Flipped Classroom Research

As instructional designers we are constantly being bombarded with new technologies and new trends. It’s difficult to distinguish which are fads, and which are worthy of our investments of time and resources. The safest, and often most expedient course of action is to continue to focus on the delivery technology we know is NOT a fad, the traditional classroom. I was fortunate to help work with an RTO back last year that tried the “flipped classroom” model for one of their courses they were planning on delivering.

The flipped classroom concept originated where traditionally students would go to a class, learn from the teacher, and then go home to complete homework. Perhaps they build a model of a cell, or write a report about the Vietnam War. Because they are at home, they naturally turn to their parents and siblings for help. But the parents are not necessarily experts at biology or history.

Traditional homework doesn’t set the student up for success. The flipped classroom model attempts to solve this problem. It takes the lecture aspect of the classroom and turns knowledge-oriented content into self-directed work. The content could be delivered via an online video or via a textbook/ebook etc. Students then learn on their own, and then only come to class to ask the expert/teacher questions about the content, complete project work, and apply knowledge. And since all the project work isn’t completed in a vacuum, you can kick it up a level and make it more engaging and fun. Students can then collaborate in groups, with an expert to moderate, to create projects and interactions that reach a higher level of learning than they may have on their own.

Published by theirishduck

I love the ability where I can plan, prioritise, design, develop and deliver blended learning solutions for a variety of markets. I love to consult and advise about the best use of digital learning and improve design standards in line with evolving ways of working. I also enjoy to keep up to date with, understand and regularly recommend emerging technologies and practice to improve individuals, teams and organisational capabilities. With over 12 years digital learning experience and demonstrated experience in both instructional design and eLearning development, I have also a lot of experience conducting training needs analysis including how to leverage principles such as design thinking and root cause analysis to understand and address performance gaps. I also have led many facilitation workshops and even presented at iDesignX and Game Developers Conferences both here in Australia, Wales and in the United States. I bring loads of coding experience in Java, ASM, C++, HTML, JavaScript, SCORM and xAPI, as well as proven capability using Adobe Captivate, Trivantis Lectora and Articulate Storyline 360 Studio authoring programs. Of course, Adobe Creative Cloud is also part of my toolbox which I also use daily. Being taught traditional and advanced 3D animation techniques, I love hand drawing and polymer clay sculpture, but can also use the Blender, 3D Studio Max, Maya and Softimage applications. With strong multimedia, training and programming backgrounds, I understand modern learner behaviour including micro and social learning, I am very familiar with most LMSes and app-based (XCode and Android Studio), adult learning models and e-solutions. I also possess the ability to manage multiple projects simultaneously, whilst being pro-active in delivering work independently with minimal supervision, but enjoy working in teams. I've been told I am a resilient, relationship focused guy which can manage and navigate conflicting views and stakeholders/subject matter experts.

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