Combining elements into a not clearly there before; involve divergent thinking and many possible answers
//Several classes at Middlebury create multimedia stories as a part of their curriculum. Want to see what students create? Check out the work of the students in Peter Lourie’s 2014 Adventure Writing J-term class here. Watch the video below to learn more about how the digital media tutors and curricular technology staff can assist with these types of projects.
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Flipping the classroom is getting a lot of attention lately. If you’re anything like me, learning about concepts is interesting but actually figuring out how to implement a new technique is what really draws my interest. I’m banking on the fact that I’m not alone on this so let’s dig in.
Robert Talbert is a mathematician and educator who writes for Casting Out Nines in the Chronicle. Over the last few months he has been writing a series of posts about a calculus class that he flipped for the Fall 2013 semester. In his article “Getting Off On The Right Foot in an Inverted Calculus Class” he offers instructions for how to integrate the out-of-class component with class time. These tips pair pedagogy with action to help practioners figure out how to activate prior knowledge, employ formative assessment techniques and integrate time management methods into their usage of the flipped classroom. (Robert expands on the necessity of certain student skills here. It’s an eye opening read.)
We’d love to talk to you about your goals and ideas! Contact Heather (hstafford@middlebury.edu) or Joe (jantonio@middlebury.edu) so we can get started! There are also several faculty on campus who are already actively working on this in their classrooms. If you are a faculty member who is working on the flip and interested in developing a community of practice with others who want to do the same, please let us know!
//This article may be helpful to faculty members in the areas of mathematics and science who are considering utilizing video podcasts as support materials to help students work through problem sets for their class. Please note that although the journal article mentioned below is free to access, you will need to establish a username and password on the journal site to do so.
In the article “Developing a Framework for Creating Effective Instructional Video Podcasts” R. H. Kay studied the development and use of videos to share “worked examples” online with students. Worked examples are “instructional devices that provide an expert’s problem solution for a learner to study” (Atkinson, Derry, Renkl, & Wortham, 2014, p. 181). Kay then used these findings to develop a framework organized into four main categories:
as well as 16 subcategories which can be viewed via the article link above. Please see page 24.
Contact Heather (hstafford@middlebury.edu) or Joe (jantonio@middlebury.edu) to get started!
Sources:
Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from Examples: Instructional Principles from the Worked Examples Research. Review of Educational Research, 70(2), 181–214. doi:10.3102/00346543070002181
Kay, R. H. (2014). Developing a Framework for Creating Effective Instructional Video Podcasts. International Journal of Emerging Technologies in Learning (iJET), 9(1), pp. 22–30.
//CV Starr Professor of Russian & East European Studies Tom Beyer is no stranger to utilizing technology in the classroom. During the summer of 2013 Tom approached the digital media tutor program to see if we could assist with transitioning content from an existing Wetpaint site to another platform.
See the video below to learn more about the project and process involved.
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