While preparing a presentation for AISSA on Flipped Classrooms and YouTube I was surprised by the sense of understanding I now have about flipping and the various technologies involved in the flipped classroom. At the same time, I am aware that I am still learning and I feel even more excited by the new possibilities that video and online discussions offer for creating curiosity, engaging students, personalising learning, as well as making learning mobile and visible.
It has just been over a year since I first heard of the flipped classroom. Initially, I saw the possibilities of how video could benefit my ESL international students. But to start flipping I needed screen-casting software and my videos had to be under 50MB to upload into my Canvas LMS. I decided to use Camtasia as this is the software Jon Bergmann uses and I started videoing my PowerPoint presentations and uploading them into my Canvas.
The actual videoing was easy but I had problems with my artwork, as I needed words to move to demonstrate grammar points. Therefore, I had to improve my presentations by adding animation. I used the video tutorials on Atomic Learning to teach myself how to animate PowerPoint and KeyNote and then I learnt Prezi.
My next challenge with flipping was to make more engaging videos to use as a scenario and as entry events for project-based learning and this led me to learn (Atomic Learning again) how to create iMovies and trailers. I also used YouTube and Vimeo to hold my videos and for students to upload their videos for publishing.
Over the year, as I developed my grammar videos, I had some concerns about containing too much information. To be honest, they were a bit dry despite the animation. Another issue was the time spent creating concise, well-structured, informative, animated presentations.
Despite these shortcomings, I still got the benefit of student feedback in the discussions that followed the videos. This feedback made student thinking visible and student directed learning became a possibility. My students also liked the ability to listen again, anywhere, anytime. This goes to show that even using videos, which are less than perfect you still get very beneficial, and worthwhile student feedback and improved learning outcomes.
So where am I now? Recently, I’ve been exploring the ideas presented by Phil Stubbs using the Verso App to flip learning. Have a look at his site Learnology on creating provocations to engage students and to create curiosity rather than delivering content.
I now consider that my future flipped videos will be able to provoke and also present content within my LMS. Flipped videos create a learning context that enables follow-up discussions. It is these discussions, feedback and classroom activities that create a learning environment where personal relationships and student directed learning can develop.
It has been a very innovative year for me technologically and now I see diverse possibilities in creating flipped videos to provoke thinking and discussion and to make student learning more visible.
Hi Ann,
You are an inspiration. Well done for being a pioneer of new teaching methodologies and being so generous with your findings.
Celine
Hello Ann
Thanks for your insights and guidance.
It’s very encouraging to learn that you don’t have to make “perfect” lesson preparation video content to achieve very positive teaching outcomes so every teacher can be encouraged to have a go at this new teaching approach.
It will be interesting to hear how other teachers go as they adapt these methodologies.