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“Flipped Knowledge

Production” Faculty and Students Working

Beyond The Classroom

Janet Russell

Susan Pennestri

Lucas Regner

Georgetown University

New Orleans, LA

February 3, 2014

9:45 AM UTC

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Background and Context

Implementation and Execution

Perspective, Future(s), and How

This Could Work For You

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Background& Context

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3 trends

Ubiquitous

computing &

broadband

Web 2.0 &

Social Media

OnlineEducation

& Learning

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Ubiquitous

computing &

broadband

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Ubiquitous

computing &

broadband

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Ubiquitous

computing &

broadband

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By Enoc vt (File:Botón Me gusta.svg)

[Public domain], via Wikimedia Commons 

Web 2.0 &

Social

Media

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Online

Education

& Learning

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The insights that come with teaching

massive online courses, however, come at aprice. Many professors ... got a lot out of

teaching MOOCs, but teaching MOOCs

took a lot out of them ... [Princeton

University's Robert Sedgewick] had spent

hundreds of hours readying the material,devoting as much as two weeks each to

recording and fine-tuning videotaped

lectures. The preparation itself, he said, was

"a full-time job.” 

“The Professors Who Make the MOOCs” in The

Chronicle of Higher Education, March 24 2013 

Online

Education

& Learning

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I used Camtasia [lecture capture product] to

capture the entire class lecture so that I

didn’t have to create all the examples again.

I did spend a great deal of Saturdays and

Sundays last winter and spring cutting theCamtasia file into smaller 5-10 minute

sections and rerecording the audio. It took a

lot of time.

Georgetown Business School Professor

Online

Education

& Learning

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“Mackinac Bridge”, by Charles Dawley 

under a Creative Commons License 

   O   F   F

   L   I   N   E

 ONL 

I  NE 

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Ubiquitous

computing &

broadband

Web 2.0 &

Social Media

Online

Education

& Learning

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Mission

Create a Sustainable Workflowof Capturing and Repurposing

Lecture Content

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Brooks and Walker from the University

of Minnesota, DIVING DEEP INTO DATA 

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Implementation& Execution

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1. Wholesale recording of one

semester of lectures

2. Identify online-optimized

segments

3. Reuse the segments to flip theclassroom

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How, exactly, did she do this?

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One

75 minlecture

Five

2-7 minsegments

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Successful Mining

Topically

Structured

Lectures

Lecture &

Speaking

Style

TA Help

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&

Perspective, Future(s)

 And How This Could

Work For You

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1. One assigned lectureper two students

2. Overarching goal of the

assignment, endproduct

3. Practical guide on howto proceed

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Instructional Design 

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Tools &

Technology 

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VOCAT

Georgetown Uni. or CNDLS claim no

rights to the logos presented here.

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Questions?

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 All images, figures, and graphs in

this presentation are © 2009

CNDLS & Georgetown University,

unless otherwise specified

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In our presentation, we

referenced the following

ELI2014 sessions

 Assessing Student

Learning Through The

Use Of Digital Video AndData Mining 

Diving Deep Into Data:

Motivations, Perceptions,

 And Learning In

Minnesota MOOCs 

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This presentation leaves copyright of the content to the presenter.

Unless otherwise noted in the materials, uploaded content carries the

Creative Commons Attribution-NonCommercial-ShareAlike license,

which grants usage to the general public with the stipulated criteria.

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Contact information

Janet Russell, PhD

Director for Science Programs &

Technology Enhanced Learning

Mail: jsr49@georgetown.edu

Susan Pennestri, M.A.

Instructional Technologist

sqp@georgetown.edu

Lucas Regner, B.S.Graduate Associate

ler59@georgetown.edu