Duration
-
Abstract
The CHM 130 class is designed for students to learn through group work and discovery based activities. One of the drawbacks from this method is students ability to grasp concepts at the same pace as their peers. Many times students leave the class unsure of the core concept addressed in the class period. Videotaping lectures lends itself to student apathy during class. The solution I am persuing this semester is videotaping quick 3-5 min snapshots of core concepts and posting them on blackboard for all 9 section of the class. I am using student whiteboards as my discussion topic and grabbing them from several different classes.
Division/Department
Completed Full Cycle
Yes
Course Number
CHM 130
Files
| Attachment | Size |
|---|---|
| beginning-spring-14.doc | 36 KB |
Rating
Comments
These video snapshots sound like "TED" talks. Sounds like a good idea! I'm not sure what you mean by "using student whiteboards" for your discussion topics . . .
I use the students actual work in the videos. The students often present their ideas or solutions on whiteboards, I save the interesting ones and use them for the videos.
In reply to I use the students actual work in the videos The by Levi Torrison
We use those student whiteboards in my economics classes...simple yet effective active learning technique! And no licencing fee!
This sounds like a great idea. It's like having the students' work shared among a larger audience than just the class they're in. Do students typically do more than one white board exercise in a class period? I'm wondering about extending this to math, but we usually use the white boards several times in a single period. Other than creating a video on the spot, I'm not sure how we'd save the work.
In reply to This sounds like a great idea It s like having the by Marianne Smith
We do one or two in a class session. I have enough whiteboards in the room so I can just grab a good one and take it upstairs to film.
This sounds awfully similar to the flipped classroom techniques we've been hearing so much about (Indeed, Pete just published a CATS on the flipped classroom). I'm curous if you have the video snippets available before the class period as well as after? Seems like a great way to get some background info as well as perform on-demand learning. I frequently go to youtube.com to watch 2 minute videos on how to do something that I lack competence in (and that is a lot!).
In reply to This sounds awfully similar to the flipped classroom by Erik Huntsinger
Mostly, the videos are to cement the concept after the students have already struggled with it.
Levi, are you using the videos this semester? Do you have any data?
I can see that if you build up the number of students using the videos you might see a difference in their performance. It would be interesting to see if you could eventually tie the consistent use of videos to either a grade or how they are working in class.
Levi, This is an excellent idea to have short videos with core concepts. My suggestion to increase student watching of the videos is to have a short assessment with points. That is the only way to get students to do something :) Or perhaps have them react to the video with their own video. Canvas has a quick and easy video tool in which they can give you one or two sentences on what they learned from your video.
Have a great semester.
Smiles,
Olga