{"id":839,"date":"2014-07-30T12:05:02","date_gmt":"2014-07-30T16:05:02","guid":{"rendered":"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/?p=839"},"modified":"2014-08-08T13:59:06","modified_gmt":"2014-08-08T17:59:06","slug":"aaron-dewalds-top-five-tips-for-flipping-classrooms","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/07\/30\/aaron-dewalds-top-five-tips-for-flipping-classrooms\/","title":{"rendered":"Aaron Dewald\u2019s Top Five Tips for Flipping Classrooms"},"content":{"rendered":"

Lessons from CALIcon14 @ HLS<\/em><\/p>\n

Aaron Dewald has online modules for law school down to a science\u2014literally. Dewald is the Associate Director of the Center for Innovation and Legal Education at the University of Utah\u2019s S.J. Quinney College of Law. He works on TheFirstYear Project<\/a>, an effort to develop online videos for the 1L curriculum. He\u2019s also a Ph.D. candidate in learning science, and knows the potential and the pitfalls of blended learning. Dewald says, \u201cKnowing a few simple things about what blended learning can and cannot do, as well as how to properly design the online portion, can lead to a very successful blended course.\u201d<\/p>\n

Many educators tell us that there\u2019s never enough time in their courses to use case studies \u2013 too many cases to review, too much information to deliver. Using Dewald\u2019s blended learning approach, you can be more efficient with how you transfer information to students, providing them with well-thought-out, replayable lectures that help ensure that your students get a well-structured baseline of knowledge.\u00a0 This may free up classroom time for more participant-centered learning, like case studies and problem solving workshops.<\/p>\n

\"images\"<\/a>Last month, I sat in on Dewald\u2019s presentation at CALIcon<\/a>, the Center for Computer-Assisted Legal Instruction\u2019s annual meeting of the minds. Here are Dewald\u2019s tips for creating online modules that work:<\/p>\n

    \n
  1. Combine the verbal with visual.<\/strong> With more retrieval cues, students are more likely to remember the information due to a more robust \u201cencoding.\u201d<\/li>\n
  2. Less is more.<\/strong> Text and talking use the same \u201cverbal\u201d channel of processing information, straining the students\u2019 cognitive load. With voiceovers, it\u2019s better to minimize the words on-screen. Likewise, superfluous content or attention-grabbing animations can distract from the key information.<\/li>\n
  3. 10 minutes, max.<\/strong> Short videos encourage brevity, minimize distractions, and hold students\u2019 attention; often they\u2019re easier to produce as well. Break complex lessons into multiple short videos.<\/li>\n
  4. Write a script. <\/strong>Many educators lecture off the cuff, but multimedia presentations need scripts to be coordinated, concrete, thoughtful, and concise. According to Dewald, novices need these features to build a strong, stable knowledge base.<\/li>\n
  5. Talk like Toy Story.<\/strong> Online lectures need animated narrators, so use more inflection. Don\u2019t worry, says Dewald, the finished product sounds less ridiculous than one might think. Learners can tell when you\u2019re bored, reading, or both.<\/li>\n<\/ol>\n

    A version of Dewald\u2019s CALI presentation, an example of online learning in its own right, is available on YouTube<\/a>. Dewald also explains the learning science behind effective presentations<\/a> and the project timeline for creating online modules<\/a>.<\/p>\n

    TheFirstYear.org<\/em><\/a> is looking for law school professors who want online modules for their first-year courses. You write the script, and TheFirstYear Project will create the video. Email aaron.dewald [at] law.utah.edu for more information.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

    Lessons from CALIcon14 @ HLS Aaron Dewald has online modules for law school down to a science\u2014literally. Dewald is the Associate Director of the Center for Innovation and Legal Education at the University of Utah\u2019s S.J. Quinney College of Law. … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":5482,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[88574,1],"tags":[],"class_list":["post-839","post","type-post","status-publish","format-standard","hentry","category-legal-news-and-debate","category-uncategorized"],"jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4CR8M-dx","jetpack-related-posts":[{"id":845,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/08\/06\/summer-reading-crash-course-on-flipped-classrooms\/","url_meta":{"origin":839,"position":0},"title":"Summer Reading: Crash Course on Flipped Classrooms","author":"Elizabeth Moroney","date":"August 6, 2014","format":false,"excerpt":"Biologists at the University of Washington recently released the findings of a meta-analysis on active learning in STEM (science, technology, engineering, and mathematics) classes: students in lecture classes, across every discipline, are 1.5 times more likely to fail than students in active learning classes, involving discussion and in-class activities. 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