Scaffolding Flipped Programming Laboratory
Programming laboratory teaching methods evolved with the integration of flipped classroom approach. Explore components like lab exercise videos, virtual labs, and more to enhance student engagement and learning experience.
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Scaffolding Flipped Programming Laboratory Paul Horng-Jyh Wu, Hong Lie Toh,Stephen Wee Kiat Low, and Chee Shin Yeo Singapore University of Social Sciences (SUSS)
Flipped Classroom -> Flipped Lab? Flipped classroom teaching is characterized by offloading lecture content for students to learn on their own; class time is dedicated to engage students in problem-solving and student-centric activities. One may ask: can we also flip a traditional Face-to-Face (F2F) programming laboratory as well? That is, can we offload laboratory content for students to learn on their own, and then dedicate the class time to engage students in debugging their program
Components of Flipped Programming Lab C1: Videos of Lab Exercises C2: Virtual Labs C3: Scaffolding Flipped Lab SPOC has piloted and studied C1 and C2, e.g., UC Berkeley's Edx CS169.1x and CS169.2x on Agile Development Using Ruby on Rails
C1: Video Replay of Lab Exercises Udemy Safaribonline Edx/Coursera Adjustable Speeds Yes Yes Yes Adjustable Resolution Yes Yes Yes Caption Downloadable Video Yes Yes Yes No Yes Yes Quizzes Inserted No No Yes Q&A / Discussion Yes No No Bookmark Yes No No TOC Yes Yes Yes Forum No No Yes
C1: Related issues to video chunks Framework to integrate lecture and lab video chunks E.g., Elaboration Theory: Epitomize, Elaborate (theoretical, conceptual, procedural), Summarize, Synthesize, Analogize. (Prezi?) Sources of video chunks Studio produced or field recorded Repurposed classroom / lab / field visit recording Curated open source videos Video production features Switching between Lecture and Lab Exercise Integration of multiple streams Zoom, Motion highlighting, and Animation
C2: Virtual Labs Creating image of the Lab environment to be run on a virtual machine in students computers. VirtualBox Providing Cloud service access for students to perform something similar to the above on the Cloud Cloud9 or PaaS Creating an online Cloud-based centralized Lab management system to migrate the current physical Lab environment to Cloud (Lab-as-a- Service). Qwiklabs
C2: Virtual Labs related issues Stateful v.s. Stateless Lab sessions Would students be able to continue from where they were at in the exercise? Lab booking system To ensure students do use and use the resources prudently
Potential Issues with flipped programming labs Deficiency in the self-study competency Students fail to follow through the lab chunks and come to the classroom un- prepared Problem solving not shared Debugging (problem solving) requires one-to-one guidance and if the instructors need to replicate their counselling advice because multiple students share the same difficulties, it becomes sub-optimal.
Social Bookmarker on the video chunks To register the exact step (according to the chunks) where they cannot understand and include a brief description of the difficulties encountered so that these bookmarks are shared among the students to help one another overcome their difficulties; thus, achieving the objective of collaborative learning To serve as a monitor for instructors to focus their feedback to students on the most substantial learning challenges.
Webinar with virtual labs instead of F2F labs The webinar session allows multiple students to simultaneously observe how the instructor solve the difficulties encountered by a particular student so that the other students can also learn at the same time.
Concluding Remarks Flipped Programming Lab is desirable Three factors to be considered in flipping programming lab Lab Video Chunks Virtual Labs Scaffolding for flipped learning Proposed Solutions Social Bookmarker Webinar with virtual labs in place of physical labs Next Step: Formulate and implement an agile development project to implement the proposal
