It’s no secret, the key to an easier experience teaching is to planning and preparation. Teachers spend majority of their time planning lessons and this is more evident in a flipped classroom. Teachers need to be able to use time to firstly, plan the lesson and then record a short video before each lesson, with enough time for the students to be able to view them.
To facilitate a flipped classroom, the teacher needs to be able to record and upload their lesson prior to the students arriving to class. There are many different web and app based programs out there to assist teachers to facilitate a flipped classroom. By doing a quick internet search, Dunn (2013) has proposed the 10 best web tools to facilitate a flipped classroom. These include some applications that many teachers use including YouTube to upload their videos (Carstens & Sheehan, 2014), Wikispace, Poll Everywhere, Screencast and Dropbox. However, each program has its own key features that others may lack. For example YouTube has the video sharing capabilities that many students are familiar with however, lacks the resource sharing feature that Dropbox provides. Teachers generally have to use a range of applications to provide a flipped classroom. There doesn’t seem to be one program that is solely dedicated to assisting teachers facilitate a flipped classroom.
A solution to this problem is to generate a website, which allows teachers ease to upload videos and content material and allow students easy access to these resources. Carstens and Sheehan (2014) stated that the flipped classroom takes a while for the students to adapt to the process, and this website could ease students into the routine with limited content and progressively increase the number of accessories/tools.
Another feature to this website would allow for teachers to be able to create and edit their videos instantaneously. Carstens and Sheehan (2014) found that students preferred some background music to their videos with short capped video lengths. Another feature would allow teachers to see which students have viewed the video and paused at which concept to be able to specifically focus their lesson on that particular concept. Having the feature of instant chat, will allow students to ask questions to the teacher with immediate feedback.
Leave your thoughts on the idea below or if there are any other features that could be utilised?
Carstens, F. J., & Sheehan, M. (2014). Triumphs and Tribulations of the Flupped Classroom: A High School Teacher’s Perspective. In J. Keengwe, G. Onchwari, & J. N. Oigara, Promoting Active Learning Through the Flipped Classroom Model (pp. pp. 91-112). Hershey, PA: IGI Global. doi:10.4018/978-1-4666-4987-3.
Dunn, J. (2013, April 6). The 10 Best Web Tools For Flipped Classrooms. Retrieved from Edudemic: http://www.edudemic.com/web-tools-for-flipped-classrooms/