November 2015 – Work review

By Matt Cornock

This month it’s flipping classrooms with a webinar on flipped learning pedagogy. I promoted the use of in-class technology to capture handwritten learning materials and create video learning resources. I also wrote up my top tips for creating videos for the flipped classroom teaching model.

Flipping webinars

I delivered the first of a two-part webinar at the start of the month. This webinar covered flipped learning pedagogy (slides and video linked below) and presented case studies where flipped learning had been used. Throughout the presentation I emphasised the link between the face-to-face and online environment, the fundamentals of blended learning design and online activity structure. The second webinar (in December) looks at the technical aspects.

The blog post includes references and links to case studies on flipped learning design.

Creating video learning resources

I spent some time creating videos for YouTube that show how easy it is to create video-based learning resources using equipment readily available in our lecture rooms. My advice promotes the use of visualisers (also known as document cameras or digital OHPs), which are perfect for capturing handwritten content such as mathematical derivations, graph sketches or annotating documents or code. Some rooms are also equipped with digital annotation screens, these allow completion of templates, e.g. PowerPoint slides, or annotation of documents. With lecture capture tools in rooms, this offers a quick way to create video feedback on student work or supplementary learning resources without having to know the technical set up in your office. The videos are linked below, but you will also find the written guide useful which presents practical tips when making recordings:

Using digital annotation


Using visualisers

Lecture capture research update

I spoke to three departmental Boards of Studies and a meeting of student representatives from various departments about the Replay lecture capture system, drawing upon my recent research showing how it may be incorporated into students’ independent study practice. The work is summarised in this blog post:

The post looks at three key points that were discussed in my ALT-C paper, discussing lecture capture in terms of: being a complementary resource; supporting note-making; empowering independent learning amongst changing priorities.

Other activities in brief

I have dipped into the murky world of copyright and intellectual property rights again, consulting with the institutional experts to assist in redrafting guidance for students making their own recordings for disability reasons or where the supported system is not available.

I wrote some guidance for administrators and markers using the online anonymous assessment process. In some departments Google Drive is used to distribute work and collect back feedback forms. There are particular issues such as Google Drive converting Word documents to the Google Docs format or viewing online instead of downloading, so the guidance helps to prevent that and make sure submitted files remain in tact through the whole workflow.

I have also begun my work towards FHEA status as part of the YPAD programme.

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