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SHIGERU MIYAGAWA: So I developed
the MOOC Visualizing Japan,

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which is an MITx HarvardX joint
project with John Dower of MIT,

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Annie Gordon of
Harvard, and also

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Gennifer Weisenfeld of Duke.

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I incorporated the MOOC material
into my residential class

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in 2014, and it
changed everything.

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It changed literally everything.

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And I continued to use it right
up until my last offering,

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which was fall of 2016.

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Before 2014, it was a
very traditional class

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with lectures, PowerPoints,
and a little bit

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of student discussion.

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When I incorporated the
MOOC material in 2014,

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I didn't anticipate
any major changes.

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I simply said,
why don't you look

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at these video lectures
we just produced

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and see what you think,
and think about them?

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And what I realized
right away was

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that students would
come into class,

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and they would have
a lot of knowledge,

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which was not the case before.

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So I would ask, so when
did Perry come to Japan?

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1853.

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When did Meiji era begin?

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1868.

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Why did it begin?

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Blah, blah.

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So, my goodness.

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I had a whole set of
PowerPoints which I had

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created from years of teaching.

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I did not show a
single PowerPoint.

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For 70 minutes, I just
asked them questions, just

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to see if I can find something
that they didn't know.

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They knew the whole thing.

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And I said, gee,
this is different.

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And without realizing it--

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I didn't even know what
a flipped class was--

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I just did a flipped class.

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I did not lecture
for a single minute.

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It was just question,
answer, discussion,

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posing deeper questions
for students to discuss.

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And I was absolutely,
absolutely stunned

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that just in this one
class, the way I teach

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changed fundamentally.

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So by having flipped the class,
one big concrete thing that

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came out of it--

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this is MIT.

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So one of the
students was actually

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getting some data on this.

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So there were a
couple times when

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I had a traditional
lecture class,

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because I had to do something.

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And this student timed me.

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And she found that I was
speaking 80%, students 20%,

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which for a traditional
lecture class, that's not bad.

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And then so she told me that.

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And I said, well, look.

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Why don't you do the same thing
when we do the discussion?

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So she did that, and she
found that it was 50-50.

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And qualitatively, it's
just completely different,

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completely different.

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I remember we had
a bunch of visitors

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from Japan the second
week of the class.

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And I was doing the
interactive style.

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And they came up to me and said,
so how many months have you

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been teaching this class?

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I said, two weeks.

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They are like, it's
quite remarkable.

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I mean, just the sheer amount
of knowledge the students gain

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from this new way of
teaching you cannot compare

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to the previous.

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We like to lecture.

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We all like to lecture.

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And I miss lecturing.

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A lot of faculty members
who flip class tell me this.

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In their quiet moment in
the corner of their room,

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they whisper, I miss lecturing.

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But we all know that
this flipping class makes

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it so much more effective.

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What's really important is to
have good material for students

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to study ahead of class, and
I strongly recommend video.

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Video is a very rich
source of knowledge.

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And if you combine
that with reading,

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you'll be amazed at how much
students bring into class.

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And as one of my
colleagues, Rhonda Gibson,

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who has flipped her
materials class has said,

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the reason why flipped
class is so effective

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is the students touch the
same material several times.

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Once when they viewing it
before coming to class,

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and second time when
we're discussing it,

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and third time when they do
a piece that's based on it.

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That's why it's so effective.

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Yeah.

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I think lecturing is going to
go the wayside of blackboards.