How to make sure students do their flipped homework?

With traditional lectures at class and exercises at home, teachers mostly know if and how their lecturing is received. There are always few of those teachers that just don’t notice the yawning, but most of them have a good sense on how many of the students fully got the lesson and exactly who needs some additional explanation, so no student has to many issues doing homework exercises at home with no assistance.

In e-learning and flipped classroom situation is mostly reversed and the students are receiving the knowledge with no assistance and with flipped learning they are then working on employing that knowledge in classroom with help of the teacher. In this case the students are left to their own motivation to watch the lessons at home and the teacher has no way of knowing who yawned through their whole lecture. However, the teacher can and should make sure to make the lessons engaging and establish some sort of a feedback system – otherwise there are going to be some big problems when students do not have the sufficient knowledge to do the exercises in classroom.  

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How to create a microlecture?

Edynco microlectureA microlecture is a short video or audio presentation of narrowly focused topic. Microlecture follows the principle of “bite-size information”. Thus learner can explore and pull the content relevant to him/her and move through it at his/her own pace. That means that one microlecture shouldn’t be longer than 3 minutes. You can create microlecture as narrated PowerPoint, screencast or short video.

In this post I’ll present 4 elements, which are important when creating a microlecture on the basis of your PowerPoint slides.  

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With a new module “Assignments” students can create their own learning maps

Something that was on our minds for a while now, is a question on how to better engage students with Edynco. Interactive videos and micro-lectures (we wrote about this here), quizzes (we wrote about that there) and communication among students and teachers (about which we wrote here) did do a lot, but we felt there was something missing.

While we feel this kind of communication and quizzing is really beneficial for students while first getting to know the subject of the lesson and studying, we believe both – students and teachers – need something more; students to achieve better long term recall of learnt information and teachers to get the feedback on their students’ knowledge and more importantly their comprehension.
This is why we, after a few thoughtful months and some less thoughtful but more productive programming days, created a new feature called assignments. In this module, which is included inside each private group, teachers can assign their students three different tasks:


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