I alluded to this in another thread in this forum. Recording a lecture, of just a monologuist in front of a camera, will take up at least the time it takes to deliver the lecture. But preparation of the set, like lighting, camera placement and focus, takes enough time on its own, plus any post-production, like editing false starts or lost tracks. and if there were enhancements, like cuts to close ups of demos, there is even more time invested. And wisely. The students need to see something that works right and is easy on the eyes or they are… >>>

Since we’re whipping out the good old Bloom’s Taxonomy, why not think about what John Dewey would have to say about flipped learning? I think he would be all in favor, as he as stated “The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these. Thus the teacher becomes a partner in the learning process, guiding students to independently discover meaning within the subject… >>>

I was thinking about my 4 current preparations as to how I could flip them. For my math book I use Mathematics: A Human Endeavor by Harold Jacobs and it is an avatar of the self-paced learning days of the early '70's when I student taught. But that doesn't mean it is out dated; I have found no better text of mathematical problem solving that would be of interest to art students. Intro to computers more than likely could be flipped. Students could find presentations on-line for the skills for that week's project, and then do them in-class with myself… >>>