Video based teaching and flipped classroom – in MOOC and blended learning

Introduction

Which is more important?  Content knowledge or creativity.

In this post,

Zhao asserts that “the successful transmission of prescribed content contributes little to economies that require creative and entrepreneurial individual talents and in fact can damage the creative and entrepreneurial spirit” and that “high test scores of a nation can come at the cost of entrepreneurial and creative capacity”.

I then reflected upon what all those educational videos mean to me, as an educator, in my learning.  Do I want to learn about the content of the video, or do I want to learn about how to create such video in a creative way?

I think that is what distinguishes between the pedagogy of instructivism and connectivism too – where absorbing the content knowledge is critical to learning under an instructivist approach, and creating new and emergent knowledge is critical to learning under a connectivist approach.

I would devote this post to video based teaching and flipped classroom, and how it would impact on the learning in MOOCs (both x and cMOOCs) and blended learning.

I think this is the fundamental pedagogy that relates to the use of videos and flipped classroom in both blended learning, and distance or online learning, such as those in Khan Academy and some of the xMOOCs.  These are discussed in pro and con of flipped classroom and The flipped classroom: what are the pros and cons.

I just came across this video and found some interesting points:

First, how would you ensure that learning is occurring with videos watching, and even responding to the questions posted?

I must admit that I like watching videos, but seldom ended without questioning what I have learnt.  If I found the video interesting and worthy of reflection, I would ask a few critical questions.  These included: what sort of new or emerging knowledge did I get out of watching this video? What concepts are relevant to our environment, and what are relevant to my own experiences?

I didn’t get much from some of the more elementary videos as I reckon they are purely for elementary school children, and I would not therefore be able to make a fair judgment on those videos.  So, it is not that those videos are not educational, only that I would not be able to sense the same value as those who actually use the video for educational purpose.

I have made the assumptions that these videos are useful for certain audiences but not me, and that I would use such criteria in judgment on numerous educational/entertainment videos.

This is why I found it interesting when people refer back to video based teaching as the “holy grail” that would help in flipped classroom.  I reckon video based teaching has been used in a classroom environment since I started teaching in the mid 80s.  What teachers would do was to show an educational video, followed by discussion and activities that critique on the issues raised in the video.  There aren’t much differences from that of the flipped classroom, except that mass lectures were seldom used as in the universities.  Instead, small class discussions with activities and simulated role plays are the norms rather than the exceptions in many classes we are conducting.  Isn’t it a surprise that we seemed to have just discovered the magic of discussions and debates in the classroom (or digital classroom), where discourse was held in the discussion boards or LMS.

What I think is essential for student learning is not just the mere showing of teaching on the writing pad, or the interactive white boards, or those shown in videos like Khan Academy (I mean they are still valuable, though they are just the starting point of in-depth learning).  What is essential is the initiation of learning based on the three dimensions: social, cognitive and teaching, where the student needs to be actively engaging in, and to make a sensible choice in balancing the three, in MOOCs and blended learning.

Here Eric mentions about the significance of learning whilst in the classroom environment, and suggests that lecturing alone may not be that effective in learning, despite its seemingly effectiveness in teaching a massive population.

https://www.youtube.com/watch?feature=player_embedded&v=aYiI2Hvg5LE

Have I been lecturing throughout the years?  May be sometimes, but for most of the time, I preferred not to, though videos postings are too tempting as an alternative to lecturing.

Conclusion

Finally, I still think that flipping the learning, rather than the flipped classroom would make a BIG difference to learning, as shared here.

For me, a combination of education and learning may be a better alternative solution, rather than flipping the pendulum from one end (teaching only, without any learning involvement or engagement) to another end (learning only without any support initially or understanding learning needs).  Everyone learns differently, and there is no way of trying to fit everyone’s feet with the standardized shoes, though we could still continue to mass produce the shoes with the various sizes.

If we want our students to be the fountain of knowledge, we must let go and let them shine, so they would become the master of learning, and take ownership and authorship of their learning journey, as I have shared in my previous posts on self-directed learning and learning with autonomy.

What about your views on these video-based teaching and flipped classroom?

Just noted this post on flipped classroom by Audrey.

15 thoughts on “Video based teaching and flipped classroom – in MOOC and blended learning

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