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What I really like about what Salman Khan said in his Ted Talk was that with the format of a flipped classroom, teachers have the ability to create more student choice and have more flexibility when presenting things. This would help a student be a successful distance learner because the instructor would be able to share resources via different modes of representation. The other thing that I liked was when he was talking about creating a risk free environment for students to practice until they reach mastery. I think this is great that students have the ability to practice the skill until they have mastered it. The only downside I see to this approach is whether or not students have the intrinsic motivation and self-regulation strategies to complete the work at home so that they are prepared for class the next day. A successful distance learner has to have a good sense of their personal intrinsic motivation.

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The benefit for students being able to look at a lecture at their own time is that when they are fully at attention they can review the lecture. Also, students can pause it and come back to it if they don't understand something without interrupting the lesson for others. But, if students needed to ask questions, they can't resolve the issue immediately, they will have to wait until they could contact the person who prepared the lecture.

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Every teacher is familiar with that "glazed over look" that happens during a lecture. When Salman discussed the students' reactions to listening to a lecture, my mind immediately went to the idea of disengagement. If we assign the "boring stuff" for homework, then students' perspectives of being in school may actually shift to something more positive! Salman also talks about a "knowledge map," which we, as teachers, must provide for our students. If students are interacting with the new learning, then there is a much higher probability that they will retain the information. We could lay out this "knowledge map" by introducing new learning with engaging videos, corners, stations, interactive games, etc., and save the explanation for homework. For example, if a student is learning how to conjugate "to need" in Spanish, then we can have a discussion based on needs/wants in class. This will expose students to every form of the verb, but the task of filling in the verb chart, viewing a video on how to conjugate the verb, etc., can be the "at-home" piece. This will allow struggling students the time to grasp the concept later that day or the previous day, while simultaneously allowing those who immediately grasped the concept to "skip over" every explanation that is provided to them.

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I believe that this strategy would help students because they are able to watch the lectures on their own time.  Most students would find this way helpful because they can process the information at their own pace and to be able go back and review the information at any time. The downfall would be technical issues or if the information is a little hard to understand and need clarification.

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I like how Salman mentions homework and DE can be for students who are home schooled, highly motivated, or need extra practice. Teachers can assign videos as homework in order to implement a flipped classroom. In the flipped classroom a teacher is able to humanize a classroom which allows students to collaborate with the teacher and other students. In addition, is allows students to learn the content on a deeper level, receive one-on-one instruction, and practice weaker skills. One downfall is not all students have access to the internet at home so these students would need to use the class time to catch up on the content. I am interested in implementing a flipped classroom or some type of DE when my students have devices to take home.

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I think this is a great idea! This would not only save class time but also be more beneficial for students. Students often lose interest quickly when sitting at a desk, listening to a lecture. Instead, they could watch it for homework in a convenient, comfortable setting, making this task more enjoyable. Unfortunately, there are some downsides. For instance, as we discussed last week, students may not have equal access to complete this homework assignment. They may not have a computer or Internet at home. In addition, if a student did not view the lecture, they are already behind and may not be able to participate in the daily activities the following class period. Finally, some teachers or students may struggle with technology and this type of strategy would be a challenge.

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Salman Khan is the founder of Khan Academy.  It is an organization that provides short YouTube videos to educate students.

Watch from 5:50-7:50 using the link

https://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education#t-375512

Thinking about what Salman Khan said in regards to:

Assigning lectures for homework

What used to be homework is now done in class.

"In what ways could that thinking and strategy make a successful distance learner.  Do you see any downsides?"

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I think lecture videos can aid in the acquisition of knowledge in a DE course.  I think using videos as an alternate or enhancement of textbook readings can be beneficial to learners.  Allowing for learners to view content information in an audiovisual format can support the UDL framework by offering a different means of perception.  I think that offering video learning/lecture in DE is even more important than in a face-to-face classroom setting.  Having the opportunity for learners to see and hear information like that in a face-to-face setting with the ability to control the pace of a lecture is powerful.  DE can feel somewhat isolated and heavily text based.  As a learner myself, having videos and graphics as alternate means of receptive learning has been beneficial in keeping me engaged in the content.  I think that videos cannot be used independently of discussions.  A downfall to using videos would be doing so without discussion of its content to allow for clarification of its content to address any misunderstandings. 

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I think lecture videos can aid in the acquisition of knowledge in a DE course.  I think using videos as an alternate or enhancement of textbook readings can be beneficial to learners.  Allowing for learners to view content information in an audiovisual format can support the UDL framework by offering a different means of perception.  I think that offering video learning/lecture in DE is even more important than in a face-to-face classroom setting.  Having the opportunity for learners to see and hear information like that in a face-to-face setting with the ability to control the pace of a lecture is powerful.  DE can feel somewhat isolated and heavily text based.  As a learner myself, having videos and graphics as alternate means of receptive learning has been beneficial in keeping me engaged in the content.  I think that videos cannot be used independently of discussions.  A downfall to using videos would be doing so without discussion of its content to allow for clarification of its content to address any misunderstandings. 

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We are having a discussion based on a video! Students, even in a flipped classroom, could do the same. If students are able to comment on a video, then ideally they could post a question. The teacher could then address it the following day if they thought it would be beneficial to the whole group. If it is done right, I don't think that posting videos of lecture/whole group instruction should lesson the opportunity for discussion. In fact, as previously mentioned, some students are less shy online. Ones that might never share thoughts in class may comment on a video or post.
One drawback could be the students who lack personal motivation, not watching the content even if they to have a computer and internet. It might then be frustrating to have to teach them separately the following day, or make them sit out of valuable practice application because they are at their seat watching what the rest of the class watched for homework. Then students are missing valuable class time. What do you think would be the best way to handle students who could but don't view the needed content on time?
Lastly, it could be over-used. Just because flipping the lecture for some lessons or content areas works really well, that doesn't mean it is the best strategy for every lesson or class. Teachers must still be incredibly purposeful in why they select one strategy over another.