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flipped learning, soil mechanics, NUI Galway
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Flipped learning in an
engineering module
Bryan McCabe College of Engineering and
Informatics, NUIG
Flipped learning
Classroom time Own time
TRADITION
AL
model
FLIPPE
D
model
Learning
through
assignments
and
self-study
Content in
lectures
(passive)
Learning
through doing:
interactive
workshops
[not lectures]
Basic content
through
technology
(videos/podcasts)
Flipped learning – teacher’s role
http://www.knewton.com/flipped-classroom
Subject area
2013: CE312 Soil Mechanics [3 ECTS, 24 hrs lect.]
2014: CE377 Intro. to Geomechanics [5 ECTS]
Student numbers 64 [2013], 45 [2014]
BE Civil Engineering
BE Environmental Engineering
BE Energy Systems Engineering
BSc Project and Construction Management
Particular subject challenges
Concepts challenging (e.g. effective stress)
Mix of theory and empiricism
How do various components of the course fit together?
Soil variability
Implementation in 2014
15 short videos [5-10 mins duration], each to be watched in advance of relevant classroom session
15 quizzes on Blackboard [3-4 questions], one on each video, to be completed before relevant classroom session
24 hours of active problem solving in the classroom, workshop format
3 assignments offline (by hand)
3 laboratory sessions
examination50%
assignments
15%
quizzes15%
laboratories20%
Assessment
The flipped approach - videos
15 Narrated PowerPoints using Techsmith
Produced to screencast.com, youtube.com, .mp4 files
Scripted is easier
Total duration less than 2 hours - the guilt!
File No. Filename No. of slides duration (mins) YouTube or Screencast URL
1A Origin of Soils 11 11:24 http://www.screencast.com/t/bxwVTwDxXz
1B Phase Relations 6 06:12 http://www.screencast.com/t/Ou0l4syBrLg5
1C Gradings and Plasticity 9 07:38 http://www.screencast.com/t/OObHEJ32w
2 Earthworks and compaction 10 08:39 http://www.screencast.com/t/PeUFKfZY3C
3A Effective stress and drainage part 1 7 06:32 http://www.screencast.com/t/tQeCq9Sx
3B Effective stress and drainage part 2 10 08:09 http://www.screencast.com/t/21D7Dr1G7FvS
4A Groundwater, permeability and seepage part 1 9 07:49
http://www.youtube.com/watch?v=eCUJm5XDT
uI
4B Groundwater, permeability and seepage part 2 11 10:00 http://www.youtube.com/watch?v=lvIBR8wwyjI
4C Groundwater, permeability and seepage part 3 5 03:50 http://www.screencast.com/t/alhZsDgSA4
5A 1-D consolidation and settlement part 1 10 08:01 http://www.screencast.com/t/lwshQcfHBAvH
5B 1-D consolidation and settlement part 2 11 07:57
http://www.youtube.com/watch?v=Fw2sw3BzyT
4
6A Shear strength part 1 9 06:03
http://www.youtube.com/watch?v=BCFFUK3oVn
A
6B Shear strength part 2 7 06:33
http://www.youtube.com/watch?v=BZh8LGCP7t
s
7A Horizontal stresses and retaining walls part 1 7 05:14 http://www.screencast.com/t/AsU215c8bcN
7B Horizontal stresses and retaining walls part 2 8 06:27 http://www.youtube.com/watch?v=EmWFajlbBL0
Groundwater Seepage and Permeability
Part 2
11,300+ views in 72 countries since Jan 2013
Blackboard quizzes
The flipped approach -
classroom
Classroom workshops:
DID NOT summarise videos!
Parent PowerPoint files used for videos provided
Workbook of soil mechanics problems provided (17
textbook problems in total)
Solved by students with prompts by lecturer as needed
No questions at start of session, but plenty during!
Some peer-learning (group brainstorming)
Impromptu discussions on areas of difficulty/challenging topics
Things to consider! Preparation
Camtasia Studio easy to use (online tutorials available)
Videos fit for purpose, but don’t need to be a highly-polished product!
YouTube videos can be made unsearchable
mp4 files uploaded directly to Blackboard
Don’t need hours and hours of video!
Concentrate on basics and cut to the chase
Total video duration: 1.8 hours
Lecture time minus examples: 16-18 hours1:10
More things to consider!
Pros!
No ‘delivery’ - less preparation from now on
Frees up time in classroom to add more value Specialist (technical) knowledge
Focussing on difficulties/misunderstandings that arise
Buzz of not knowing where session is going to go!
Better attendance than average (67% in 2013, 70% in 2014)
Cons!
Existing PowerPoints may need to be modified
Early videos time consuming to produce (mistakes etc!)
Rethink assessments!
Timetabling more relevant (scheduling video-ws-video-ws-)
Suitable for derivations/heavy mathematics?
Selected results of survey 2013
Week 3 survey 2013 - videos
Which of the following is your principal means of accessing the videos?
Personal PC/
laptop (80%)
University PC suite
(19%)
Smartphone (1%)
Week 3 survey 2013 - videos
The opportunity to study the videos in my own time is:
Very convenient
(46%)
Convenient (36%)
Neutral (15%)
Inconvenient (3%) Very inconvenient
(0%)
Week 3 survey 2013 - videos
Engagement with first 6/15 videos in advance of workshops
Watched with a view
to learning (no other
materials) (65%)
Watched with a view
to learning (other
materials used) (7%)
Did not watch in advance
(14%)
Watched
half-heartedly
without much effort
to learn (14%)
Week 3 survey 2013 -
classroom
How do classroom sessions compare with traditional lectures?
Much more valuable
(53%)
More valuable
(34%)
Neutral
(11%)
Much less valuable
(2%)
Week 3 survey 2013 -
classroom
How likely are you to attend the classroom sessions compared to a traditional lecture?
More likely (41%)
Much more likely (38%)
Neutral
(18%)
Less likely (1%)
Week 3 survey 2013 – videos and
classroom
The success of the flipped learning approach is due to:
Primarily the
workshops (24%)
A combination of videos
and workshops – both
are important (66%)
Primarily the videos (8%)Is no more successful than
the traditional format (2%)
Feedback
“The flipped approach in the lecture was great because working through examples and interacting with the material actually made me think about what we were doing. In contrast with this, other lectures I attend I drift in and out and find it difficult to concentrate on what’s being said” (2014)
“Actually figuring out problems makes it easier to learn and remember so you always feel you have achieved something at the end of each session” (2013)
“I found doing examples in class greatly improved my understanding of the subject and I engaged more than I do in other classes” (2013)
Feedback
“Overall I found this method of teaching an improvement on traditional lecturing and would be happy to see more lecturers adopt this approach”. (2014)
“It avoided the typical low attendance and end-loaded cramming that other similar subjects entail. A1! :)” (2014)
“It was reassuring knowing that if I did have a difficultly in that part of the module that there was a video to explain it back” (2014)
“Sometimes the class can be shy or unresponsive. Maybe a clicker system of answering questions could make the shyer people in the class answer questions.” (2013)
Conclusion
There’s no going back!
Contact
Phone: 091-492021
Email: [email protected]
LinkedIn: http://ie.linkedin.com/pub/bryan-mccabe/29/983/bb1
Twitter: @nuig_geotech
