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Technology facilitated active and engaged learning

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Presentation at Zagreb MasterClass for Analytical Chemistry Trainers

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Technology facilitated active and engaged learning

  1. 1. Active and engaged learning QA MasterClass, Palace Hotel, Zagreb 11th June 2016 Prof Simon Lancaster @S_J_Lancaster
  2. 2. Norwich
  3. 3. Scientists for EU
  4. 4. Show your device some love
  5. 5. Follower(wonk) map
  6. 6. #TrainMiC @Storify
  7. 7. Can you define training excellence? A. Yes B. No Yes No 0%0%
  8. 8. Teaching (training) Excellence Framework  Satisfaction  Retention  Employability  Enduring understanding  Impact  Engagement
  9. 9. Contemporary versus traditional?
  10. 10. A pragmatic progression  Lecture Capture  Vignettes  Student Production  Considering content  Peer Instruction  Student sourcing
  11. 11. ‘Screencasting versus Lecture capture’?  A screencast is a recording of the evolving image on the screen during a presentation synchronised with the speaker’s audio narration.  We use Camtasia Studio but other solutions are available.  Total lecture capture requires intelligent camerawork…
  12. 12. Castles
  13. 13. My lecturing is captured? A.All the time B.Most of the time C.Some of the time D.Rarely E. Never Allthe tim eM ostofthe tim eSom e ofthe tim e Rarely Never 0% 0% 0%0%0%
  14. 14. Which of these do you regard as pros of screencasting / lecture capture? A. Learning aid B. Revision aid C. Illness contingency D. Self observation E. Recording ‘quality control’ Learning aid Revision aid Illness contingency Selfobservation Recording ‘qualitycontrol’ 0% 0% 0%0%0%
  15. 15. Which of these do you regard as cons of screencasting / lecture capture? A. Additional equipment B. Revision aid C. Discourages lecture attendance? D. Discourages note taking? E. Takes too long Additional equipm ent Revision aid Discourages lecture att... Discourages note taking? Takes too long 0% 0% 0%0%0%
  16. 16. Addressing some of drawbacks of Screencasts: Vignettes  We use the term ‘vignette’ to refer to a short segment of a screencast, covering a critical concept, which may be augmented by an interactive component introduced during the editing process.
  17. 17. Student comments on Faculty Authored Vignettes  “Staff vignettes are great revision tools because they are recorded well and the information is clear and concise!”  “Good revision tool because if you haven't completely understood something in the lecture or when revising then you can go to that place in the vignette and listen to the explanation again!”  “All lecturers should do it”  “Would be more effective if lectures were recorded as vignettes that are only 5 minutes long”
  18. 18. Student Authored Vignettes Allocated topic Presentation Capture Edit Vignette Publish online
  19. 19. Uptake When was the exam?
  20. 20. Evaluation quotes  “Thought about information in a different way when preparing interactive questions”  “You can add more to existing presentation which is good”  “Made you go over material you might have forgotten”  “Had lecture notes and additional material (narration)”  “Highlights key areas”  “No experience made preparation difficult”  “Students don’t have a lot of time to do it. Takes longer than actual powerpoint”  “Need more Camtasia experience/easier software”  “Very good revision tool if a lot of effort is put into producing it”  “Quality may differ and affect revision – can’t rely on them”
  21. 21. Online “What can go online should go online” Prof David Read
  22. 22. What is the default copyright status of everything published on the internet? Your work is automatically protected under copyright!
  23. 23. Alternative copyright Licensing
  24. 24. Scoop.It
  25. 25. Slideshare
  26. 26. Learn Chemistry
  27. 27. MOOCs
  28. 28. Our model of lecture flipping  Students are strongly encouraged to watch a screencast recording of the (previous year’s) lecture the flipped lecture is replacing.  They attend the timetabled teaching slot and are engaged in as interactive and as ‘challenging’ a session as the ‘lecturer’ can muster using every audience participation device at their disposal.
  29. 29. What is the objective of a question posed during teaching?
  30. 30. The importance of the question
  31. 31. Would you eat these strawberries?  The maximum residue level of Azoxystrobin in strawberries is 10 mg/kg.  The laboratory measured a content of 8.1 mg/kg with an expanded uncertainty (k=2) of 3.8 mg/kg
  32. 32. What should the decision rule be?
  33. 33. Physics (forces), Biochemistry (photosynthesis) or Law (theft)? 1. Physics 2. Biochemistry 3. Law Physics Biochem istry Law 0% 0%0%
