In the Summer of 2014, I taught Principles of Teaching and Learning 1 (PTH/OTH 711) using a flipped classroom pedagogy for the first time. We have some really excitingtechnology at the new Murphy Deming College of Health Sciences Building and I wanted to model using it for other faculty. I also had an interprofessional class of 70 PT and OT students, so I needed a way to be efficient in my teaching. I had seen some presentations on teaching using a flipped classroom so I decided to give it a try.
For each class the preparation went like this:
1) Reviewed content and then prepared powerpoint slides
2) Pre-recorded a Powerpoint lecture using the Panopto recording system
3) Developed a multiple choice quiz based on the content covered in the lecture,
4) Linked the Panopto video of the lecture, the Powerpoint Slide handouts, and the quiz to my Blackboard course
5) Developed and delivered in-class activities to reinforce the lecture material.
I used the Panopto Lecture Capture system, which enables my students to “annotate” or “bookmark” the video of the lecture with their own private notes when they are viewing it, and allows them to search for those notes later if they need to review the material.
For example, if I mention in the lecture “This will probably be on the exam” then the students can type in #exam at that point on the lecture timeline so that they can find that part of the lecture later.
I post my Powerpoint handouts on my Blackboard course so students can bring those handouts, with their questions written on them, into class with them. Most of the students bring their laptops to class and bring up the Powerpoint so they can use it for class activities or for discussions.
In my course evaluations at the end of the semester it was clear that some students really enjoy the flipped design of the course, and some students prefer the traditional method. This is consistent with many others who have reported about this type of teaching method in the literature and in presentations.
A flipped classroom takes time to develop. It is more time intensive when you build a course for the first time. Therefore, it may not be a worthwhile investment of time for courses with content that changes frequently. I found it to be a big investment of my time to develop the course when I taught it last summer, but I can already see that the next time I teach it, it will take much less of my time to prepare. I can re-use most of the lectures, because this particular content rarely changes. I used testing pools for the multiple choice tests, which means every student gets a different quiz. So I can reuse the multiple choice quizzes next year.
At MDCHS we are using Panopto lecture capture instead of some other option for recording lectures (Blackboard Collaborate, SMART Recorder, youtube) because our students need to pass exacting external exams in addition to our internal exams, and they are highly motivated to review lecture notes. The annotation capability, which allows students to search lectures for keywords, is what differentiates Panopto from the other products available to us at Mary Baldwin.
Panopto Lecture capture is now one of the technologies that is available for any Mary Baldwin instructor, not just those at MDCHS. If you are interested in exploring this solution to see if it will meet your needs, please contact OIT at firstname.lastname@example.org or check this link for OIT documentation.