TouchCast is a free interactive video platform that is different from other video authoring tools, because it integrates supplemental materials within the video itself. In this BYOD session, you will learn how to create a TouchCast, learn tips for creating engaging videos and get hands-on to create your own! Recommended by ISTE’s Technology After-School Network
Purpose & objective
Join a flipped classroom leader, Crystal Kirch, for a guided session on your device
to create your first flipped lesson using TouchCast. TouchCast is a free interactive video platform that allows teachers to easily flip their classrooms. Thousands of educators have been adopting TouchCast over the past year to flip their classrooms, both for interactive lectures and for students’ hands-on tasks. This user-friendly tool is different from any other video authoring tool, as it integrates all the supplemental materials within the video itself. You can include extra vApps (video apps) in your videos, such as web pages, polls, quizzes, pdfs, other videos, images, and more. These vApps that are inside your video are “live” for the viewers (students/parents) to interact with without having to leave the main video. This increases students’ engagement and allows them to have a wealth of resources in the same place as the teacher’s directions.
TouchCast supports flipping the classroom in three different areas:
1. Interactive lectures by teachers: It allows the teacher to create a five-minute interactive video with a wealth of resources that the student can further research for deeper level of content.
2. Student hands-on tasks: It allows the teacher to provide his/her students with hands-on learning projects in the classroom by using TouchCast for interactive lectures, role-playing tasks, documentation of processes, etc.
3. Communication: It allows teachers to communicate the flipped classroom method to both students and parents by creating weekly or monthly videos explaining the change and allowing parents to interact by voting or filling in surveys within the videos .
1. Educators who are interested in flipping their classrooms can learn from a leader in the field how to create their first flipped lesson.
2. Educators will learn about the challenges to flipping your classroom as well as strategies for effective video creation, engagement, and implementation.
3. Educators will be introduced to TouchCast, a free tool which allows teachers to easily create interactive videos for flipping their classrooms.
In this session, educators will be introduced to many examples of how teachers, students, and administrators have been utilizing TouchCast to flip the classroom. Then they will follow a step-by-step guide to create their first flipped lesson via the TouchCast tool. During the last fifteen minutes of the session, they will also be able to experiment with the TouchCast green screen feature, which is an especially handy tool for students projects.
1. Introduce TouchCast, show examples of teacher and student created TouchCasts (15 minutes)
2. Step by Step Modeling (with time embedded for participants to try steps) of Creating Touchcast and adding vApps (20 minutes)
3. Sharing Participant-Created TouchCasts (10 minutes)
4. Playing with TouchCast Green Screen Feature (15 minutes)
Research regarding the growth of flipping the classroom:
Sophia and the Flipped Learning Network™ conducted an online survey on flipped learning in February 2014 that collected the responses of 2,358 teachers.
The last comprehensive review of flipped educators occurred in 2012 when the Flipped Learning Network™ and Sophia conducted surveys independent of each other. Here are some of their findings on the growth of flipped learning:
Two years ago, 73% of teachers recognized the term “Flipped Classroom;” in 2014 that number increased to 96%. Two years ago, 48% of teachers flipped a lesson; in 2014 that number is up to 78%. 96% of teachers who have flipped a lesson would recommend that method to other teachers. Roughly 9 out of 10 teachers noticed a positive change in student engagement since flipping their classes. This is up from 80% in the FLN 2012 survey and 85% in the Sophia 2012 survey.
Research regarding the cognitive benefits of interactive videos:
In their research comparing learning with regular videos vs. interactive videos, Schwan and Riempp they found that interactive videos were more beneficial for learning a task compared with non-interactive videos:
"In contrast to their traditional, non-interactive counterparts, interactive dynamic visualizations allow users to adapt their form and content to their individual cognitive skills and needs. Provided that the interactive features allow for intuitive use without increasing cognitive load, interactive videos should therefore lead to more efficient forms of learning. This notion was tested in an experimental study, where participants learned to tie four nautical knots of different complexity by watching either non-interactive or interactive videos. The results show that in the interactive condition, participants used the interactive features like stopping, replaying, reversing or changing speed to adapt the pace of the video demonstration. This led to an uneven distribution of their attention and cognitive resources across the videos, which was more pronounced for the difficult knots. Consequently, users of non-interactive video presentations needed substantially more time than users of the interactive videos to acquire the necessary skills for tying the knots."
Schaffer and Hannafin also found that interactive videos yielded much better recall results with high school students:
"These environments help collaborative groups construct a common understanding of the problem being solved and negotiate the most appropriate solution to that problem. Construction and negotiation are the hallmarks of constructive learning. Research laboratories involved in CSCW are exploring the use of video transmissions to support informal communication in the workplace (Heath & Luff, 1992). This type of technology has interesting ramifications for distance education, as well. Two-way real-time video transmission of information implies a new definition of real-world context. Although video-mediated, constructivist learning environments could potentially include the actual environment or a close facsimile with which the learner could remotely interact. These collaborative problem-solving situations enhance knowledge construction through the addition of visual information and remote interaction with other learners. The video transmission of authentic, realistic contexts adds a significant dimension to anchored instruction and situated learning environments (see, for example, Cognition and Technology Group at Vanderbilt 1992a, 1992b, 1992c, 1993a, and 1993b)."
1. Sophia and the Flipped Learning Network™
2. “The Effects of Progressive Interactivity on Learning from Interactive Video”, by Lemuel C. Schaffer, Michael J. Hannafin. ECTJ Journal, 1986, volume 34, issue 2
3. “The Cognitive Benefits of Interactive Videos: Learning to Tie Nautical Knots,” By Stephan Schwan and Roland Riempp, Learning and Instruction Journal, Volume 14, Issue 3, June 2004