Instructional videos mean more time for active learning in Adwait Jog's computer science courses

In a Nutshell

Adwait Jog | Computer Science

Class Size: Medium

Class Type: Flipped (asynchronous content)

Problem: Lack of time for active learning in class

Solution: Introduce key concepts via videos

Problem

Lack of time for active learning in the classroom.

Professor Adwait Jog teaches Computer Architecture (CSI424/524), which essentially covers the interactions of computer hardware and software — this course mostly focuses on the hardware side of this. The course has both undergraduate and graduate students. Traditionally the class has mostly consisted of lecture-based content delivery and of several lab/coding assignments. The class enrollment is typically 30-35 students, mostly undergraduates. Jog explains his plan:

As of now, my class is more traditional — lectures in the class; homework assignments for out-of-the-class learning. My goal is to make the class more interactive and infuse more in-class problem-solving. This goal is motivated by my recent teaching evaluations that demanded more in-class problem-solving.

There is not enough time in class to both introduce content, and apply new knowledge by doing more intensive problem solving. In classroom active learning scenarios allow for more complex problems while still having instructor feedback in real time, but this means content needs to be covered before class time.

Solution

Some key concepts will now be introduced via online asynchronous introductions to key concepts, with online practice problems/quizzes, which frees up time for in-class activities and real-time instructor feedback. Jog shared his process:

To achieve this goal, my solution is to try a flipped classroom approach to teaching my computer architecture class.

Since this is the first time I am doing this, I want to start slowly. Ideally, I want to try out on a small scale and take feedback first. Therefore, I created a sample video to discuss one of the concepts of class related to work scheduling. This is a short video that first introduces the concept, demonstrates it with some examples, and ends with a question (and answers it after a pause). In practice, I will ask students to watch this video before coming to the class and directly jump to more in-class problems rather than going over the concept again. My plan is to keep videos very short so that students can watch it quickly and do not spend too much (they already have several homework assignments to do in my class!).

To make the in-class problem solving more fun, I have used the notability app on iPad Pro. It is indeed cool to use it as annotations are more clear (I put them on a projector) plus can make the class very interactive. It also can resolve the problem of larger classrooms where students at the back can find it difficult to see the blackboard/whiteboard drawings. Later on, I put all my annotations on learning management system (e.g., BB or Piazza) so that students can refer to them later.

Lessons Learned

Some early feedback — taking a good video can be tricky. Notability video feature has shadow issues. I have explored zoom and iPad screen recording feature. Another challenge is keeping the pace of the class while you are annotating. It can take time to get used to it.

Pacing can be hard to maintain while annotating (for in-class recordings or activities)
Prep time is required to create concise video content
It took some time to find best software/hardware interface for desired product

Resources

Notability app download for iPhone or iPad
Lynda.com course on educator use of the Notability iPad app (free with W&M credential login)

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