Flipped classroom on a course of auditory perception

Author: MLumAU

Created: 2022-09-22 02:18am

Edited: 2022-09-23 02:12am

Keywords: flipped classroom, STREAM, neuroscience, small class lecturing

Description:

This design is meant to transform the small-class teaching of a neuroscientific course using Educational IT/technology and a flipped classroom design.

Ideally, this design has one in-class teaching per week of 40 min, with most of the work (reading articles, watching online lectures) performed by the student at home. Before coming to the lecture, the students familiarize themselves with the topic. Tasks will include watching videos that provide a layman's introduction to the week’s topic. More technical details are provided by chapters of textbooks and/or scientific articles, that students must read, present, and assess critically to produce questions for in-class discussion activities. Active and social work on the content material takes place in the in-class and post-class activities. In these activities, the teacher acts as a lecturer and a moderator for group discussions, driving the students toward a deeper understanding of the content material. First, in a face-by-face session, the teacher presents the most complex topics and address some of the critical questions previously posted by the students in the discussion forum. In the second part of the lecture, a group of students will present a selected article and will start a debate on questions posted by peers on Padlet. This design includes several different technologies that, working in cohesion, are meant to promote active and social learning. These technologies include Webcasts, Youtube, Mentimeter, presentation slides, Padlet, and group discussions in Brightspace.

Intended Learning Outcomes:

Understand and describe the physics of sounds
Describe the key anatomical features of the outer, middle, and inner ear (excluding vestibular system)
Explain the physiological properties of the outer and inner ear and how sound pressure waves are transduced into neural signals
Describe the ascending auditory pathway and lists the critical subcortical and cortical nuclei where sounds are processed
Explain and relate different auditory scene analysis (ASA) mechanisms and apply this knowledge to understand the cocktail party effect
Describe methods of data acquisition in auditory neuroscience (e.g., fMRI, neurophysiology, psychoacoustics) and understand their promises and limitations
Reflect on theories and the main experimental findings in the field of music perception
Critical assessment of core scientific articles in the field of music perception

	Resources		Tasks		Supports
	Before-class activity
	Webcast	→	Students watch an online lecture that provides a short introduction on the topic of the week ↓	←	The teacher prepares 15 min lecture
	Textbook, Youtube, scientific article	→	Students read a chapter of textbook (with an optional youtube video on the topic) and then they read an article. They will prepare 2 questions on the article for the in-class activity ↓	←	The teacher selects a chapter book, a YouTube video (optional), and provides a scientific article covering the week’s topic.
←	Discussion forum (Brightspace)	←	Student will ask questions on the content material ↓	←	N/A
	Article, discussion forum	→	One random group of students will prepare a 15 min power point presentation on the article. The student can write questions on a discussion forum whenever the content of the article is not clear ↓	←	The teacher and assistants will offer help to raising questions by replying on the discussion forum

	In-class activity
	Keynote/Power-point slides, Mentimiter		face-to-face lecture. In the first 20 min, students listen to the teacher while covering and deepening the topic of the week and the arguments that were more miserundestood in the before-class activity. The students will also provide answers in Mentimiter ↓	←	Teacher provide slides and material for covering the week's topic in more details and for explaining difficult concepts. Teacher will also implement Mentimiter to stimulate group discussion and reflections and/or to provide online feedback on the difficult topics.
	Keynote/Power-point slides, Padlet		In the following 15 min, students listen to the presentation of their colleagues, and are randomly sampled to ask questions and opening discussions. Questions can be posted online using Padlet. ↓	←	The teacher acts as a moderator. Peers teaching/learning

	After-class activity
	Quiz with open-ended questions, Paddlet		Students will be divided into groups. Each group will perform a multi-choice quiz and/or they will open-ended reply to conceptual questions on the content material. Students can post questions on Paddlet	←	The teacher and other peers can provide help by replying the questions on Paddlet Automatic Feedback to multi-choicee quiz

Additional information

Students will be divided into groups at the beginning of the course. Each group will present an article per class, receiving feedback from teachers and peers.