You'll "Flip" for Accounting

Matt Fisher*, Accounting Faculty, uses a $100 FlipVideo camcorder and a quiet conference room to create short lecture modules for his students.
Click here for Matt's most-viewed YouTube video.

• Where did the idea start? While at the Conference on Teaching and Learning in Accounting, I attended a session where the presenter had created videos using the inexpensive FlipVideo camera. Shortly after, I began teaching online, and decided to create similar videos for my courses.
  
• What do students think? I started out creating general concept modules, and it was the students who asked me to create additional, more detailed videos.
  
• Biggest benefits for teaching & learning? The textbook doesn't always provide all of the steps in a given procedure, so the videos fill in gaps.

        * For today's performance, the part of Matt Fisher will be played by Linda Zehr.

 
Other approaches to using the Flip...

My Trip to the Gas Station (Elasticity of Demand - Mary McGlasson/Linda Zehr)

Do you have an emergency preparedness plan for your classes? (Any discipline - Mary McGlasson/Linda Zehr)

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Capture Their Attention with Camtasia

Ben Archer, Director of Instructional Technology and Course Production (as well as adjunct faculty), uses Camtasia to create instructional videos for his online students.

• Where did the idea start? I was struggling with effective content delivery in a fully online course. Originally I used narrated PowerPoints to add some depth to the content, but the small addition of video created a much more personal connection with the students.
• What do students think? Feedback is overwhelmingly positive, and the most frequent comment is that the content is easy to understand, even using the exact same presentation and script as a voice-only presentation.
• Biggest benefits for teaching & learning? Making content in online classes more personal and accessible to students without a huge amount of preparation or overhead.

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Teaching Economics with Sock Monkeys and Stick People...?

 
One unexpected but exciting outcome of this video project is that Maricopa has given The State of Washington's Open Course Library Project permission to use some of these videos; in return, the folks at the OCL Project are creating closed-captioned versions of the episodes that they will be using.

Mary McGlasson, Economics Faculty, uses pen, paper, and a few digital storytelling techniques to create video modules for her students.
Click here for Mary's video on Monopoly.

• Where did the idea start? The seed was planted when I took the Maricopa Digital Storytelling workshop in 2007 - I got done with my project early, so started playing with drawings of stick people and the photocopy machine to make a second digital story.Then I thought, "Why can't I explain concepts, instead of telling a personal story...?"
  
• What do students think? Students enjoy the usual aspect of video modules - that they can review them until they get the concepts down -- but many also say that they are visual learners, so the drawings really help.
  
• Biggest benefits for teaching & learning? The videos allow me to move the lecture out of the classroom, so that our valuable face time is spent in discussion and doing other hands-on activities.