Category Archives: Flipped classroom

Podcasting in the Science Courses

As we know students, nowadays, are well versed in various technologies and are seen as easy adapters and quick learners of any technological tools. There is a lot of evidence for using podcasts across the disciplines and, in particular, in science courses. In an engineering course, for example, students were asked to create a short podcast that illustrated real-life application of an engineering projects. In a biology course, students are asked to create a video that explains concepts that otherwise would be hard to understand without visuals (interionaturer organs, cells, etc).There is a great site that gathered all of the best podcasts related to Biological sciences. By some other schools, podcasts are used for discussions with leading scientist and industries and government officials (see the Science and Society Podcasts channel). The chemistry class also makes use of podcasts to support the learning of this subject like giving a chance to listen to the entire lesson in case of absences. Another useful resource for Chemistry is “ChemPod”, geared towards the chemistry community, from interviews with Nobel Prize winners, to discussing topics such as nanotechnology research, organic or surface, chemistry. In all of these fields podcasts are used and implemented with different aims and instead use the class time for discussion and interaction. Recently the journal, New Scientist reported after having done a study on podcast integration and revealed that “New psychological research suggests that university students who download a podcast lecture achieve substantially higher exam results than those who attend the lecture in person.” However to make it all work and be effective faculty have to define their course objectives for using podcasts, and at the same time, realizing that pedagogy must be the driving force behind their integration. Even though podcasts are very popular and accepted in academia, further research is needed to provide answers to questions related to their usefulness in education.




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Flipped Classroom

FCAccording to the definition of the flipped classroom, the traditional class model is reversed. Short videos and podcasts about classroom content are seen or heard by students at home, and class time is instead spent practicing, exercising and discussing. The flipped content is more than “consume, review, repeat”; it is mostly about including and involving a wider range of learning activities. It is important to remember that pedagogy should be the driving force behind the flipped approach –something that can be a very valuable tool for teachers. Therefore, using podcasts and learning how to create them is a plus for those who want to try to experiment with this pedagogical approach. The positive aspect of the FC is that the teaching space becomes a more active place where to practice certain skills and to foster discussion and critical thinking. Some studies even claim that this approach increases motivation and metacognition. Perhaps the most popular example of videos has been done by the Khan Academy which shows that math learning happens more efficiently if ideas are presented in a number of different ways.

The goal is not too make these podcasts too long (max 10 min) since students have short attention span. Long videocasts create the opposite effect and are not conducive to learning. Some faculty lament that presenting information only via vlogs can have drawbacks. One of them is that the teacher can’t get direct feedback when teaching in the classroom; another is that it can create a digital divide. This year, at BCC, we will test this approach in our summer development workshop, and I will write more about it in the Fall.

Resources: (tool for podcasting with Ipad) (to create questions by video)


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