I made the decision to ground these homework assignments in the cognitivist learning perspective to draw upon students' existing schema rather than provide drill and practice homework activities grounded in behaviorist learning theory (Moreno, 2010 Smaldino, Russell, and Lowther, 2012 Yilmaz, 2011).
For this reason, the flipped classroom became routine in the education psychology course, and I continued to incorporate the pedagogical tool of videos into the course content as homework assignments. Students' responses to the assignment were positive, stating they preferred this method of delivery of lectures and specifying that they liked using class time to work collaboratively rather than sitting in class listening to lectures. I gave a homework assignment to students to view the course lecture video and to keep a written summary as documentation. I selected the Unlisted Setting on YouTube and shared the URL to the video by placing the URL within our learning course management system, Blackboard. mpv format file and uploaded the file to YouTube.
#Flipped classroom video tools software
I used video-recording software available on a personal laptop computer to record the cancelled class lecture due to a snow day. In-lieu of using in-class time to present a missed lecture, I could use video to record and then deliver lectures that students could watch as homework assignments that earned points. The remedy for lost instructional lecture time was obvious. Students enrolled in the educational psychology course could easily access the course via Blackboard and could view YouTube resources on personal hand-held devices or laptops, or could go to the on-campus library for access to desktop computers.
When I taught an undergraduate educational psychology course for a professor on sabbatical at an on-the-ground college, these time-grabbers challenged me to keep pace with the course syllabus. I managed these when I taught on the secondary level because administrators scheduled make-up time into the calendar. Communication with the instructor was prompt and constructive.Snow days, emergency drills, assemblies, and celebrations are only a few distractors on the menu of on-the-ground class instructional time-grabbers. The timetable was satisfactory for the time available. The spaces used were highly accordant with the philosophy of the innovative practices and the venues that we visited are deemed necessary to complement the new practice. Also, interaction with participants from other countries and cultures was quite productive. Besides penetrating the objects of study, clarity and the logical sequence with which the training methods and tools were taught guarantee their complete understanding and effectiveness. This familiarization with the new pedagogical teaching methods enabled the dissemination and impartation of new knowledge from the participants to the local educational community and the broader social context. The quality of education was excellent because it took place in an experiential way and was easily understood. Their structure was such that gradually led to their understanding and consolidation.
The different objects of study examined were linked to each other in a way that new practices were lightened. The training contents were fairly relevant to our initial pedagogical goals.
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