Tag Archives: matlab

Thoughts on the culture of an inverted classroom

I’ve just finished up the spring semester, and with it the second iteration of the inverted classroom MATLAB course. With my upcoming move, it may be a while before I teach another course like this (although my experiments with targeted “flipping” went pretty well), so I am taking special care to unwind and document how things went both this year and last.

I asked the students in this year’s class about their impressions of the inverted classroom — how it’s worked for them, what could be improved, and so on.  The responses fell into one of two camps: Students who were unsure of, or resistant to, the inverted classroom approach at first but eventually came to appreciate its use and get a lot out of the approach (that was about 3/4 of the class), and students who maybe still learned a lot in the class but never bought in to the inverted method. No matter what the group, one thing was a common experience for the students: an initial struggle with the method. This was definitely the case last year as well, although I didn’t document it. Most students found closure to that struggle and began to see the point, and even thrived as a result, while some struggled for the whole semester. (Which, again, is not to say they struggled academically; most of the second group of students had A’s and B’s as final grades.)

So I am asking, What is the nature of that struggle? Why does it happen? How can I best lead students through it if I adopt the inverted classroom method? And, maybe most importantly, does this struggle matter? That is, are students better off as problem solvers and lifelong learners for having come to terms with the flipped classroom approach, or is adopting this approach just making students have to jump yet another unnecessary hurdle, and they’d be just as well off with a traditional approach and therefore no struggle?

I think that the nature of the struggle with the inverted classroom is mainly cultural. I am using the anthropologists’ definition of “culture” when I say that — a culture being a system whereby a group of people assign meaning and value to things.

In particular, the way culture places value on the teacher is radically different between the traditional academic culture experienced by students and the culture that is espoused by the inverted classroom. In the traditional classroom, what makes a “good teacher” is typically that teacher’s ability to lecture in a clear way and give assessments that gauge basic knowledge of the lecture. In other words, the teacher’s value hinges on his or her ability to talk.

In the inverted classroom, by contrast, what makes a “good teacher” is his or her ability to create good materials and then coach the students on the fly as they breeze through some things and get inexplicably hung up on others. In other words, the teacher’s value hinges on his or her ability to listen.

Many students who are in that other 25% who never buy into the inverted classroom think that teachers using this approach are not “real” teachers at all. As one student put it, when they pay a teacher their salary, they expect the teacher to actually teach. What is meant by “teaching” here is an all-important question. Well, on the reverse side, if there were such a thing as a group of students who had only experienced the inverted classroom their entire lives and then entered into a traditional classroom, those students would think they are experiencing the worst teacher in the history of academia. The guy never shuts up! He only talks, talks, talks! We have to fight to get a word in edgewise, we get only brief chances to work on things when he is there, and we’re always booted unceremoniously out of the lecture hall (we used to call them “classrooms”) and left to fend for ourselves on all this difficult homework!

I’m convinced that bridging this cultural gap is what takes up most of the time and effort in an inverted classroom — forget about screencasts!

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The “golden moment”

We’re in final exams week right now, and last night students in the MATLAB course took their exam. It included some essay questions asking for their favorite elements of the course and things that might be improved in the course. I loved what one of my students had to say about the assignment in the course he found to be the most interesting, so I’ve gotten permission from him to share it. The lab problem he’s referring to was to write a MATLAB program to implement the bisection method for polynomials.

It is really hard to decide which project I found most interesting; there are quite a few of them. If I had to choose just one though, I would probably have to say the lab set for April 6. I was having a really hard time getting the program to work, I spent a while tweaking it this way and that way. But when you’re making a program that does not work yet, there is this sort of golden moment, a moment when you realize what the missing piece is. I remember that moment on my April 6 lab set. After I realized what it was, I could not type it in fast enough I was so excited just to watch the program work. After hitting the play button, that .3 seconds it takes for MATLAB to process the program felt like forever. I actually was devastated that I got an error, and thought I had done it all wrong once again, but then I remembered I had entered the error command so it would display an error. I actually started laughing out loud in the lab, quite obnoxiously actually.

Yes!  As somebody once said, true learning consists in the debugging process. And that’s where the fun in learning happens to lie, too. Let’s give students as many shots as possible to experience this process themselves.

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Targeting the inverted classroom approach

Eigenvector

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A while back I wondered out loud whether it was possible to implement the inverted or “flipped” classroom in a targeted way. Can you invert the classroom for some portions of a course and keep it “normal” for others? Or does inverting the classroom have to be all-or-nothing if it is to work at all? After reading the comments on that piece, I began to think that the targeted approach could work if you handled it right. So I gave it a shot in my linear algebra class (that is coming to a close this week).

