Another reading for the Framingham State course included this post on UDL (Universal Design for Learning). UDL takes the basic idea of flipping the classroom and fine tunes it a bit, with an emphasis on greater student autonomy within the flipped model, including multiple means of representation within the flipped resource and multiple means of expression for the student. (One question that arises is whether multiple means of representation can occur within one medium, e.g. the video, or whether they should be separate, i.e. a video is provided as well as a website, rather than including a link within the video to that website. I’m guessing the former.)

When I was designing the TEC Latin I course, I started to include videos from YouTube as part of the ‘readings’. These videos were of course flipped classroom-type videos (OERs, I’ve learned: Open Educational Resources) made by Latin teachers. I was struck by the different approaches that each teacher / video took and thought it would be interesting to categorize them here, especially in terms of the UDL concept of multiple means of representation. (And these categories can of course apply to any flipped video, but the Latin videos are the ones with which I have the most experience.)

  • the videotaped lecture: a teacher giving a lecture and videotaping that lecture; the graphics are provided by the teacher writing on a white board (one teacher varied this approach by using a pre-made handout as the ‘white board’ and videotaping his hand supplementing that handout has he spoke)
  • the annotated powerpoint: a pre-made powerpoint that the teacher then supplements with her voice and/or annotations, the former in one case being provided by a screen-in-screen head shot of the teacher talking (perhaps the most literal incarnation of the talking head)
  • the hybrid: some combination of teacher lecture (usually voice only) with a combination of other resources (graphics, other videos, etc.); this is a variation on the annotated powerpoint, and in fact powerpoint is an option for organizing these resources but I at least find the powerpoint format somewhat limiting
  • the borrow: using another’s lecture wholesale in place of one made by the teacher (this of course is what I did for the TEC Latin I course)

My goal is the hybrid but of course this is the most labor-intensive approach. My concern about the flipped videos is bringing some order to the vast number of resources out there, not only digital resources but also print resources that I would incorporate as well. Any thoughts on how to do that…?

Here are some Latin video collections / teachers that have produced flipped classroom videos on YouTube:

  • VisualLatin (taped lecture): not a full curriculum but a promo series of videos of VisualLatin but nonetheless some good vidoes
  • LatinTutorial (hybrid): an attractive set of videos, using Prezi-like presentation techniques
  • LearnLatinOnline (annotated powerpoint): not many videos and pretty simplistic that focus primarily on vocab but most videos are topical (numbers, animals, etc.) rather than grammar-based
  • Bob Smith (annotated powerpoint): a series of lectures based on the chapters in Wheelock
  • Marcus Apollonius (annotated powerpoint / hybrid): a bit of an eclectic collection, some on grammar, some on literature, and many using more text than voice and using Latin for grammatical terms
  • TuTubusLatinus (annotated powerpoint / hybrid): a good collection of well produced videos on a number of topics

There are some others, but I’ll leave the list at this for now. An interesting perspective I think on how different videos look to the viewer / consumer (and back to my original question above: how to bring some order to all of this…?).

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