As an alternative to traditional lectures, we are offering a flipped lecture option, in which you watch videos lectures online before class and solve problems in class. Below are the links to flipped activities.
|2||-||Analysis of Algorithms||watch||read||do||classwork|
|3||2/12||Stacks and Queues||watch||read||do||classwork|
|8||-||Elementary Symbol Tables · BSTs||watch||read||do||classwork|
|9||3/5||Balanced Search Trees||watch||read||do||classwork|
|10||-||Hash Tables, Searching Applications||watch||read||do||classwork|
|15||4/2||Minimum Spanning Trees||watch||read||do||classwork|
|videos and worksheets below have not yet been updated for Spring 2014|
You need to interact with the video as you watch by inserting comments and/or responding to instructor prompts. This is an important part of your flip experience.
Why flipped lectures?
We have a rich collection of MOOC (Massive Open Online Course) videos and other supplemental material that is
readily available for students in COS 226. The traditional lectures given to a large group of students is often
difficult to maintain as interactive sessions. A major portion of a traditional lecture is spent on delivering
facts. In a flipped classroom, we deliver factual information through videos. We dedicate the class time
to discuss more conceptual questions. Research conducted by Eric Mazur at Harvard found that almost 40% of
the students who pass a traditional course do not have the skills to apply knowledge to problems that are
unfamiliar. On the other hand, students who focus more on conceptual understanding perform better in long term
problem-solving exercises. Here is an interesting video to watch to understand this more. The video is long. You
can start from 35:00 and watch about 20-30 minutes to understand how flipped instructions can be beneficial.
To apply. Before applying for the flipped lecture, think carefully about your style of learning. You may be a good candidate for the flipped lecture if you
Lecture videos. You will use the video and document annotation platform FLIP to access the lecture videos. Each lecture video is divided into several segments, of approximately 10 minutes each. To gain access to the FLIP platform, email Guna (firstname.lastname@example.org). To access the lecture videos from a non-Princeton network, use Secure Remote Access.
In-video instructor prompts. We will have at least one instructor prompt per video. This will be the first comment you will see as you open the video. Please follow the directions given at the beginning of the video. A typical video prompt will also include a link to questions you can respond to after watching the video.
Video annotations. You will use FLIP to add comments to the lecture videos and use tags to categorize them. This is an important part of your flipped learning experience. The comments you make will help you reflect on the video as well as inform us how we should conduct the flipped session when we meet. You need to make at least 3 comments using some of the pre-defined tags. Here is a list of the most common tags:
More videos may follow
Social annotations. We learn best by observing what others do and do not do. On Tuesday we will open up all comments made by others. Read the comments from others and star at least 3 comments that either you find important or you would like to be discussed in class. You may also reply to others comments. The following video demonstrates how this works:
More videos may follow