Teaching with videos requires powerful sequencing, targeted micro-lessons, and a thoughtful, activity-based classroom.
A “flipped” instructional design requires faculty to move key (generative) concept lessons online into the video mode. Ideally, these videos are less than 10-minutes and engage students in a view-do format. Students listen to the online lectures outside of the classroom, complete a credit-no credit activity or assignment, and both the lesson topic and assignment directly prepare the student for the project-based work done in the classroom. In removing the lecture from the classroom, students can self-pace through the lecture and the classroom shifts to an active-learning mode, including hands-on activities and/or peer-to-peer and/or learner-instructor interaction.
Effective “flipped” design adds a formative assessment to be completed after watching the video. Formative assessments could include drawing a diagram, completing a problem set, drafting a document, answering a series of comprehension questions, or actively applying the skill that is covered in the lesson, usually in a “low stakes” assignment that allows for quick, targeted faculty feedback.
Here are a few examples of my flipped, writing instructional videos:
Building Process Knowledge Five-Part Series
The Power of Persuasion: Ethos, Logos, Pathos
Organizing Ideas: TEA paragraphs
Peer-to-Peer Feedback: Compliment Sandwich
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