Reflecting on some flipped classroom strategies

I was invited to talk about my experiences with flipped classroom methodologies at a seminar at the Faculty of Humanities last week. Preparing for the talk got me to revisit my own journey of working towards flipped teaching methodologies. This has also involved explorations of various types of audio/video recording. I will go through them in chronological order.

Podcasting

Back in 2009-2011, I created “podcasts” of my lectures a couple of semesters, such as in the course MUS2006 Music and Body Movements (which was at the time taught in Norwegian). What I did was primarily to record the audio of the lectures and make them available for the students to listen/download. I experimented with different setups, microphones, etc., and eventually managed to find something that was quite time-efficient.

The problem, however, was that I did not find the cost-benefit ratio to be high enough. This is a course with fairly few students (20-40), and not many actually listened to the lectures. I don’t blame them, though, as listening to 2×45 minutes of lecturing is not the most efficient way of learning.

Lecture recording

I organized the huge NIME conference in 2011, and then decided to explore the new video production facilities available in the auditorium we were using. All of the lectures and performances of the conference were made available on Vimeo shortly after the conference. Some of the videos have actually been played quite a lot, and I have also used them as reference material in other courses.

Making these videos required a (at the time) quite expensive setup, one person that was in charge of the live mixing, and quite a lot of man-hours in uploading everything afterwards. So I quickly realized that this is not something that one can do for regular teaching.

Screencast tutorials

After my “long-lecture” recording trials, I found that what I was myself finding useful, was fairly short video tutorials on particular topics. So when I was developing the course MUS2830 Interaktiv musikk, I also started exploring making short screencast videos with introductory material to the graphical programming environment PD. These videos go through the most basic stuff, things that the students really need to get going, hence it is important that they can access it even if they missed the opening classes.

The production of these were easy, using Camtasia for screencasting (I was still using OSX at the time), a headset to get better audio, and very basic editing before uploading to our learning platform and also sharing openly on YouTube. The videos are short (5-10 minutes) and I still refer students to them.

Besides the video stuff, there are also several other interesting flipped classroom aspects of the course, which are described in the paper An Action-Sound Approach to Teaching Interactive Music.

MOOC

The experimentation with all of the above had wet my appetite for new teaching and learning strategies. So when the UiO called for projects to develop a MOOC – Massive Open Online Course – I easily jumped on. The result became Music Moves, a free online course on the FutureLearn platform.

There are a number of things to say about developing a MOOC, but the short story is that it is much more work than we had anticipated. It would have never worked without a great team, including several of my colleagues, a professional video producer, an external project manager, and many more.

The end result is great, though, and we have literally had thousands of people following the course during the different runs we have had. The main problem is the lack of a business model around MOOCs here in Norway. Since education is free, we cannot earn any money on running a MOOC. Teaching allocations are based on the number of study points generated from courses, but a MOOC does not count as a normal course, hence the department does not get any money, and the teachers involved don’t get any hours allocated to re-run the MOOC.

We have therefore been experimenting with running the MOOC as part of the course MUS2006 Music and Body Movements. That has been both interesting and challenging, since you need to guide your attention both to the on-campus students but also to focus on the online learners’ experience. We are soon to run Music Moves for the fourth time, and this time in connection with the NordicSMC Winter School. Our previous on/off-campus teaching has been happening in parallel. Now we are planning that all winter school attendees will have to complete the online course before the intensive week in Oslo. It will be interesting to see how this works out in practice.

Flipped, joint master’s

Our most extreme flipped classroom experiment to date, is the design of a completely flipped master’s programme: Music, Communication and Technology. This is not only flipped in terms of the way it is taught, but it is also shared between UiO and NTNU, which adds additional complexity to the setup. I will write a lot more about this programme in later blog posts, but to summarize: it has been a hectic first semester, but also great fun. And we are looking forwards to recruiting new students to start in 2019.

Testing Blackmagic Web Presenter

Blackmagic Web PresenterWe are rapidly moving towards the start of our new Master’s programme Music, Communication & Technology. This is a unique programme in that it is split between two universities (in Oslo and Trondheim), 500 kilometres apart. We are working on setting up a permanent high-quality, low-latency connection that will be used as the basis for our communication. But in addition to this permanent setup we need solutions for quick and easy communication. We have been (and will be) testing a lot of different software and hardware solutions, and in a series of blog posts I will describe some of the pros and cons of these.

