Jul 10, 2013

Micro MOOC

In my Flipped, but not Flopped course my peers will master making concept videos by doing a simple lesson and sharing it.

1. Course Topic: This course will teach you the best practices for making a video to flip your classroom. We will use Camtasia to record and edit the audio and video tracks, and explore some of the features of Camtasia most useful for teachers.

2. Course Title & Photo: Flipped, but not Flopped

Flipped but not flopped

3. Who is coming to your course? What will attract them? Why would they want to participate in this experience?

This course is geared toward teachers who want to record their lessons, but anyone who wants to reach a wide audience can use this method. Herreid (2013) finds that flipping the classroom creates a learning environment that promotes creativity, higher order thinking, analytic, and problem solving skills.  Flipping the classroom creates opportunities for increased engagement, creativity, synthesis, and authentic assessment.  Students are able to receive immediate feedback on the task at hand while referring to a video lesson for continued support.  The software Camtasia best supports the needs of a flipped classroom due to its versatility and ease of use.

4. What do you want learners to be able to do when they are done? (Connect your thoughts here to the learning theories you explored last week and the design principles you learned this week.) How long is your course experience?

Learners will edit pre-made camtasia files. Each file will need specific tasks done to it before it is ready to be view by students. Tasks will include: cutting video, adding annotations, recording a youtube clip, recording themselves reading a script, and clipping multiple videos into a single file. The finale project will be to create a lesson of their own and share it.

By creating Camtasia files for the learners to edit, I can control what the starting point will be for each experience. In the lesson I will define what the end point should be, so they should be able to find the steps that are needed to get to the end point. This is experiential learning.

The course should take between 3 and 5 hours.

5. What will peers make?

By the end of the course learners will write a script, record, edit, and share a lesson of their own that they could use in the classroom.

6. Now that you've identified skills and made projects for each skill, how do those activities hang together as a course? (Again, connect to learning theories, instructional design and consider how TPACK comes into play.)

According to the TPACK framework (Mishra and Koehler, 2006) it is important for the technology to fit the content and pedagogical methods. When flipping the classroom it is important to know what to do in class and what to do in the videos. For example, you wouldn't want to have a discussion in the video, because it would be very one sided. It is important to only put in the video what is appropriate for that pedagogical method. Everything that can be said as the "sage on the stage" is the perfect type of content to record. Any type of discussion or interaction is best left for in-class time. By giving pre-made Camtasia files, learners can see some examples of what best fits as a flipped video while still just working on the tasks that they are assigned.

7. How will peers help each other in your course?

Peers can help each other by sharing their final projects and discussing other ways to use Camtasia that they have found.

Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/1348257211?accountid=12598

Mishra, P. & Koehler, M.J.(2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Retrieved from http://punya.educ.msu.edu/2008/01/12/mishra-koehler-2006/