how information technology reshapes the landscape of education

1. Technology & Classroom:
MOOCs, Flipped Classroom, and Micro-lecture
Wu Heping
wuhpnet@gmail.com
Northwest Normal University
Chongqing, 2015

2. Part1 Before we start….
How many of you have taught online previously?
How many of you have taken an online course? Not
just a MOOC?
Of those who have taught online, how many have
taught synchronously?
How many of you have designed an online course?

3. Part1 Rip van Winkle and Classroom
 Rip Van Winkle awakens in the 21st
century after a hundred year snooze
and is of course utterly bewildered by
what he sees’. ‘Every place Rip goes
just baffles him. But when finally he
walks into a schoolroom, the old man
knows exactly where he is.
 “This is a school”, he declares.

4. Part1 Evolution of learning

5. Technology reshapes the landscape of
education
 The proliferation of social
media and technology
has fundamentally
changed the way
educators teach, how
students learn, and the
way teachers and
students communicate.

6. MOOCs1
Flipped Classroom2
Micro-lecture3
目 录
C O N T E N T S

7. MOOCs1
Flipped Classroom2
Micro-lecture3
目 录
C O N T E N T S

9. Overview
What is MOOC?
History of MOOCs
Types of MOOCs
Pros and Cons of MOOCs
MOOCs resources
How far will MOOC go?

10. What is a MOOC?
 Massive
Student numbers can be 100,000 +
 Open
Study any course, anywhere at any time
 Online
As opposed to face-to-face or blended
 Course
Learning units in an academic subject

11. History of MOOCs

12. Types of MOOCs
cMOOCs
• Based on a Connectivist
Learning Theory
• Knowledge / content is
generated by teachers,
students and multiple others.
sMOOCs
•Standard MOOCs
•Behaviorist learning theory
•some cognitive
components
•some constructivist
components.
•Coursera
xMOOCs
• excellence, external outreach,
exploration, experimentation
and expansion
• edX
• MITx

13. Pros and cons of MOOCs
Pros
 Students
help from and to outsiders,
learn from world experts
Learn for free what they may not have
access to
 University
Marketing the university and its
courses and faculty
Cons
 Students
Less contact with instructor
less interactive
high dropout rate
 University
Requires investment - faculty time,
resources
Competition between universities

14. MOOCs resources
https://www.mooc-list.com/http://mooc.guokr.com/

16. How far Will MOOCs go?
 There is a lot of hype and no one is
quite sure what impact they will have
on the future of education.
 MOOCs can potentially disrupt the
traditional educational landscape.

17. Find ways
to satisfy
employers
Learning
and identity
issues
How far will MOOCs go?
Will have to
find ways to
monetize
This is
possible and
Coursera is
already doing
it
Teachers will
have to
change the
way that they
teach
Can’t just
record a
lecture and
put it online
First question
concerns what
constitutes
success
Become self-
sustaining whilst
delivering a
quality education
valued by
students and
employers?

18. MOOCs1
Flipped Classroom2
Micro-lecture3
C O N T E N T S

19. What is flipped
classroom?
Why is classroom
flipped?
How do we flip the
classroom?

20. What?

21. 21

22. 22

23. 23

25. http://www.youtube.com/watch?v=cXcCBuU3ytU

26. Why?

29. 29

31. http://leadershipchamps.wordpress.com/2008/04/17/learning-styles-for-better-

33. HOW?

34. 34

35. Components: four big parts
 Learning goal and meaning of the
Flipped Classroom needs to be
shared with.
 Online sources are shared. To be
viewed/understood (cfr
homework/reflection – computer
available?)
 In-class: groupwork, focus on
content, understanding, difficulties,
project. Peer and teacher feedback.
 Evaluation of the process by all.
1. Learning
goal FC
2. Pre-class:
sources
(homework)
3. Class:
groupwork &
understanding
4. Post-class:
evaluation

36. Process
 Use video and sources from others
 Record your own video or audio/slides
 Ask students to locate sources
 Let students make online sources (for others)

37. MOOCs1
Flipped Classroom2
Micro-lecture3
目 录
C O N T E N T S

38. What?

39. Part1 What is microlecture?
A focossed lecture delivered
in ONE minute.
•Brief
•Sharable online.

40. Part1 What can we do with micro-lectures
 Give your learners a brief overview of the
content with key concepts.
 Demonstrate a single problem solving
procedure or give a step-by-step instruction.
 Make attractive introduction to a learning
topic and its objectives with personal touch
and thus raise awareness and curiosity of
your learners.

41. Why?

42. Part1 Why micro-lectures?
 Time visualization multi-platform
 a great variety of devices

43. Part1 Why microlectures?
Self-directed learning
Self-paced learning
Support flipped classroom

44. How?

45. How to Create a One-Minute Lecture
Step #1:
List the key concepts you are trying to
convey in the 60-minute lecture. That
series of phrases will form the core of
your microlecture.
www.rememberthemilk.com/

46. How to Create a One-Minute Lecture
Step #2:
Write a 15 to 30-second
introduction and conclusion.
They will provide context for
your key concepts.

47. How to Create a One-Minute Lecture
Step #3:
Record these three elements using
a microphone and Web camera
The finished product should be 60
seconds to three minutes long.

48. How to Create a One-Minute Lecture
Step #4:
Design an assignment to follow the lecture that will direct
students to readings or activities that allow them to explore the
key concepts. Combined with a written assignment, that should
allow students to learn the material.
http://hofstrateach.org/octopus/images/5/5e/Assignments.jpg

49. How to Create a One-Minute Lecture
Step #5:
Upload the video and
assignment to your course-
management software.

50. List key
concepts
Write what
to say
Record with
camera and
microphone
Design an
assignment
Share the
lecture
online