The grades in the class come primarily from in-class assessments and take-home assessments. The former are like regular tests and the latter are more like take-home tests with limited collaboration. We had online homework through WeBWorK but otherwise I assigned practice exercises from the book but didn’t take them up. The mix of timed and untimed assessments worked well enough, but the lack of collected homework was not giving us good results. I think the students tended to see the take-home assessments as being the homework, and the WeBWorK and practice problems were just something to look at.

What seemed true to me was that, in order for a targeted inverted classroom approach to work, it has to be packaged differently and carry the weight of significant credit or points in the class. I’ve tried this approach before in other classes but just giving students reading or videos to watch and telling them we’d be doing activities in class rather than a lecture — even assigning  minor credit value to the in-class activity — and you can guess what happened: nobody watched the videos or read the material. The inverted approach didn’t seem different enough to the students to warrant any change in their behaviors toward the class.

So in the linear algebra class, I looked ahead at the course schedule and saw there were at least three points in the class where we were dealing with material that seemed very well-suited to an inverted approach: determinants, eigenvalues and eigenvectors, and inner products. These work well because they start very algorithmically but lead to fairly deep conceptual ideas once the algorithms are over. The out-of-class portions of the inverted approach, where the ball is in the students’ court, can focus on getting the algorithm figured out and getting a taste of the bigger ideas; then the in-class portion can focus on the big ideas. This seems to put the different pieces of the material in the right context — algorithmic stuff in the hands of students, where it plays to their strengths (doing calculations) and conceptual stuff neither in a lecture nor in isolated homework experiences but rather in collaborative work guided by the professor.

To solve the problem of making this approach seem different enough to students, I just stole a page from the sciences and called them “workshops“. In preparation for these three workshops, students needed to watch some videos or read portions of their textbooks and then work through several guided practice exercises to help them meet some baseline competencies they will need before the class meeting. Then, in the class meeting, there would be a five-point quiz taken using clickers over the basic competencies, followed by a set of in-class problems that were done in pairs. A rough draft of work on each of the in-class problems was required at the end of the class meeting, and students were given a couple of days to finish off the final drafts outside of class. The whole package — guided practice, quiz, rough draft, and final draft — counted as a fairly large in-class assessment.

Of course this is precisely what I did every week in the MATLAB course. The only difference is that this is the only way we did things in the MATLAB course. In linear algebra this accounted for three days of class total.

Here are the materials for the workshops we did. The “overview” for each contains a synopsis of the workshop, a list of videos and reading to be done before class, and the guided practice exercises.

The results were really positive. Students really enjoyed doing things this way — it’s way more engaging than a lecture and there is a lot more support than just turning the students out of class to do homework on their own. As you can see, many of the guided practice exercises were just exercises from the textbook — the things I had assigned before but not taken up, only to have them not done at all. Performance on the in-class and take-home assessments went up significantly after introducing workshops.
Additionally, we have three mastery exams that students have to pass with 100% during the course — one on row-reduction, another on matrix operations, and another on determinants. Although determinants form the newest and in some ways the most complex material of these exams, right now that exam has the highest passing rate of the three, and I credit a lot of that to the workshop experience.
So I think the answer to the question “Can the inverted classroom be done in a targeted way?” is YES, provided that:
  • The inverted approach is used in distinct graded assignments that are made to look and feel very distinct from other elements of the course.
  • Teachers make the expectations for out-of-class student work clear by giving an unambiguous list of competencies prior to the out-of-class work.
  • Quality video or reading material is found and used, and not too much of it is assigned. Here, the importance of choosing a textbook — if you must do so — is very important. You have to be able to trust that students can read their books for comprehension on their own outside of class. If not, don’t get the book. I used David Lay’s excellent textbook, plus a mix of Khan Academy videos and my own screencasts.
  • Guided practice exercises are selected so that students experience early success when grappling with the material out of class. Again, textbook selection should be made along those lines.
  • In-class problems are interesting, tied directly to the competency lists and the guided practice, and are doable within a reasonable time frame.
These would serve as guidelines for any inverted classroom approach, but they are especially important for making sure that student learning is as great or greater than the traditional approach — and again, the idea of distinctness seems to be the key for doing this in a targeted way.
What are your suggestions or experiences about using the inverted or “flipped” classroom in a targeted way like this?
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Five questions I haven’t been able to answer yet about the inverted classroom

Between the Salman Khan TED talk I posted yesterday and several talks I saw at the ICTCM a couple of weeks ago, it seems like the inverted classroom idea is picking up some steam. I’m eager myself to do more with it. But I have to admit there are at least five questions that I have about this method, the answers to which I haven’t figured out yet.

