“Flipping MOOC” David Tanner, School of Engineering

1. “Flipping MOOC” David Tanner, School of Engineering 25th June 2018

2. The Module: Approximately 140, first year engineering students (Mechanical, Aeronautical, Biomedical & Design and Manufacture Engineering Students) Module aims: to introduce students to “Design for Manufacture”

3. Gant Chart – Module Plan Lectures per week: One hour “Manufacturing Process”; One hour manual board drawing; Laboratories per week: Two hours in workshop (lathes, milling machines, manual bench work); Two hours manual board drawing;

4. Why Flip?(I’d read the theory …) • Assumed students will all eagerly watch the videos and come to class ready to apply their knowledge • Eliminate the need for any lecture time in class • Allow more time for the difficult concepts and local examples

5. Why MOOC? • Eric Mazur • Great MOOC from MIT • How to implement? • Downloaded videos and put on Sulis • Students asked to watch videos before next lecture • Asked concept questions in lectures which students answered with clickers

6. First hurdle • Not everyone had clickers! • Please, please get clickers! • Google “How to flip the classroom”!! • Make students accountable • Introduced “bonus marks” • Team

7. Positives • I learned a lot • I got access to a load of well-worked concept questions on my subject • Introduced students to online / blended learning • Internationalised the curriculum!!!

8. Negatives

9. Negatives • Students “Not Satisfied” • Found material “boring” • Attendance at lectures poor • Performance at exam very poor

10. Lessons Learned • Won’t ask students to follow a MOOC again • Getting an engaging MOOC for 1st year students is too difficult • Confirming that students watch the videos is nearly impossible • Students must be accountable • Will use MOOCs to enhance my knowledge bank of concept questions and current trends • Lecture is still important, but always need to ensure students are getting “added value” from attendance