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Creative Business
‘Blending and Flipping’ with videos and web lectures
Transitioning towards the blend
Zac.WoolfittInholland Lectoraat Teaching, Learning & Technology
University of UtrechtDepartment of Pharmaceutical Science5th April, 2016
TourismTeachingLearning
TechnologyVideo
Inholland Lectoraat TLT
© Adam Woolfitt 1977
Workshop Goals• Explain the term blended learning• Explain the term flipped classroom• Give three examples of different ‘types’ of educational
video formats• Give five examples of ways to use video as part of a
blended format• Map instructional formats onto the ‘blended wave’ for a
lesson/course• Record a one minute video interview• Reflect on the 2d self• Use padlet to give feedback
1) UU2) Blended3) Case Inholland4) Consequences5) Examples6) Practice7) Create
Department of Pharmaceutical Science
New CurriculumVideo?
Web lectures?Flipping?
How can we use video and web lectures
effectively as part of a flipped classroom?
1) UU2) Blended3) Case Inholland4) Consequences5) Examples6) Practice7) Create
Q1: Please describe your own level of experience with
blended learning?
Q2: What would you like to know about blended
learning?
What is blended?
Blended Learning is the integration of face-to-face and online education in such a way that the two forms of learning support and enhance one another
TU Delft: http://www.icto.tudelft.nl/en/projects/blended-learning/?fb_locale=nl_NL
Blended learning is an optimal mix of face-to-face education and online learning, allowing education that is more effective, efficient and varied.
University of Utrecht: http://educate-it.sites.uu.nl/en/why-innovate-education/the-blended-learning-educational-concept/
Blending
http://frensjuice.com/wp-content/uploads/2015/04/vegetable-juice-with-blender.jpg
http://www.photo-dictionary.com/photofiles/list/450/824palette.jpg
Online
Face to Face
TU Delft
Flipping
• Flipped learning, a slightly irritating new concept which captures something many teachers have been doing for some time.
• Conventional teaching is instruction in class and activities at home.
• Flip the activities to class and instruction at home. • Technology helps: so many ways now to provide online
studying at home
Future Learn: https://www.futurelearn.com/courses/blended-learning-getting-started/2/steps/73806
http://thecrewenews.co.uk/wp-content/uploads/pancake_fastfacts.jpg
1) UU2) Blended3) Case Inholland4) Consequences5) Examples6) Practice7) Create
Its not for meI can’t do itI’m not good at it I don’t have timeI don't have access to equipmentDon’t understandBoringNo needAfraid
Video TypologyHanschKoumi
Woolfitt
Com
plex
ity o
f tec
hnol
ogy
for t
each
er
Visibility of teacher as on screen presence
Video Clip
You Tube
Webinar
Live Lecture Capture
Web lecture
Instructional video
Film/ Documentary
Teacher not visible
& not recorded
Teacher visible & not
recorded
Screen Cast
Teacher visible
and recorded
Video Teaching: Complexity vs. visibility
Virtual Classroom
Teacher recorded but not visible
Slide cast
Woolfitt (2014)
Transient Permanent
Skype/Face Time/Google Hangouts
Student generated video
Low High
High
35
1) UU2) Blended3) Case Inholland4) Consequences5) Examples6) Practice7) Create
What are some consequences of using
video as part of a flipped classroom?
© Adam Woolfitt 1980
The learning process in contextJos Fransen - Inaugural Rede 2015
1) UU2) Blended3) Case Inholland4) Consequences5) Examples6) Practice7) Create
1) Flipped Kick-off
http://screencast-o-matic.com/watch/cDVt6IhKyr
2) Blended Course
Ritchie & Crouch (2003)
?
?
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Divide model into 40 Web Lectures
Ritchie & Crouch (2003)
40 Web Lectures
Show example – link to micro envi
?
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Ritchie & Crouch (2003)
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Try to be more appealing
Sometimes it was boring to just keep on listening
Too many web lectures
More info from teacher as in a real class
I like preparing lectures in advance and then share with small groups
It helps my learning
Other teachers should make use of
web lectures
It is all goodConcise and to the point
40 is a lot, but in the case of the model, it is
necessary
Really great way of studying
just the right amount
Watching the web lectures improved my study results (n=30)
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Evaluation of web lectures (n=30)
Series1 Series2 Series3
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…?
