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Inverted Classroom

Inverted Classroom

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Inverted Classroom

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  1. Concordia College Moorhead, MN Inverted Classroom Getting active learning into the general chemistry classroom Darin J. Ulness Department of Chemistry Patti Heisler Information Technology Services

  2. What is an Inverted Classroom? Students watch a video of the lecture for the day before coming to class. During class the students typically work in groups on problem solving. The instructor circulates through the classroom to engage and assist the groups. Lage, Platt and Treglia, J. Economics Educ. 32, 30 (2000).

  3. Motivation To get passive learning out of the classroom To engage a greater range of students To enhance one-on-one interaction with instructor

  4. Mechanics of the Course Students purchase the course notes at the beginning of the semester. Each class period a set of videos is assigned via Moodle. The videos are segments typically 5-15 min long. An online quiz over the content of the videos is administered. A typical class period begins with brief remarks followed by group work. The instructor and two TAs help the groups. A large number and wide range of problems are given out as group work. Homework is assigned over the topic of the day.

  5. The Role of Information Technology • The lecture capture process • Tools we used • Challenges: • Recording process • Video storage and streaming • Access to expertise • File naming • Contingency planning

  6. The Role of Information Technology • Considerations and Project Requirements • Simple • Accessible • Scalable • Flexible • Co-branding • Positive perception

  7. The Role of Information Technology • Creating a classroom website • Moodle activities and resources • Structured format • Aligning pedagogical goals with class site • Not a course requirement • 4-part structure within videos • Attitudes towards learning • Supplement or substitute?

  8. Assessment Data: Student Survey

  9. Assessment Data: Student Survey

  10. Assessment Data: Student Survey

  11. Assessment Data: Student Survey

  12. Assessment Data: Student Survey

  13. Assessment Data: Student Survey

  14. Assessment Data: Student Survey

  15. Assessment Data: Student Survey

  16. Assessment Data: Student Survey

  17. Assessment Data: Exam Scores 2010 and 2006 are comparable. Same initial running order. Kotz and Treichel 6th versus 7th First two exams are identical On both exams 2010 scored 2% higher. No significant statistical difference

  18. Assessment Data: Anecdotes Largely positive verbal feedback Students seemed comfortable and happy Perception of more work required

  19. Assessment Data: Lessons Learned Too much of a good thing, find balance More challenging examples Accentuate the positive

  20. Acknowledgements Andrew Goodwin Mike Knoodle Ron Balko ToreyPrahl John Head