Here (
https://youtu.be/v-3cZcSBsIw) you can see the video that we prepare for you!
During the fall semesters of last two academic years, a MOOC Técnico course was used to support a flipped-classroom strategy, which involved circa 180 on-campus first-year students enrolled in a regular Linear Algebra (LA) course at Instituto Superior Técnico (IST), Universidade de Lisboa.
This innovative experience in IST campus was designed, implemented and monitored in collaboration with MOOC Técnico pedagogical team, and even with overall positive results, encounter several constrains. The goal of the present talk is to discuss some working strategies that we were able to implement successfully, and also to receive possible feedback from the audience. Over the two-year implementation we clearly identified the following four types of obstacles to the flipping of the class: institutional resistance, course and content restrictions, situational constrains and students’ psychological factors.
The first resistance to overcome consisted in having the department’s support to go outside the general norm of lecturing. The LA teacher was facing review and criticism by others within the department which is not the usual rule. Then the choice of the given topic of the LA curriculum obliged us to review certain principles. The physical space in which the lecture classes were supposed to take place all along the semester was not suitable for discussions and collaborative peer-work. We also found students’ psychological factors to overcome, from accommodation to passive classroom to inexperience how to collaborate and create a sense of an open community within the MOOC.
