Looking to free up time in class for more active learning assignments, I began to transition some of the basic concepts and framework to outside of the classroom. This hybrid-flipped classroom design is a very approachable pedagogical change for instructors looking to change their classroom dynamic.

Extensive flipped classroom research suggests that first exposure to material before students enter the classroom allows for greater mastery of material. Like many instructors I was weary of flipping my classroom especially at the intermediate level. I believed that too many concepts needed to be approached within the classroom. Yet, as I looked through my curriculum I was able to identify topics in almost every area of my intermediate microeconomics course that could be pushed to a pre-lecture assignment.

These 5 minute videos break down concepts quickly for students into digestible components. Lectures feel less dense and students are able to appropriate concepts quicker when they're not bogged down by learning the basics.

For many quantitative methodologies I often ask students to watch a video of me unpacking the problem so that our conversations in class don't surround the calculus but expand upon the economic analysis.

After watching the material, students are tasked with answering questions via our school's classroom learning management site, Sakai. On occasion I have used hard copy "1-minute" quizzes at the beginning of class as well.

I have found that designing low-stakes questions that test basic understanding are appropriate for the level of understanding I'm aiming for.

To implement this design, investing in some hardware and software resources makes this approach very straightforward.

Although there are many, many resources available, lets keep it simple to get started.

The use of desktop capture software is going to be the most important tool in your toolbox. There are a variety of free software programs which simplify the process. Personally I use the free edition of Active Presenter from Atomi Systems. Its really just a couple mouse clicks to begin recording.

To make things easy, I use a microphone that is attached to a standard headset with a 3.55mm headphone jack. Other times, I'll use my computer's internal microphone as long as I'm in a quiet room. Keep it simple.

Be sure to check with your IT department to see if there are campus resources or endorsed programs for use.

To begin your own classroom example

• Identify a topic that you believe can be substituted by a desktop video capture e.g. characteristics of a monopolistic market
• If you are already using lecture slides, go ahead an record your lecture as you would in class
• Remember to keep it short and sweet. I don't write a script out but if you're worried about going "off-script" it maybe handy to have a few bullet pointed ideas
  • Don't worry about making it perfect! A little stumble here or there is fine
• Once you've finished recording, finding a place to host your video is important
  • Google Sites or drive is a very friendly way to get going
  • Creating a YouTube channel is a quick and easy solution
  • Your university's classroom management software
• To test students on the material, think of the most important, broadest takeaways from your 5-minute lecture. Design a question which captures this sentiment.

In my intermediate microeconomics class, the characteristics of a perfectly competitive market is a topic I have pivoted to being explored before our class lecture.

Students are asked to watch the following video which walks through the basics of this market structure.

My expectations for students understanding are fairly low. Upon walking into class I would like students to be acquainted with the terminology and have seen the graphical implications of our market. I try to prime our lecture by asking a refresher question about the material they watched. Generally, this allows me to jump into the more quantitative components of our discussion.

After this video I ask students to answer the following questions:

• The firm's demand curve is _____________ which reveals that perfectly competitive firms are _____________.
  • Perfectly inelastic, price takers
  • Perfectly elastic, price takers
  • Perfectly elastic, price makers
  • Downward sloping, price takers

• To find the profit maximizing quantity, why do firms equate marginal revenue to marginal cost ?
  • Because firms would like to make sure the benefits from producing the next unit of output covers the cost of producing the next unit of output
  • Because firms would like to make sure the benefit from producing the next unit of output is always more than the cost of producing the next unit of output
  • Because firms would like to make sure the benefit from producing the next unit of output is positive