1. How do you get students on board with this idea who are convinced that if the teacher isn’t lecturing, the teacher isn’t teaching? For that matter, how do you get ANYBODY on board who are similarly convinced?

Because not all students are convinced the inverted classroom approach is a good idea or that it even makes sense. Like I said before, the single biggest point of resistance to the inverted classroom in my experience is that vocal group of students who think that no lecture = no teaching. You have to convince that group that what’s important is what (and whether) they are learning, as opposed to my choices for instructional modes, but how?

2. Which is better: To make your own videos for the course, or to use another person’s videos even if they are of a better technical or pedagogical quality? (Or can the two be effectively mixed?)

There’s actually a bigger question behind this, and it’s the one people always ask when I talk about the inverted classroom: How much time is this going to take me? On the one hand, I can use Khan Academy or iTunesU stuff just off the rack and save myself a ton of time. On the other hand, I run the risk of appearing lazy to my students (maybe that really would be being lazy) or not connecting with them, or using pre-made materials that don’t suit my audience. I spend 6-12 hours a week just on the MATLAB class’ screencasts and would love (LOVE) to have a suitable off-the-shelf resource to use instead. But how would students respond, both emotionally and pedagogically?

3. Can the inverted classroom be employed in a class on a targeted basis — that is, for one or a handful of topics — or does it really only work on an all-or-nothing basis where the entire course is inverted?

I’ve tried the former approach, to teach least-squares solution methods in linear algebra and to do precalculus review in calculus. In the linear algebra class it was successful; in calculus it was a massive flop. On some level I’m beginning to think that you have to go all in with the inverted classroom or students will not feel the accountability for getting the out-of-class work done. At the very least, it seems that the inverted portions of the class have to be very distinct from the others — with their own grading structure and so on. But I don’t know.

4. Does the inverted classroom model fit in situations where you have multiple sections of the same course running simultaneously?

For example, if a university has 10 sections of calculus running in the Fall, is it feasible — or smart — for one instructor to run her class inverted while the other nine don’t? Would it need to be, again, an all-or-nothing situation where either everybody inverts or nobody does, in order to really work? I could definitely see me teaching one or two sections of calculus in the inverted mode, with a colleague teaching two other sections in traditional mode, and students who fall under the heading described in question #1 would wonder how they managed to sign up for such a cockamamie way of “teaching” the subject, and demand a transfer or something. When there’s only one section, or one prof teaching all sections of a class, this doesn’t come up. But that’s a relatively small portion of the full-time equivalent student population in a math department.

5. At what point does an inverted classroom course become a hybrid course?

This matters for some instructors who teach in institutions where hybrid, fully online, and traditional courses have different fee structures, office hours expectations, and so on. This question raises ugly institutional assumptions about student learning in general. For example, I had a Twitter exchange recently with a community college prof whose institution mandates that a certain percentage of the content must be “delivered” in the classroom before it becomes a “hybrid” course. So, the purpose of the classroom is to deliver content? What happens if the students don’t “get” the content in class? Has the content been “delivered”? That’s a very 1950’s-era understanding of what education is supposedly about. But it’s also the reality of the workplaces of a lot of people interested in this idea, so you have to think about it.

Got any ideas on these questions?

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How I make screencasts: Lecture capture, part 1

Keynote (presentation software)

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Sorry for the time in between posts lately. It’s been an odd mix of attending conferences, getting ready to attend conferences, and spending time in the hospital being treated for skin infections picked up at those conferences for the last couple of weeks. Long story. Let’s talk about something more pleasant than cellulitis, namely screencasting.

So far I’ve posted about the general idea of screencasting and what I do with screencasts, and I’ve posted about the all-important planning phase of screencasating. Now I’m ready to start getting to the nuts and bolts. Of the three kinds of screencasts I do, probably the simplest is the lecture capture. In a lecture capture I am simply recording a slide presentation or a Prezi with a voiceover. Here’s an example, which is an overview of the first test being given to a freshman calculus class:

All this screencast is, is a Keynote slide deck that I prepared with a voiceover. Sometimes this is all you need for the task you want to accomplish. For those non-Mac people out there, Keynote is Apple’s version of PowerPoint — a presentation software tool that comes with the iWork office suite. If you have a Mac and don’t use iWork, it’s well worth looking into. Many people find Keynote to be much better designed and easier to use than PowerPoint or any of the other presentation tools out there.

