Through the Digital Learning Sprints program, I worked with the Office of Digital Learning (ODL) to create video lectures for my large, intro-level Molecular Neuroscience class. This will support my ability to flip my classroom, bringing students lecture content in advance so we can use our time together to work through what I might otherwise assign as homework.
I focused this project on some of the most difficult-to-grasp concepts in the class. Having access to these high-quality, well-produced videos will be a valuable tool for students who need to hear material multiple times or at a slower pace. In this way, I see the videos as a tool to improve equity and outcomes for students who have traditionally had difficulty with fast-paced lectures while maintaining my high expectations of content coverage and depth.
Students often initially struggle with approaching practice problems for this material, even after hearing a lecture on the subject. By shifting the lecture to a video format, we will have the class time to do guided practice problems together, modeling the new ways of thinking represented by this academic field. This is also an opportunity to show how the basic science concepts covered in the videos really matter in terms of human health and communities, as I’ll have the time to build out example problems that speak to real-world applications.
I plan to expand the video lecture offerings for Molecular Neuroscience. Designed with intent and purpose, these types of digital tools are a great way to enhance the learning experience.
I appreciate the professionalism, expertise, and efficient workflow of the Office of Digital Learning that made these videos possible. When I started this project, I underestimated the sheer amount of work it takes to put together a really polished final video product. As I collaborated with the ODL, I had to deeply reflect on each lecture’s learning goals and the most clear and concise way to communicate these concepts.
When I make more videos, I hope to have all course-planning and scripting work completely done ahead of time. That way, we will be able to more quickly move to the video production and learning design, which I see as the heart of the assets offered by the ODL.
Rachel Branco is an associate teaching professor in the Department of Chemistry & Biochemistry. She received funding through the 2024 Digital Learning Sprints.