (http://www.teachertube.com) seems to have more engineering-orientedmaterial, even though its focus is on K-12. Academic Earth (http://academicearth.org)has a more advanced focus. It archives complete sets of classroom-capture videos from13 prestigious universities (many Ivies, Stanford, Carnegie Mellon, etc.). Currently, ithas 81 engineering courses. More focused video collections can be found atSolidProfessor, for CAD classes (SolidWorks, MasterCAM, AutoCAD), etc. Diligentinchas no videos, but rather sets of projects assignable in ECE courses. Khan Academy(http://www.khanacademy.org) has videos on individual topics, rather than classroomcapture. They seem easier to drop into classes, since they are more self-contained.It is also possible to use videos from MOOCs. This requires permission of the copyrightholder, but in the author’s experience, this is not difficult to obtain. Sometimes, a class atone university can use an entire course of videos produced at another, as in the wellknown San Jose State experiment with the MIT Engineering, Electronics, and Circuitscourse.However, most instructors record at least some of their own videos. Camtasia Studio isthe most popular application for creating them. It allows multiple-choice and fill-in-the-blank quizzes to be embedded in videos. It can also generate captions from PowerPointnotes panes; this facilitates developing accessible content. A variety of other platformsare used: iMovie, Office Mix, ScreenFlow, Snag It, Snapzpro, and Tegrity also haveuseful features for recording.Among articles and web sites, the Flipped Learning Network (http://flippedclassroom.org)is most frequently mentioned. It collects articles, press reports, and research studies on the“flipped” model, and also has an “Online Community of Practice” with over 22,000participants.To make sure students prepare for class, they may be given a quiz or a reflection activityat the start of class (e.g., summarize what you learned from the online material). Classtime can be spent in peer-instruction activities, similar to lab experiments. Various kindsof reflective activities can be used to end class, and/or introduce the topic for the next setof video lectures.

Citation
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Gehringer, E. F. (2015, June), Resources for "Flipping" Classes Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24673

TY  - CPAPER
AB  -                            Resources for Flipping Classes“Flipped” classes have surged in popularity over the last three years, driven by the ease ofrecording and posting video content for students to watch, and the need during class timeto compete with distractions from portable electronic devices. The instructor who desiresto “flip” a class confronts two issues: how to locate or create content for use outside ofclass, and how to use time effectively during class. This paper is not intended to presentthe benefits of flipping, or describe particular techniques for doing so, but rather tosample the resources available for flipping, and suggest strategies for class time thatreaders may wish to explore on their own.A large amount of content for practically any subject is available on YouTube, but thelevel of coverage and quality is variable, so searching it takes time. TedEd(http://ed.ted.com) has videos on a large number of subjects, but coverage is quiteuneven; for example, there is nothing on “logic design” or “Fourier transform.”TeacherTube (http://www.teachertube.com) seems to have more engineering-orientedmaterial, even though its focus is on K-12. Academic Earth (http://academicearth.org)has a more advanced focus. It archives complete sets of classroom-capture videos from13 prestigious universities (many Ivies, Stanford, Carnegie Mellon, etc.). Currently, ithas 81 engineering courses. More focused video collections can be found atSolidProfessor, for CAD classes (SolidWorks, MasterCAM, AutoCAD), etc. Diligentinchas no videos, but rather sets of projects assignable in ECE courses. Khan Academy(http://www.khanacademy.org) has videos on individual topics, rather than classroomcapture. They seem easier to drop into classes, since they are more self-contained.It is also possible to use videos from MOOCs. This requires permission of the copyrightholder, but in the author’s experience, this is not difficult to obtain. Sometimes, a class atone university can use an entire course of videos produced at another, as in the wellknown San Jose State experiment with the MIT Engineering, Electronics, and Circuitscourse.However, most instructors record at least some of their own videos. Camtasia Studio isthe most popular application for creating them. It allows multiple-choice and fill-in-the-blank quizzes to be embedded in videos. It can also generate captions from PowerPointnotes panes; this facilitates developing accessible content. A variety of other platformsare used: iMovie, Office Mix, ScreenFlow, Snag It, Snapzpro, and Tegrity also haveuseful features for recording.Among articles and web sites, the Flipped Learning Network (http://flippedclassroom.org)is most frequently mentioned. It collects articles, press reports, and research studies on the“flipped” model, and also has an “Online Community of Practice” with over 22,000participants.To make sure students prepare for class, they may be given a quiz or a reflection activityat the start of class (e.g., summarize what you learned from the online material). Classtime can be spent in peer-instruction activities, similar to lab experiments. Various kindsof reflective activities can be used to end class, and/or introduce the topic for the next setof video lectures.
AU  - Edward F. Gehringer
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Resources for "Flipping" Classes
UR  - https://peer.asee.org/24673
DO  - 10.18260/p.24673
ER  -