The basic gist behind a lecture capture is that you are just using a presentation tool to give a normal presentation, and capturing the audio and the video that goes with it. This does not include any sort of writing on the board; I’ll deal with that in the next post in this series on “whiteboard” screencasts. But everyone should note well that the lecture capture approach is often part of my screencasts but rarely the entire thing. Many of my MATLAB screencasts are set up by brief, 1- to 2-minute long lecture captures before cutting away to a live screencast straight out of MATLAB. So even if lecture capture doesn’t sound like your thing, it’s worth thinking about.

With Keynote, doing a lecture capture screencasts is very easy. After planning it out, you just make the slide deck exactly as you would if you were to present it live. Then, instead of clicking the “Play” button to do the slideshow, click on Play > Record Slideshow:

This put the slideshow into presentation mode on your screen but also record audio from the microphone at the same time. From here, you just go through your slideshow as you would normally, and whatever goes into the mic gets recorded. When you’re done recording, go to Share > Export…:

There’s an option on the screen that comes up next to export to Quicktime, and that’s what to select. (I use the default video/audio options; you can tweak these.) And presto — you have a nice, high-quality Quicktime movie of your lecture that’s suitable for sharing online or burning to a disc.

PowerPoint (at least the version I have, which is PowerPoint 2008 for the Mac) has all of these capabilities as well. In PowerPoint, you would make up your slide deck as usual and then go to Slide Show > Record Narration…:

What happens next is a bit different from Keynote. PowerPoint does what it says: It attaches an audio narration to each slide as you click through it in presentation mode. There is the option — but not a requirement — to record the timing of the slide transitions as well. In Keynote, the transitions are automatically timed. To turn this voiceover-plus-presentation into a movie, just go to File > Save as Movie… and there are plenty of options to choose from.

I should mention that as for a microphone, I just use the built-in microphone on my Macbook Pro. I have used a USB headset microphone before and I think it did improve the audio quality noticeably, but to be honest with you: I’m really cheap. If I can get good audio quality that nobody complains about using the built-in mic, why spend $50 to get very good audio quality with a USB mic? One of these days I’ll break down and buy one, I’m sure. Until then I pinch my pennies.

There are a couple of issues to think about at this point regarding lecture captures.

  • What if you want to use some other presentation tool besides Keynote or PowerPoint, for example the Beamer package for \LaTeX, or Prezi?
  • What if you wanted to record portions of a lecture at a time and stitch them all together later, or conversely what if you wanted/needed to edit out or enhance portions of a lecture capture you created with Keynote or PowerPoint?

For those kinds of tasks, I would turn to my #1, go-to tool for almost all my screencasting needs: Camtasia for Mac. Camtasia is an all-purpose video and screencasting tool that does an outstanding job with just about anything I could possibly want to do with a basic screencast. There’s so much to Camtasia, and we are going to need to refer to it so much in later posts about whiteboard and demo screencasts, that I’m going to deal with Camtasia (and its alternatives) in a separate post.

Meanwhile, if you have other tricks and tips about lecture capture screencasting, please share in the comments.

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How I make screencasts: Chapter 0

Since I started to put serious amounts of time and effort into screencasting last summer, I’ve gotten a lot of requests to blog about how I go about making these things. Starting with this post, I’m going to do a multi-part series here about making screencasts — or at least how I make screencasts, which is a long way from perfect or canonical, but it’s what people asked for! I hope it’s useful for people who are interested in this kind of thing and need some pointers; and I hope too that those with more experience and better ideas than I have can share.

First, let’s start with a few FAQ’s.

Q: What is a screencast?

A: A screencast is a video of stuff that is happening on your computer screen. There is often, but not always, some kind of voiceover happening in the background as well. So a screencast can be a lot of different things: A recorded Prezi or PowerPoint slide presentation; a demo of computer software; a “whiteboard” lecture with audio capture; a video of you playing Angry Birds; or any linear combination of these.

Q: What’s the point of a screencast?

A: I suppose you could do just about anything with a screencast, but mainly the point is to instruct. Some people make short screencasts to show a remote collaborator or student how to do some little task on their computer, like this one I made on the fly in Linear Algebra class last Thursday morning to show students how to get MATLAB to produce \LaTeX code. Or you can record partial or entire lectures (like many of the ones I did for my department’s YouTube channel) for students to watch outside of class. Or you can record lengthy demos of software usage like I have done in my ongoing series of MATLAB screencasts. Or you can record every level of Angry Birds you play. Suit yourself.

