Since September 2014, I have produced numerous flipped classroom lectures for accounting and financial spreadsheet courses in my flipped classroom. Five semesters later – during the spring semester in 2017 – it was time for a change.

Instead of me, my students generated their own flipped classroom lectures for the financial spreadsheet courses. Students producing their videos required a new set of thinking for both the teacher and students. To this end, over 150 videos – generated by me and my students – were originally posted in a YouTube channel operated by Google. All of these videos are then downloaded to my university-wide course management system.

To maximize use of those videos and for assessment purposes, I incorporated a one-point assessment quiz for each video in the course management system. For each semester-long course, my students completed 100 online video quizzes both in and outside of the classroom. Examples of Microsoft Excel topics explained by my students included: auto-fitting, conditional formatting, headings, cell styles, borders, zooming, and date formats. Check out my YouTube channel at mekntid1983.

Related content: How to create accessible video content

Below are 10 tips that will help you, as online educators, develop guidelines for students producing their videos for the benefit of their classmates.

IT: Help is on its way

Develop a relationship with your college’s online learning, information systems, or engineering services department. Introduce yourself in person or in an email to a director of one of those departments. Attend their informational sessions. Become familiar with their websites, if any.

About the Author:

Michael (Mike) Kane, MS Adm and MS SecEd, is a senior lecturer at the Business Studies Department at the National Technical Institute for the Deaf (NTID) – one of the ten colleges of Rochester Institute of Technology (RIT). Kane teaches accounting and financial spreadsheets to deaf and hard of hearing students pursuing associate-level business degrees.

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