3C Video tryout

Module 3A: Introduction to Online Videos | Module 3B: Creating an Online Video | Module 3C: Try Out A Video in your Class

Module 3C Description: Flipping the class puts what used to be 'in' the classroom (typically the lecture) 'out' of it (that is what this module is about), and what used to be 'out' of the class (typically examples, peer learning, homework) 'into' it (that's what Module 4 is about). We will start with Module 3A finding out about the types of videos that can be created, and considering what type is best for your class. In Module 3B, you will create videos of your own, starting with simple examples for your class (not whole lectures), test them out, get feedback, and then create and try a full lecture video set in Module 3C.

Module 3C Objectives: At the end of this module, participants will have:

Posted and Received student feedback on one example. (Yay! You did it! Your first video!) And ... maybe even a full lecture video set?

If you have questions or comments as you proceed through this module, please ask them on the online discussion: CLICK HERE

Expected Time (Module 3C): 1-2 hours to create, post and try an example. 2-4 hours to create, post and try a lecture.

CREATE A SIMPLE VIDEO EXAMPLE FOR YOUR CLASS

Ok, now that you have figured out all of the details to create and post a video, try this out for real ! Create a simple example for your class. This might be a worked example from your textbook, another similar text, something you made up, and example from your lecture notes or a previous exam, anything. Start with notes, whatever sort of notes you would have used if you were teaching on the board. Keep it short and simple, 5 minutes or less. Don't try to make it perfect (if you make a mistake as you go through, just cross it out and fix it, the same as you would if you were working on the blackboard.). Your goal is to GET THROUGH your first example. Just plow on through. Record it. Upload it. Link it for your class. Yes! Post it for real.

If you use figures out of a book, or other information that is copyrighted, find out more about copyright: Resources: Copyright

GET FEEDBACK

Ask your class for written feedback on your example. You can either post an extra credit assignment on Canvas (not worth too many points, but a few), or hand out feedback forms in class. Something like 'Did you review the video example on xxx? What did you think? (Did it help you, could you understand it, what suggestions do you have for improving it, etc.?) Should I do additional video examples for this class?'

Make sure students are able to access these examples, because later, they will need to access the videos you create for your lecture. Consider providing a few simple examples each week, so they are 'in practice' by the time you get to the lectures.

Want super student feedback? Students typically LOVE having videos for exam reviews. They still need F2F time to ask questions, so don't completely replace F2F reviews, but they often do love being able to review concepts multiple times before the exam.

DO IT AGAIN!

Try this multiple times, until you are good at creating videos, and your class is good at accessing and using them. Work also to reduce the time required to create the videos, so that this can be a manageable part of your teaching. When you and your students are comfortable with example and review type videos, it is time to proceed towards lecture videos as well.....

DO A FULL LECTURE

Ok, now let's try it out for a lecture.

Typically, I start with notes from a regular lecture, information I would previously have written on the board during class. Now, instead, I write it out on a tablet PC. Move through the material pretty quickly and avoid repetition. The students will 'repeat' sections of the video as needed. Typically, my original 50 minute lecture condenses down to about 20 minutes of video content, which I break into 5minute chunks. I record them in these short chunks, keeping track in my notes where each video snippet starts and finishes. If I get going on a section, and decide I really hate how I am explaining something, I can stop, ignore or delete that video, and start over at the last marker in my notes.

When you post a lecture the first time, be sure students know how to access the material (that's why I'm having you try and post examples first). If you make this optional (and continue to lecture in class), expect that a good portion of the class won't watch it. That is ok, you can still get great feedback. When you are comfortable with the types of videos you are putting out, then move to where the online lecture is NOT optional. I do that by just NOT lecturing in class. If someone asks a question that was pretty clearly covered in the lecture, I'll kindly ask them if they watched the lecture. If they say no, I will say something like 'that's ok, that was covered in the video lecture, and you can watch it later ... and don't answer their question. I would avoid giving quizzes to 'make' them watch the video lecture until at least you are quite sure that your videos are doing a good job communicating the information you want them to have.

Get student feedback on all of your early lectures so you can improve them right as you go.

Please post an example of your video.
Please share some of your student feedback.
What went well? What challenges did you have?
Please Share in the Discussion CLICK HERE

For next week, please complete Module 4.

Module 3A: Introduction to Online Videos | Module 3B: Creating an Online Video | Module 3C: Try Out A Video in your Class