The Mini Flip
A New Approach to the Flipped Classroom
Flipped classroom is a trending pedagogy in classroom instruction. Flipped classroom has two essential components. The first component is pre-recording a class lecture in its entirety for students to listen to before they attend class. The second component, an in-class activity and discussion, takes places during normal class meeting times. The idea is to let students complete their homework during class time so that instructors can address any difficulties and questions in person. It also allows more time for discussion and debate; students contribute to the conversation instead of being passive listeners.
A similar approach was studied at Pepperdine University School of Law (Malibu, CA). The law school recently conducted a study to determine if anxiety felt by first-year law students was reduced if the students knew what to expect before attending each class.
The goal was to provide each first year law student with a pre-recorded video “primer” that briefly outlined the upcoming class meeting, including the class meeting’s learning objectives. The primer highlighted how the student should prepare, what is expected of the student, and what the student can expect to achieve from the class meeting.
The video primers were recorded by a small group of law school faculty members with the lecture capture recording software, Panopto. Faculty recorded the primers in their offices using a webcam and microphone. The software captured the desktop applications, audio, and Webcam. I provided faculty with an Instructional Design Document (view pdf here), a storyboard document, and a scripting document to help create the primers. These documents were used as templates to guide the recording process. No post production was used, so faculty scripted what they wanted to say. If they were not satisfied with the recording, they re-recorded.
An example was also created to show the faculty what they needed to create:
It was important that the primers were short, visual, and specific. The primers were three to fifteen minutes long. The primers included PowerPoint screens with specific keywords transitioning across the video to provide specific information in a visually appealing way. In addition, the primers included a thumbnail image of the faculty as a subset of the main screen. Capturing the faculty provided a personal touch to the primer; students who viewed the primers recognized their professor and started a friendly rapport even before classes began.
The primers were disseminated before each of the first five (5) classes. Students viewed the short primers before preparing for each class and completed a series of survey questions to provide feedback regarding the usefulness of these primers.
Of surveyed students, 61.5% believed that not knowing what to expect from the course causes anxiety. During the primer video program, 72.3% of students believed that knowing what to expect from the course reduced anxiety and 63.3% thought the primers were useful in preparing for their classes. 55.4% of students would have liked primers for every class meeting, not just the initial five and 64.1% said the primers would be useful for every course.
The study results and video recording process were shared with Pepperdine University’s School of Law Faculty. Since the student survey results were average, the decision to create video primers will be on a case by case basis decided by the faculty member and department.
I applied this approach to the class I personally teach by creating a video syllabus for my online students:
This article was also published by EdTech Magazine.
Posted on November 19, 2013, in Educational Technology, Instructional Design, Management, Tausend Talks Shop, Teaching Tools, Technology Management and tagged flipped, legal ed, videos. Bookmark the permalink. 1 Comment.