Summary of Flipped Classroom Results for Introduction to Engineering Using Google Docs and Interactive Video
- Conference
- Location
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Columbus, Ohio
- Publication Date
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June 24, 2017
- Start Date
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June 24, 2017
- End Date
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June 28, 2017
- Conference Session
- Tagged Division
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Electrical and Computer
- Tagged Topic
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Diversity
- Page Count
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16
- DOI
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10.18260/1-2--28881
- Permanent URL
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https://peer.asee.org/28881
- Download Count
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545
Paper Authors
John M. Santiago Jr Colorado Technical University
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.
Kathy L. Kasley P.E. Colorado Technical University
Kathy Kasley earned her BS in Mathematics from Ursinus College, a Master’s Degree in Mathematics at Villanova University, a Master’s Degree in Electrical Engineering from the University of Colorado in Colorado Springs, and her Ph.D. in Electrical Engineering from the University of Colorado. Dr. Kasley is a Professional Engineer, and has a Consultant-Evaluator for the Higher Learning Commission of the North Central Association of School and Universities for over 15 years. Dr. Kasley has taught mathematics and Engineering at high school, and at the university level for over 25 years. She has served as an instructor, academic adviser, ADA student counselor, and dean or chair of Engineering.
Jing Guo Colorado Technical University
Dr. Jing Guo is a Professor in Engineering Department at Colorado Technical University. She is the course director in circuits and electronics area. She taught variety of underrated and graduate courses including capstone design in Electrical and Computer Engineering area.
Abstract
In support of a fully online flipped classroom approach, the paper investigates interactive video from a free and open source e-learning authoring tool, called H5P, for use in engineering courses. The courses include: introduction to engineering, circuit analysis, analog and digital communications.
Interactive video has a number of benefits:
(1) Interactive video offers increased engagement and retention using frequent testing. For example, IBM managers found that their participants learned five times as much material compared to traditional learning methods. By embedding interactions within a video, like explanations, extra pictures, tables, fill-in-the-blank and multiple choice questions, the engagement can provide instant feedback to the learner and an enriched learning experience.
(2) Interactive videos or training offers 40-60% less employee time than if the same content was delivered in a classroom according to a Brandon Hill study. Interactive videos allow e-learners to control the learning process. 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. When the learner clicks on a particular area on a video, the learner can go to a different portion of the same video or to an external URL containing new content or interactive assessment tools. The instructor can provide the learner with an embedded menu of bookmarks at the video’s beginning allowing them to highlight different parts of the video.
(3) Integrating assessment interactivities into the video, provides immediate feedback to students identifying where they need to spend more time. With quiz questions, adaptive learning is supported by jumping to another part of the video based on the learner’s input. 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. Additional types of content within the video include: drag and drop questions or drag and drop text, interactive summaries, or single choice question sets.
(4) 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.
Since 2008, over 300 STEM videos (mostly in engineering) have been created with screen recording software using Camtasia and internet marketing tools. These videos have been uploaded in YouTube in an attempt to measure the effectiveness of engaging videos. Results from these videos are presented in terms of likes, dislikes and other data collected from YouTube. To increase learner engagement from just passively watching videos, the author created a Wordpress website to provide engineering examples of H5P interactions embedded inside the Youtube video requiring the learner to respond for assessment.
Santiago, J. M., & Kasley, K. L., & Guo, J. (2017, June), Summary of Flipped Classroom Results for Introduction to Engineering Using Google Docs and Interactive Video Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28881
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