Viewing figures up to exam
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Exam results
Iterative creative processLe
ctur
er/D
idac
tic
Deve
lope
r
Development process
Feed
back
/Inpu
t
StudentsStudents/
Researcher
CoP CoP
3) Blended MOOC
https://www.futurelearn.com/courses
1) UU2) Blended3) Case Inholland4) Consequences5) Examples6) Practice7) Create
What are your thoughts about flipping and
blending?
OK, how did that go?
1) UU2) Blended3) Case Inholland4) Consequences5) Examples6) Practice7) Create
Online
Face to Face
Selected sourcesBates, A. W. (2015). Teaching in a digital age; Guidelines for designing teaching and learning for a digital age. Retrieved from http://opentextbc.ca/teachinginadigitalage/
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (Fourth ed.). Maidenhead: Open University Press.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In 120th ASEE Annual Conference & Exposition. American Society for Engineering Education. Retrieved from www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf
Colvin Clark, R., & Mayer, R. E. (2011). E-learning and the science of instruction; Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco: John Wiley and Sons. Retrieved from http://formulasi.googlecode.com/files/e-Learning.pdf
Fransen, J. (2006). Een nieuwe werkdefinitie van blended learning. Onderwijsinnovaties, June, 26–29.
Fransen, J. (2015). Instrumentatie van betekenisvolle interacties. Den Haag: Inholland. Retrieved from https://www.inholland.nl/media/10130/instrumentatie-van-betekenisvolle-interacties_jos-fransen.pdf
Gorissen, P. (2013). Facilitating the use of recorded lectures: Analysing students’ interactions to understand their navigational needs. Eindhoven School of Education. Retrieved from http://recordedlectures.com/
Gross, D., Pietri, E. S., Anderson, G., Moyano-Camihort, K., & Graham, M. J. (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE-Life Sciences, Education, Vol. 14, 1-8, Winter 2015. http://www.lifescied.org/content/14/4/ar36.full
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Retrieved from http://pgbovine.net/publications/edX-MOOC-video-production-and-engagement_LAS-2014.pdf
Hansch, A., Newman, C., Hillers, L., Shildhauer, T., McConachie, K., & Schmidt, P. (2015). Video and online learning: Critical reflections and findings from the field. Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2577882
Jacobs, F. (2013). Slagvaardig met ICT; Ontwerpprincipes voor leeromgevingen die professionele digitale competenties van hbo-studenten versterken. Zuyd Hogeschool.
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). Horizon Report: 2016 Higher Education Edition. Austin, TX. Retrieved from http://www.nmc.org/publication/nmc-horizon-report-2016-higher-education-edition/
Kahneman, D. (2011). Thinking, fast and slow. London: Penguin Books.
Koumi, J. (2013). Pedagogic design guidelines for multimedia materials: A call for collaboration between practitioners and researchers. Journal of Visual Literacy, 32(2), 85–114.
Laurillard, D. (2002). Rethinking university teaching: A framework for the effective use of learning technologies (2nd ed.). Abingdon: RoutledgeFalmer.
Levitin, D. (2014). The organized mind; Thinking straight in the age of information overload. London: Penguin Books.
Shark, A. R. (2015). The digital revolution in higher education; How and why the interet of everything is changing everything. Alexandria: Public Technology Institute.
Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the digital university: a review of the history and current state of distance, blended, and online learning. Athabasca: Athabasca University. Retrieved from http://linkresearchlab.org/PreparingDigitalUniversity.pdf
van Huystee, M. (2016). Video formats; an inspirational guide. Delft. Retrieved from http://multimedia-academy.tudelft.nl/wp-content/uploads/video_formats_version5.pdf
Woolfitt, Z. (2014) . Catching the wave of video teaching. Master thesis. Inholland: Diemen. http://www.inholland.nl/onderzoek/lectoraten/elearning/inzet+video+en+weblectures/
Woolfitt, Z. (2015). The effective use of video in higher education. The Hague. Retrieved from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf
Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-based learning :A critical analysis of the research published in 2003-2013 and future visions. In eLmL 2014: The Sixth International Conference on Mobile, Hybrid and On-line Learning (pp. 112–119). Retrieved from http://www.thinkmind.org/download.php?articleid=elml_2014_5_30_50050
Workshop Goals• Explain the term blended learning• Explain the term flipped classroom• Give three examples of different ‘types’ of educational
video formats• Give five examples of ways to use video as part of a
blended format• Map instructional formats onto the ‘blended wave’ for a
lesson/course• Record a one minute video interview• Reflect on the 2d self• Use padlet to give feedback
Creative Business
Thank you for your attention
Good luck blending, flipping, and using video in your new curriculum!
