1. Podcasts and the “Flipped” Classroom
Frederick Community College
Evan Evans Erum Marfani
Eevans@frederick.edu EMarfani@frederick.edu
AFACCT „12 Conference,
Montgomery College-Rockville
Session 5.12
Room SW-114-C

2. PODCASTS AND THE
“FLIPPED” CLASSROOM
Evan Evans & Erum Marfani

3. Introduction
• Define Podcasts
• What, Why, How, When, Where
• Create a Podcast with a Tablet Laptop (PC)
• Describe a 50/50 Class
• How to “Flip” a classroom
• Create a Podcast with an iPad2
• Answer Questions

4. What is a Podcasts
• 2004-Ben Hammersley coined the term “podcasts”
• Digital media files
• Netcast
• Screencasts
• Non-streamed webcasts
• Plays on any computer (Mac or PC), smartphones, mp3
player, iPod, or iPad

5. How to create a Podcast
Hardware:
• Tablet computer
• iPad
Software:
• Screencasting/Podcasting software
• App

6. Create a Podcast
• Tablet PC
• Apple iPad2

8. Why use a Podcasts
• Flexibility
• Wide variety of topics
• Incorporate graphs, photos, tutorials
• Makes it personable
• Easy/Quick to use
• Small learning curve
• “Sky‟s the limit”
• Comfortable medium (for students)
• Multiple learning styles

9. 50/50 CLASS

10. What is it?
• First half of the class is lecture
• Second half is active learning.
• Works best for four credit courses that meet twice a week
(each class is at least 1 hour and 40 minutes)

11. How does it work?
• Lecture is presented on slides; students are given
slides/notes.
• Lecture is interactive where material and examples are
presented and students work on more examples during
lecture.
• After lecture is active learning portion: students work on
10-15 problems from that day‟s topic in groups while
instructor walks around answering questions.

12. What are the pros?
• Students get a lot of practice with the material in class
where they have access to resources like the instructor
and their classmates.
• This makes homework a lot easier for them.
• Since they‟re given notes, we can fly through the
presentation and move onto what‟s really important: them
getting their hands dirty with the problems.

13. What are the cons?
• Some might argue that we‟re making it too easy by giving
them notes.
• Well, students take their own notes on the handouts.
• What‟s our job: teach the math or teach note-taking?
• Hence, there aren‟t any cons.

14. Example
• Section 5.6 and 5.7 slides
• Section 5.6 and 5.7 notes

15. “Flip” Classroom

17. Where to use a Podcast
• Online Courses
• Face-to-Face courses
• Output portal:
• BlackBoard, Angel, Website, E-mail

18. When to use a Podcast
Responding to a homework question
Demonstrating:
• How to use the calculator
• Targets
• Tutorials
Supplementing information

19. Questions?
Podcasts and the “Flipped” Classroom
Frederick Community College
Evan Evans Erum Marfani
Eevans@frederick.edu EMarfani@frederick.edu
AFACCT „12 Conference,
Montgomery College-Rockville
Session 5.12
Room SW-114-C