Media Creation (Readings)

“What the flip does particularly well is to bring about a distinctive shift in priorities—from merely covering material to working toward mastery of it” (Source). This sentence really resonated with me after reading 7 Things You Should Know About Flipped Classrooms. Flipped classrooms are when the traditional lectures are made available to students outside of the classroom. It is expected of students to go over the materials on their own and come into class with the foundation, background knowledge, and basic understanding of the subject. Though typically those things are presented in lecture form inside the classroom, with a flipped classroom it allows students to dive deeper into the concepts that they are learning. They learn to apply and converse about the subject, which will deepen their understanding more than the typical lecture could for most students. It also points out that shifting the time of lectures outside of the classroom would be beneficial for teachers as well. It requires a lot of careful preparation to pre-record podcasts or video lectures for students, but it allows the teacher to be able to spot the holes in student’s understandings during class. If the teacher was lecturing they probably would not be able to find the gaps in understanding until an assignment or two in the work. It also helps students as they no longer have to write word for word notes with no reflection. They can take their time with the lectures and readings with that outside of class flexibility and they have time to do reflection and application in class or on their own. “The flipped model puts more of the responsibility for learning on the  shoulders of students while giving them greater impetus to  experiment” (Source). It takes the typical lecture classroom from teacher-led to student led. Though different focuses, this article reminded me of a video called Peer Instruction for Active Learning by Eric Mazur. Mazur talks about shifting the classroom focus from lectures / readings to students conversing and collaborating with one another to understand the topic better. The students would learn better from each other as they have also recently learned it themselves. The professor has understood the concepts for a while, and it may not be so easy to communicate with someone who doesn’t quite understand as someone who just learned it. The flipped classroom focuses a lot on the technology aspect helping students to achieve that basic understanding. I really enjoyed the way this article was formatted, it helped me to understand the concept better.

In the How Digital Literacy Assignments Can Propel Success, the presenter talked about how a high school English class was her first time working with digital media for an assignment. I really liked when she talked about though all of the kids were not ready to jump on board this new way of work, it was a new opportunity to showcase work. No longer were they staring at a blank Google doc screen, but they were creating a website “with the purpose of sharing”. They can have fun putting things together knowing that they could entertain their audience not only through the content, but with how the website looks. This reminds me of the flipped classroom because classroom setups and activities are becoming more and more student led, which allows teachers time to help students in certain areas where they struggle. It builds not only learning skills, but organizational and design skills. It also helps build digital literacy skills, as that is the direction that we are headed in as a society. No one would have predicted that schools, work, etc. would all be online for months at a time in 2020 due to a pandemic. It is a good learning experience for students to be in charge of their learning and navigating the world of online education so that they can develop that mastery and application with the expert that is the teacher. The presenter also emphasizes the importance of reflection, which is part of that flipped classroom model. Reflection in the classroom with peers, reflection after reading / watching the lecture to yourself is very beneficial to grow in your learning. I will also take from that video the statement ,”be boring to be creative” and use it in my future work. I thought that was a clever way to think about how to present your work.

Reading through What Makes an Online Instructional Video Compelling? by Melanie Hibbert was interesting, especially the analytics part. Videos with high number s of views usually have a direct connection to course assignments (or course assessments). “If a video contains required content that a student must use for an assignment or discussion posting, it is correlated with higher view numbers”. This statement makes perfect sense. It reminds me that a lot of videos that get really high numbers of views are exercise / workout videos because people are watching them over and over again. It makes sense that in an online learning space, the videos that are directly related to an assignment or discussion post would get the most views. Like the Adobe Creative video and Flipped Classroom article mentioned above, this article focuses on the technology aspect of student learning. I found it interesting that most of the videos viewed for classrooms were 92% computer, 5% tablet, and 3% mobile device. I fall in that 92% category. I have attempted to post on Slack or Canvas on my phone, but never feel as comfortable on my tablet or phone as I do my desktop for school work. Such as the flipped classroom article, the students in this article wanted real case scenarios during their time in class. “Videos are able to produce multimedia elements and create dynamic learning artifacts ” (Source). Something that struck me is when one student was quoted talking about the sophistication of the videos in class. The sophistication of the video leads students to believe that the video is giving them good information and students wanted higher production when it came to their learning materials. I would like to find ways to make media creation in the future, and for the unit I’m developing right now, to be sophisticated for students. I always appreciate well put together videos that the UAF faculty make or share, so I’d like to put out more content that is higher production and quality. I also like the idea of content that can be saved / downloaded for future reference. An example is my Current Topics of Multimedia class was a class in Canvas I took in fall of 2019, and I still refer to it on a monthly basis for my other classes since then.

I took a lot away from today’s readings and will use those to better my content in the future. I want to produce quality, creative work to aide students in their learning. Shifting the focus from the teacher led lectures to the collaborative, flipped classroom is the type of learning style that best benefits me, so I imagine many of my students would feel the same way. Making the classroom, whether that be in-person, synchronous, asynchronous classes – a student led area safe for active learning is my priority.

References:

Arismendi Chirinos, V. (2020, October 20). One Student’s Journey: How Digital Literacy Assignments Can Propel Success. Retrieved November 01, 2020, from https://www.adobe.com/max/2020/sessions/one-students-journey-how-digital-literacy-assignme-s6827.html

E. (2012). THINGS YOU SHOULD KNOW ABOUT…™FLIPPED CLASSROOMS. Retrieved November 01, 2020.

Hibbert, M. (2014, November 13). What Makes an Online Instructional Video Compelling? Retrieved November 02, 2020, from https://academiccommons.columbia.edu/doi/10.7916/D8ST7NHP

3 thoughts on “Media Creation (Readings)”

  1. I think the idea behind the flipped classroom is a good one. Having had a child who was a student in one, I’m not sold on the idea. I do understand part of it in his case is a personality thing. He is a smart kids, but he is very black and white and doesn’t like change to his thinking. In his mind school is where the teacher teaches, and home is where you practice. He was in 7th grade that year and he really struggled in that class. He could do the work and and was getting 100% on the tests so he was frustrated having to sit through lectures at homes and take notes on things he could do already on his own time. I think it really comes down to the needs/learning styles of the students. It isn’t for everyone.

  2. Morgan, good evidence of understanding of the Flipped Classroom concept.

    I should talk about PlayPosit a bit in Slack – It’s a lot like EdPuzzle but UAF has a site license for it that integrates with our student information system and Blackboard.

    Great to see you include that video from Mazur. He’s one of the principals behind Perusall, which is a lot like Hypothesis. He’s a great source of thinking on how to improve student engagement, particularly online.

  3. Morgan, a flipped classroom sounds like a great environment to try https://www.gosoapbox.com/ which is a confusion barometer to help the teacher know when the student is confused. I think my challenge would be when to stop dealing with the confusion – e.g., do you wait until students are only 20% confused so that the 80% don’t get bored? I think a flipped classroom would have worked well for me as an undergrad, although come to think of it, I was pretty lazy as a undergrad, so maybe not 🙂

    I could resonate with Melissa’s comment in that not all students would appreciate this – Wouldn’t it be interesting if K-12 students could select their classes based on the learning style that fits them best!

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