Improving the Flip

After yesterday’s post with regard to analytics, how to improve the flipped experience. Is it that these students simply aren’t engaged, why not? How to improve engagement? This raises a bigger question of management of self-learning, the students are required to access the resources and use their own time to work through them, for lectures they can simply turn up.

So, the resources must be something that the students want to use, and enjoy. I need to do some research on the structure of these resources and develop

1. The timing of each video to be the perfect length – find research

2. The resources are still didactic, they are interactive in terms of students clicking on links but not interactive with regards to learning – it is still me talking to them?

3. How to get quicker results about who has used the resources?

4. How to check they have used the resources?

5. How to record engagement and learning?


A few solutions might be

1. Develop a set number of videos as chapters with a scroll menu to jump from chapter to chapter, rather than one long book or set of slides. The work would maybe more easy to manage and students could use the sections that apply most. Additionally, this might give some data on the areas they enjoy most and the types of resources and content that is most engaging.

2. Develop the course in a more engaging way by incorporating things and tasks the students must do. This might be to work with footage in the pack, engage with s particular resource or upload footage from their phone. Another option might be to link ares of the blog to the resources, I could put on my blog and theirs. Perhaps create a sandpit in their so the studenrs have ownership of some of the resources. Additionally, add a comments box.

3. Who has used the resources? The Tin Can API would be good for this, but if I can create a quiz or use comments then this would indicate who has used the resources. There needs to be a way to make sure they have used all the resources and a quiz on each chapter might work well. This is also in point 5.

4. Similar to above.

5. How do we know they have learnt? A quiz of something more exciting needs to be developed to make sure they have engaged with the materials and learnt through them. This brings up bigger questions about course content and curriculum design, rather than designing a curriculum and making the resources fit and replace traditional lectures, the curriculum needs to be developed around the method of delivery. Therefore the two work together and the learning that takes place can be recorded through both. One needs to support the other, so how does the classroom strengthen the online resources and how do the online strengthen the classroom. Is it too late to incorporate this now? Should the resources be used in class? What problems or questions do the resources pose that the students must deal with in class, how do the resources push them to do their own research? Key points here are experiential learning, what potential do the resources have for this, and problem based learning, what are the problems that the resources develop and how to students solve these using the resource as a starting point.

Over the next week this needs to be developed. I will explore the use of a quiz, a comments section and developing sets of problems that they must deal with in-class. The problem should be set at the start of the resource and used as an example, options then for other problems exist and students can work on this.



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