The screencast is just a means of conveying some process or stream of information that can be represented on the screen and therefore captured using software and disseminated on the web. It’s a pretty much wide-open medium.

Q: So what kinds of software and hardware and other stuff do you use?

This is a good question, but at this point I have to stop the FAQ’s and explain why there are going to be multiple posts in this series. I have a toolbox of software and hardware items that I use, but the exact combination that I use depends on the kind of screencast that I am trying to make. Basically, there are three different kinds of screencasts that I make:

  • Lecture capture screencasts, where I am going through a Prezi or slide deck and giving audio narration;
  • Whiteboard screencasts, where I am using an input device to hand-write things on the screen so that it looks like a typical whiteboard presentation; and
  • Demo screencasts, where I am doing a straight-up screen capture of something happening on my computer (as opposed to a presentation or “whiteboard” work) in real time.

Each of these kinds of screencasts requires a different set of software and hardware tools, as well as a different set of approaches for actually making them. So I’m going to spend at least one post on each. Actually, most of my screencasts are really combinations of these; for example a lot of the MATLAB screencasts start and end with a lecture capture and have MATLAB demos in the middle.

In the next post, I’ll start things off by focusing on lecture capture screencasts and how I work with those. They’re probably the simplest of the three kinds I make.

Do you have any specific question or topic you’d like me to address as part of this series?

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How the inverted classroom saves students time

Our semester is into its third full week, and most of my time (as you know from checking my Twitter or Facebook feed) is being spent, it seems, on making screencasts for the MATLAB class. I feel like I’ve learned a great deal from a year’s worth of reflection on the first run of the class last spring, and it’s showing in the materials I’m producing and the work the students are giving back.

The whole idea of the inverted classroom has gotten a lot of attention in between the current version of the course and the inaugural run — the time period I think of as the “MATLAB offseason” — through my blogging, conference talks, and everyday conversations at my work. One of my associate deans, off of whom I’ve bounced a number of ideas about this course, related a conversation he recently had with someone about what I’m doing.

Associate Dean: So, Talbert is using this thing called the inverted classroom.

Other person: What’s that all about?

AD: He puts the lectures all online, and instead of lecturing in class he has them do group assignments on various kinds of problems.

OP: Doesn’t that double the amount of time students have to spend on the class?

I’ve never encountered that exact reaction before, although I did mention once that the biggest negative comment from students last year in the MATLAB course was that it took too much time relative to the credit load (1 credit). I liked how my associate dean put the answer:

AD: Well… think about it this way. You are still doing both lecture and “homework”. But which part of that are going to need the most amount of help on?

OP: OK, now I get it.

Exactly. Students are going to need a lot more guidance on the difficult task of assimilating information than they will need on the relatively easy — incredibly easy, in fact — task of receiving a transmission of information. Both phases of the game need to take place in some form, but assimilation is harder, and the probability of sinking massive amounts of time into work that goes nowhere is a lot higher, than in transmission.

I’ve seen some great examples of where the inverted classroom method has actually saved students possibly hours of fruitless labor in the last two weeks.

Today, for instance, we were doing a lab problem set on command line plotting. In one of the tasks, students are asked to produce a 1×2 subplot illustrating the behavior of a two-parameter family of functions. One team was stuck because their M-file wouldn’t execute properly even though their code looked correct. The problem: They used a dash (-) in the title, which causes MATLAB to think that the stuff preceding the dash is a variable name, which wasn’t in the workspace. It’s an innocent error but not one that students with just two weeks of MATLAB under their belts could easily debug themselves. Had they run into this problem outside of class, who knows how much time would have been wasted getting nowhere? But inside class, it was solved in the amount of time it took for them to raise their hands and for me to come over and look.

Another example from today: A team had entered this code:

x = linspace(0,10);
y = 100 - exp(-2*x);
axis([0 15 90 105])
plot(x,y)

They had entered the code without line 3 already but didn’t like the look of the plot, so they added the axis command to try and change the viewing window. But nothing changed. Why? To the trained eye, it’s simple — you have to have something plotted first before you can change the axis. So just reverse lines 3 and 4. But to the untrained eye, again, who knows how much time would be lost in trying to figure this out? Instead I was able to instruct them directly on this, at the conceptual level (How is MATLAB thinking its way through your code?) and they got it. (It wasn’t just me telling them, “You need to switch lines 3 and 4.”)

So above and beyond being more instructionally effective, I’m realizing — and I hope students are too — that the inverted classroom makes student time a lot more efficient, and there’s a much higher success-to-effort ratio than in the traditional mode of teaching.

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