Ching‐Wan Yip Rick Matthews Sarah Wojcik Sarah McCorkle Dept. of Physics Information Systems What led me to flip? 1.Traditional lecture leaves little time for active engagement. Why waste the time we are together on things we can do as well or nearly as well when we are not together? 2.My students learn some topics better from a five minute video than from 25 minutes of live lecture. 3.Collaboration helps learning, and collaborative skills are marketable. 4. Scholarship on how students learn physics. Design considerations 1.What knowledge and skills do I want for my students? 2.What content will I deliver, and how? 3.What questions, problems, activities determine that they have met those goals? 4.How do students get prompt feedback during time they have already reserved for homework and class? 5.How do students get help when they fall short of goals? 19 th century classroom First known example of a school classroom, Sumer, circa 3,000 B.C. “Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” ‐‐ The Flipped Learning Network Brain wave activity for a single MIT student over the course of a week M.Z. Poh, N.C. Swenson and R.W. Picard. "A wearable sensor for unobtrusive, long‐term assessment of electrodermal activity.“ IEEE Trans Biomed Eng, vol. 57, no. 5, pp. 1243‐1252, 2010. [PDF] Hake, AJP 66: p. 64. (1998) Learning in “traditional vs. “active engagement” physics classes Student workflow Before “class” • Watch lecture video, read text. • Work “easy” problems via WebAssign.. During “class” • Activities alternate between • ConcepTests • Group problem solving of traditional physics problems • Professor interjects ten minute lectures when and if needed After “class” • Work “hard problems” via WebAssign. Space Needs to be flexible, collaborative. Whiteboards critical. Thanks to Dept. of Physics for renovations. Technology for lecture videos Cameras and audio • Logitech Conference Cam BCC950 (video and audio) • Internal Yoga web cam • Logitech USB H555 headset Software • Powerpoint • Camtasia Studio • Corel Painter • Corel Paintshop Pro Touchscreen and stylus on Yoga Lecture video examples (see screen) Video streaming options compared Show and Share Google Drive YouTube Sakai Voicethread True streaming vs. requiring download Yes Yes Yes No Yes. File size limit for each video uploaded 2Gb 5 Tb 128Gb 100Mb 25Mb Maximum length of play Depends on resolution, typically 1 – 2 hrs at 1080p Many days 11 hours (now auto play playlist) Depends on compression. 1 hr? ? Maximum resolution 1920x1080 1920x1080 3840×2160 (3D, 60fps. multi angles coming) Limited only by file size. 600x450 Automatic creation of class groups Yes No No Yes No Built‐in recording and editing Yes No Limited No Yes Can easily restrict to wfu.edu accounts Yes Yes No Yes Yes Can control access via Google Drive folder sharing No Yes No No No Copyright fields within the system No No Yes, but only YouTube and CC‐Attribution Yes No Available to all on campus, including students? Yes, but students must go through faculty publisher Yes Yes. Only faculty can create Sakai sites Yes. Comments by viewers Yes, text. No. Yes, text. No. Audio, video, text Can the video be downloaded to a local drive? Coming soon Yes, with permission With the right browser add‐ in Yes. Videos can only be downloaded For a fee (limited number free) Automatic word recognition and search Yes No Automatic captions, no search No No Speed of encoding Slowest Acceptable ‐‐ minutes to hours Fastest N/A ? Encoded format 360p, 480p, 1080p 360p, 720p, 1080p Auto convert to 8 sizes/formats from cellphone 144p 2160p 4K UHD N/A 600x450 Built‐in recording and editing No No Autoflags copyright infringements, 3 strikes to account termination No No How (and Why) I Flipped My Class