Presentation at Zagreb MasterClass for Analytical Chemistry Trainers

1. Active and engaged learning
QA MasterClass, Palace Hotel, Zagreb
11th June 2016
Prof Simon Lancaster
@S_J_Lancaster

2. Norwich

3. Scientists for EU

4. Show your device some love

5. Follower(wonk) map

6. #TrainMiC @Storify

7. Can you define training excellence?
A. Yes
B. No
Yes
No
0%0%

8. Teaching (training)
Excellence Framework
 Satisfaction
 Retention
 Employability
 Enduring
understanding
 Impact
 Engagement

9. Contemporary versus traditional?

10. A pragmatic progression
 Lecture Capture
 Vignettes
 Student Production
 Considering content
 Peer Instruction
 Student sourcing

11. ‘Screencasting versus Lecture
capture’?
 A screencast is a recording of the evolving
image on the screen during a presentation
synchronised with the speaker’s audio
narration.
 We use Camtasia Studio but other
solutions are available.
 Total lecture capture requires intelligent
camerawork…

12. Castles

13. My lecturing is captured?
A.All the time
B.Most of the time
C.Some of the time
D.Rarely
E. Never
Allthe
tim
eM
ostofthe
tim
eSom
e
ofthe
tim
e
Rarely
Never
0% 0% 0%0%0%

14. Which of these do you regard as pros of
screencasting / lecture capture?
A. Learning aid
B. Revision aid
C. Illness
contingency
D. Self observation
E. Recording ‘quality
control’
Learning
aid
Revision
aid
Illness contingency
Selfobservation
Recording ‘qualitycontrol’
0% 0% 0%0%0%

15. Which of these do you regard as cons of
screencasting / lecture capture?
A. Additional
equipment
B. Revision aid
C. Discourages
lecture
attendance?
D. Discourages note
taking?
E. Takes too long
Additional equipm
ent
Revision
aid
Discourages lecture
att...
Discourages note
taking?
Takes too
long
0% 0% 0%0%0%

16. Addressing some of drawbacks of
Screencasts: Vignettes
 We use the term
‘vignette’ to refer
to a short segment
of a screencast,
covering a critical
concept, which
may be augmented
by an interactive
component
introduced during
the editing
process.

17. Student comments on Faculty
Authored Vignettes
 “Staff vignettes are great revision tools
because they are recorded well and the
information is clear and concise!”
 “Good revision tool because if you haven't
completely understood something in the
lecture or when revising then you can go to
that place in the vignette and listen to the
explanation again!”
 “All lecturers should do it”
 “Would be more effective if lectures were
recorded as vignettes that are only 5
minutes long”

18. Student Authored Vignettes
Allocated
topic
Presentation
Capture
Edit
Vignette
Publish
online

19. Uptake
When was the exam?

20. Evaluation quotes
 “Thought about information
in a different way when
preparing interactive
questions”
 “You can add more to existing
presentation which is good”
 “Made you go over material
you might have forgotten”
 “Had lecture notes and
additional material
(narration)”
 “Highlights key areas”
 “No experience made
preparation difficult”
 “Students don’t have a lot
of time to do it. Takes
longer than actual
powerpoint”
 “Need more Camtasia
experience/easier
software”
 “Very good revision tool if
a lot of effort is put into
producing it”
 “Quality may differ and
affect revision – can’t rely
on them”

21. Online
“What can go online should go online”
Prof David Read

22. What is the default copyright
status of everything published on
the internet?
Your work is automatically protected under copyright!

23. Alternative copyright Licensing

24. Scoop.It

25. Slideshare

26. Learn Chemistry

27. MOOCs

28. Our model of lecture flipping
 Students are strongly encouraged to watch a screencast
recording of the (previous year’s) lecture the flipped
lecture is replacing.
 They attend the timetabled teaching slot and are
engaged in as interactive and as ‘challenging’ a session
as the ‘lecturer’ can muster using every audience
participation device at their disposal.