  34. 34. A ball initially at rest in the hand, is thrown upwards, comes back down and is caught. Which of the following represents a plausible graph of vertical acceleration against time? 1. Graph 1 2. Graph 2 3. Graph 3 Graph 1 Graph 2 Graph 3 0% 0%0% Graph 1 Graph 2 Graph 3
  35. 35. When we shed body fat, most of the weight exits the body through 1. Perspiration 2. Defecation 3. Exhalation 4. Urination Perspiration Defecation Exhalation Urination 0% 0%0%0%
  36. 36. An analyst goes to the company café to buy a cake. They take the item from the shelf, and head toward the till, before realising they have no money on them. They decide to take the chocolate bar anyway, thinking no one will notice. They start to walk out but then have a change of heart, realising if caught they could lose their job. They put the item back and leave… Are their actions 1. A theft 2. Attempted theft 3. No offence at all A theft Attem pted theft No offence atall 0% 0%0%
  37. 37. Which are genuine student evaluation comments? 1. A lot of the descriptive chemistry was very dry and essentially boring. It is hard to teach this kind of material but the 'flipped lectures' seemed to combat this. 2. I think the 'flipped' lectures run by Dr. Lancaster were a really good idea and I felt more engaged in the module. 3. I appreciated Dr Lancaster's efforts to make the lectures interesting and engaging in a modern way. The 'flipped' lectures were very successful. 4. I really enjoyed the flipped lectures and find that revising that material is much easier. 5. The flipped-lectures are a definite step in the right direction, away from archaic lectures with little or no mental stimulus, towards a more interactive learning experience that maximises learning outcome! 6. They were good fun as it was nice to have interaction with the lecture as opposed to just being talked at, it was also nice having knowledge of what you were talking about as we had already gone through the material! 7. I think the flipped lectures were a really good idea because it was a more interactive way to engage students into learning, rather than the repetitive routine of having to listen to the lecturer work through a PowerPoint presentation for an hour.
  38. 38. Satisfaction I really really loved the interactive lectures, they made me more engaged and I believe I learnt more in this style of teaching. The Screencasts are essential to go through before the lectures, but this is a good thing. I found the prerecorded screen casts/quiz style lectures actually very helpful, they made you actually think about the lecture material while it was being taught instead of leaving it all to revision time… Did not enjoy his method of teaching, having to watch screencasts in our own time and then doing questions in the lecture was not helpful to me. …too much reliance on understanding material… …would have preferred less of the pre-lecture screencasts and and more of this material being taught in the lectures rather than the 'big scale tutorial' type set up.
  39. 39. Freedom from flipping
  40. 40. Acquiring the courage to cut
  41. 41. “education gives to us that which remains after we have forgotten all that we have learned in the schools” E.D. Battle, 1899 Education
  42. 42. Which one of the three little pigs built the most environmentally sustainable house? A. First little pig (straw) B. Second little pig (wood) C. Third little pig (brick) Firstlittle pig(straw ) Second little pig(w ood) Third little pig (brick) 0% 0%0%
  43. 43. The Goldilocks Zone
  44. 44. Who is best placed to determine the Goldilocks Zone?
  45. 45. Student Sourcing Questions?  Be open to student suggestions  Encourage students to submit questions for use within flipped sessions  Use Peerwise to structure, screen and select questions in the sweet spot for peer instruction  Seek answers from students and even draft new questions ‘on the hoof’
  46. 46. Where does most of the mass of a mature oak tree come from? 1. ? 2. ?? 3. ??? 4. ???? ? ?? ??? ???? 0% 0%0%0%
  47. 47. University of Houston
  48. 48. The Question is Key
  49. 49. Conclusions  Teaching doesn’t exist and facilitating learning is hard.  Ask what you are adding by expecting students to attend.  Can you reduce your content sufficiently to allow enough interaction?  Can you ever have enough interaction?  If you can’t then flip or CUT.  Start small but commit fully.  Question everything, especially the questions.  Try Peer Instruction  Seek (possible) answers from the floor.  Relinquish as much control as possible and enjoy the ride.
  50. 50. Acknowledgements
  51. 51. Select a challenge  Install the trial version of Camtasia and create a screencast  Create a Scoop.It site  Find an OER worthy of inclusion in your class  Author a “conceptual” question in the Goldilocks zone
  • afdujardin

    Jun. 11, 2016
  • JosephineMcCourt

    Jun. 11, 2016
  • suebeckingham

    Jun. 11, 2016

Presentation at Zagreb MasterClass for Analytical Chemistry Trainers


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