Today I have been testing the Blackmagic Web Presenter. This is a small box with two video inputs (one HDMI and one SDI), and two audio inputs (one XLR and one stereo RCA). The box functions as a very basic video/audio mixer, but the most interesting thing is that it shows up as a normal web camera on the computer (even in Ubuntu, without drivers!). This means that it can be used in most communication platforms, including Skype, Teams, Hangouts, Appear.in, Zoom, etc., and be the centerpiece of slightly more advanced communication.

My main interest in testing it now was to see if I could connect a regular camera (Canon XF105) and a document camera (Lumens DC193) to the device. As you can see in the video below, this worked flawlessly, and I was able to do a quick recording using the built-in video recorder (Cheese) in Ubuntu.

So to the verdict:

Positive:

  • No-frills setup, even on Ubuntu!
  • Very positive that it scales the video correctly. My camera was running 1080i and the document camera 780p, and the scaling worked flawlessly (you need the same inputs for video transition effects to work, though, but not really a problem for my usage).
  • Hardware encoding makes it easy to connect also to fairly moderate PCs.
  • Nice price tag (~$500).

Negative:

  • Most people have HDMI devices, but SDI is rare. We have a lot of SDI stuff, so it works fine for our use.
  • No phantom power for the XLR. This is perhaps the biggest problem, I think. You can use a dynamic microphone, but I would have preferred a condenser. Now I ended up connecting a wireless lavalier microphone, with a line-level XLR connection in the receiver. It is also possible to use a mixer, but the whole point of this box is to have a small, portable and easy set up.
  • 720p output is ok for many things we will use it for, but is not particularly future-proof.
  • It has a fan. It makes a little more noise than when my laptop fan kicks in, but is not noticeable if it is moved one meter away.

Not perfect, but for its usage I think it works very nicely. For meetings and teaching where it is necessary to have a little more than just a plain web camera, I think it does it job nicely.

Come study with me! New master’s programme: Music, Communication and Technology

It has been fairly quiet here on the blog recently. One reason for this is that I am spending quite some time on setting up the new Music, Communication and Technology master’s programme. This is an exciting collaborative project with our colleagues at NTNU. The whole thing is focused around network-based communication, and the students will use, learn about, develop and evaluate technologies for musical communication between the two campuses in Oslo and Trondheim.

Interested, apply to become a student!

New Master’s Programme: Music, Communication & Technology

We are happy to announce that “Music, Communication & Technology” will be the very first joint degree between NTNU and UiO, the two biggest universities in Norway. The programme is now approved by the UiO board and will soon be approved by the NTNU board.

This is a different Master’s programme. Music is at the core, but the scope is larger. The students will be educated as technological humanists, with technical, reflective and aesthetic skills. We believe that the solutions to tomorrow’s societal challenges need to be based on intimate links between technological competence, musical sensibility, humanistic reflection, and a creative sense.

A core feature of the programme is the unique two-campus design. The student group is physically split between Oslo and Trondheim, 500 kilometres apart, but with a high-quality, network-based multimedia connection that allows for discussions, socialising and playing music. As a student you will get hands-on experience with state-of-the-art facilities, including motion capture systems, music production studios, and large loudspeaker arrays. The theoretical components include acoustics, music cognition, machine learning and human-computer interaction.

Music Moves on YouTube

We have been running our free online course Music Moves a couple of times on the FutureLearn platform. The course consists of a number of videos, as well as articles, quizzes, etc., all of which help create a great learning experience for the people that take part.

One great thing about the FutureLearn model (similar to Coursera, etc.) is that they focus on creating a complete course. There are many benefits to such a model, not least to create a virtual student group that interact in a somewhat similar way to campus students. The downside to this, of course, is that the material is not accessible to others when the course is not running.

We spent a lot of time and effort on making all the material for Music Moves, and we see that some of it could also be useful in other contexts. This semester, for example, I am teaching a course called Interactive Music, in which some of the videos on motion capture would be very relevant for  the students.

For that reason we have now decided to upload all the Music Moves videos to YouTube, so that everyone can access them. We still encourage interested people to enroll in the complete course, though. The next run on FutureLearn is scheduled to start in September.