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A well-done overview of screencasting that covers the pedagogical benefits of screencasts, strategies for using them effectively, a review of tools and techniques for producing them and useful links for further reading.

"So while the similarities between the flipped classroom and studio/lab/seminar courses probably outnumber their differences, there is something different, and it's in the intentionality of the design behind both the in- and out-of-class experience."

Here are 6 ways faculty are using it to make their courses more engaging, flexible, and imaginative.

Some early lessons from MOOCs including benefits in the flipped classroom.

"Our real goal is to improve how students integrate new information. We want to change them. While what we have to teach our students may get them a first job, it will not on its own get them a second job-especially one that may not yet even exist. We want our students to be able to learn new things, analyze new knowledge, integrate it into their thinking, and change their minds when necessary." Jose Bowen argues that we should treat both technology and disciplinary content as tools, in pursuit of the larger cognitive changes we try to create in the liberal arts.

LibGuides. Producing Video for the Flipped Classroom. Introduction.

So you've decided to "free up" some class time by using technology differently in your class. What then? This article gives interesting examples of increasing group work in a "blended" classroom, and the kind of environment which supports independent but collaborative learning.

Here are some rather simple guidelines for developing online videos for your courses, pushing these to your students, and maximizing their pedagogical impact.

This site provides a simple template for re-building or re-designing a course that already exists, but it could be used to craft an entirely new course too. Technically this site is all about blended learning, but the steps are not meaningless if one is not blending. Go ahead and apply them to a more traditional pedagogical approach!

"When I first taught Intro­duc­tion to the Dig­i­tal Lib­eral Arts, I named it so in order to include projects going on in bio­chem­istry and the per­form­ing arts as well as those that fit the more tra­di­tional pro­file of DH, such as the­matic research col­lec­tions of writ­ers and his­tor­i­cal peri­ods. All of these fields are expe­ri­enc­ing changes due to the inno­v­a­tive use of tech­nol­ogy in both teach­ing and research, and all of them are par­tic­i­pat­ing in a com­mon move­ment that can­not be described as DH, even though the lat­ter is inti­mately con­nected with much of it."

This course redesign "formula" may not work for all courses, but perhaps it can work for you. The article describes what amounts to a course redesign that results in a blended classroom, using the technology available through the text publisher as the source of outside data. The six guidelines they propose can be boiled down to: (1) guide students in active learning; (2) enforce deadlines to keep students on task; (3) reward students for real effort, which translates into real learning; (4) provide regular assessment (immediate feedback via technology, if possible); (5) accommodate varied learning styles; and (6) keep on students to do their work (again, technology can help with this).

The title of this one pretty much sums up the content completely. There is a link to some good vs. bad examples of PowerPoint slides, but they are pretty self-evident. The guidelines discussed in this article are worth exploring even if you are not developing a MOOC or a smaller online course -- for example, if you just want to flip a class or two.

Interesting ideas here about the connective power of a recording of your voice for answering frequently asked questions or providing review copies of some of your short lectures.

Some interesting ideas for ways to make sure students are still learning when the environment conspires against coming together for class. (You can imagine a number of these strategies also applying to emergencies due to illness or travel problems.)