29. What is the objective of a question
posed during teaching?

30. The importance of the question

31. Would you eat these strawberries?
 The maximum residue level of Azoxystrobin
in strawberries is 10 mg/kg.
 The laboratory measured a content of 8.1
mg/kg with an expanded uncertainty (k=2)
of 3.8 mg/kg

32. What should the decision rule be?

33. Physics (forces), Biochemistry
(photosynthesis) or Law (theft)?
1. Physics
2. Biochemistry
3. Law
Physics
Biochem
istry
Law
0% 0%0%

34. A ball initially at rest in the hand, is thrown
upwards, comes back down and is caught.
Which of the following represents a plausible graph
of vertical acceleration against time?
1. Graph 1
2. Graph 2
3. Graph 3
Graph
1
Graph
2
Graph
3
0% 0%0%
Graph 1
Graph 2
Graph 3

35. When we shed body fat, most of the weight
exits the body through
1. Perspiration
2. Defecation
3. Exhalation
4. Urination
Perspiration
Defecation
Exhalation
Urination
0% 0%0%0%

36. An analyst goes to the company café to buy a cake. They
take the item from the shelf, and head toward the till,
before realising they have no money on them. They decide
to take the chocolate bar anyway, thinking no one will
notice. They start to walk out but then have a change of
heart, realising if caught they could lose their job. They
put the item back and leave…
Are their actions
1. A theft
2. Attempted theft
3. No offence at
all A
theft
Attem
pted
theft
No
offence
atall
0% 0%0%

37. Which are genuine student evaluation comments?
1. A lot of the descriptive chemistry was very dry and essentially boring. It is
hard to teach this kind of material but the 'flipped lectures' seemed to
combat this.
2. I think the 'flipped' lectures run by Dr. Lancaster were a really good idea and
I felt more engaged in the module.
3. I appreciated Dr Lancaster's efforts to make the lectures interesting and
engaging in a modern way. The 'flipped' lectures were very successful.
4. I really enjoyed the flipped lectures and find that revising that material is
much easier.
5. The flipped-lectures are a definite step in the right direction, away from
archaic lectures with little or no mental stimulus, towards a more
interactive learning experience that maximises learning outcome!
6. They were good fun as it was nice to have interaction with the lecture as
opposed to just being talked at, it was also nice having knowledge of what
you were talking about as we had already gone through the material!
7. I think the flipped lectures were a really good idea because it was a more
interactive way to engage students into learning, rather than the repetitive
routine of having to listen to the lecturer work through a PowerPoint
presentation for an hour.

38. Satisfaction
I really really loved the
interactive lectures, they made
me more engaged and I believe
I learnt more in this style of
teaching.
The Screencasts are essential to
go through before the lectures,
but this is a good thing.
I found the prerecorded screen
casts/quiz style lectures
actually very helpful, they
made you actually think about
the lecture material while it
was being taught instead of
leaving it all to revision time…
Did not enjoy his method of
teaching, having to watch
screencasts in our own time
and then doing questions in
the lecture was not helpful
to me.
…too much reliance on
understanding material…
…would have preferred less
of the pre-lecture
screencasts and and more
of this material being
taught in the lectures
rather than the 'big scale
tutorial' type set up.

39. Freedom from flipping

40. Acquiring the courage to cut

41. “education gives to us that which remains
after we have forgotten all that we have
learned in the schools”
E.D. Battle, 1899
Education

42. Which one of the three little pigs built
the most environmentally sustainable
house?
A. First little pig (straw)
B. Second little pig
(wood)
C. Third little pig (brick)
Firstlittle
pig(straw
)
Second
little
pig(w
ood)
Third
little
pig
(brick)
0% 0%0%

43. The Goldilocks Zone

44. Who is best placed to determine the
Goldilocks Zone?

45. Student Sourcing Questions?
 Be open to student suggestions
 Encourage students to submit questions
for use within flipped sessions
 Use Peerwise to structure, screen and
select questions in the sweet spot for
peer instruction
 Seek answers from students and even
draft new questions ‘on the hoof’

46. Where does most of the mass of a
mature oak tree come from?
1. ?
2. ??
3. ???
4. ????
?
??
???
????
0% 0%0%0%

47. University of Houston

48. The Question is Key

49. Conclusions
 Teaching doesn’t exist and facilitating learning is hard.
 Ask what you are adding by expecting students to attend.
 Can you reduce your content sufficiently to allow enough
interaction?
 Can you ever have enough interaction?
 If you can’t then flip or CUT.
 Start small but commit fully.
 Question everything, especially the questions.
 Try Peer Instruction
 Seek (possible) answers from the floor.
 Relinquish as much control as possible and enjoy the ride.

50. Acknowledgements

51. Select a challenge
 Install the trial version of Camtasia and create a
screencast
 Create a Scoop.It site
 Find an OER worthy of inclusion in your class
 Author a “conceptual” question in the Goldilocks zone