Teaching and learning within higher education continues to evolve with innovative and new practices such as flipped teaching. This book contributes to the literature by developing a much deeper understanding of the complex phenomenon of flipped classroom approaches within higher education. It also serves as a practical guide to implementing flipped classroom teaching in academic practice across different higher educational institutions and disciplines. Part 1 of this book (Practice) describes the considerations involved in flipped classroom teaching, including the challenges faced in…mehr
Teaching and learning within higher education continues to evolve with innovative and new practices such as flipped teaching. This book contributes to the literature by developing a much deeper understanding of the complex phenomenon of flipped classroom approaches within higher education. It also serves as a practical guide to implementing flipped classroom teaching in academic practice across different higher educational institutions and disciplines.
Part 1 of this book (Practice) describes the considerations involved in flipped classroom teaching, including the challenges faced in transforming teaching and learning within higher education. Further, it reviews the educational concepts on which the flipped classroom is based, including a selected history of similar innovations in the past. The final sections of Part 1 explore the tools needed for flipping, the design steps, assessment methods and the role of reflective practice within flipped teaching environments. <
Part 2 of the book (Practices) provides a range of case studies from higher educational institutions in different countries and disciplines to demonstrate the many shapes and sizes of flipped classrooms. Many of the challenges, such as engaging students in their own learning and shifting them from spectators in the learning process to active participants, prove to be universal.
Carl Reidsema is an Associate Professor and mechanical design engineer with over 12 years of industry experience. Beginning his academic career at UNSW, he led the development of the first hands-on team-based course in engineering design for over 1100 students. In 2010, he became Director of Teaching and Learning for Engineering at UQ, where he spearheaded the development of the Flipped Classroom model for integrating theory with design practice for over 1200 students. Carl's work is centred around the notion of Transformational Change in Higher Education. Carl is Director of eLIPSE, a centre for the development of online tools. Lydia Kavanagh is a chemical engineer who returned from industry to academia over a decade ago. She is currently employed by UQ as the Director for First Year Engineering and has oversight of 1200 students each year. Lydia's research focuses on engineering education and includes issues such as work integrated learning, graduate competencies, student teamwork, online learning, and strategies for transition to first year. Lydia won a national teaching award for excellence in 2012 for her work with students, curriculum and teaching scholarship. She is the Director of Research Excellence for eLIPSE. Roger Hadgraft is a professor of engineering practice who has spent more than 20 years improving engineering education and redesigning curricula using project-based learning at Monash, RMIT, Melbourne and Central Queensland Universities as well as consulting more widely on PBL to universities both nationally and internationally. He is currently Director, Educational Innovation and Research in the Faculty of Engineering and Information Technology at the University of Technology Sydney. Neville Smith is a PhD student in the field of education, having completed a Bachelor of Education (Honours), a Bachelor of Behavioural Studies and a Bachelor of Education (Middle Years of Schooling). Neville's primary research interest and PhD topic is centred on change and transition, particularly in the area of exploring the lived experiences of transition for international PhD students in Australia. Neville has also tutored extensively for the previous six years in the School of Education and Faculty of Health Sciences.
Inhaltsangabe
Chapter 1 Introduction to the flipped classroom.- Chapter 2 Design Considerations.- Chapter 3 Technology in the flipped classroom.- Chapter 4 Assessing Flipped Classrooms.- Chapter 5 Reflective and reflexive practice in the flipped classroom.- Chapter 6 Case Study Framework.- Chapter 7 Designing an active learning environment architecture within a flipped classroom for developing first student engineers.- Chapter 8 Experiences with "Flipping" an Introductory Mechanical Design Course.- Chapter 9 Inclusive STEM: Closing the learning loop.- Chapter 10 Flipping on a shoestring: A case study of Engineering Mechanics at the University of Technology.- Chapter 11 Design, Deployment and Evaluation of a Flipped Learning First Year Engineering Course.- Chapter 12 Flipped classes: Drivers for change, transition and implementation.- Chapter 13 A Technology Enabled Flipped Classroom Model.- Chapter 14 Flipping a Postgraduate Classroom: Experience from Griffith University.- Chapter 15 Flipping the learning of subdivision design for Surveying students.- Chapter 16 Flipping a collaborative classroom to gain deeper understanding of the health system.- Chapter 17 Implications for pedagogy: Flipping the classroom to engage pre-service teachers.- Chapter 18 Flipped Tutorials in Business Courses.
Chapter 1 Introduction to the flipped classroom.- Chapter 2 Design Considerations.- Chapter 3 Technology in the flipped classroom.- Chapter 4 Assessing Flipped Classrooms.- Chapter 5 Reflective and reflexive practice in the flipped classroom.- Chapter 6 Case Study Framework.- Chapter 7 Designing an active learning environment architecture within a flipped classroom for developing first student engineers.- Chapter 8 Experiences with "Flipping" an Introductory Mechanical Design Course.- Chapter 9 Inclusive STEM: Closing the learning loop.- Chapter 10 Flipping on a shoestring: A case study of Engineering Mechanics at the University of Technology.- Chapter 11 Design, Deployment and Evaluation of a Flipped Learning First Year Engineering Course.- Chapter 12 Flipped classes: Drivers for change, transition and implementation.- Chapter 13 A Technology Enabled Flipped Classroom Model.- Chapter 14 Flipping a Postgraduate Classroom: Experience from Griffith University.- Chapter 15 Flipping the learning of subdivision design for Surveying students.- Chapter 16 Flipping a collaborative classroom to gain deeper understanding of the health system.- Chapter 17 Implications for pedagogy: Flipping the classroom to engage pre-service teachers.- Chapter 18 Flipped Tutorials in Business Courses.
Chapter 1 Introduction to the flipped classroom.- Chapter 2 Design Considerations.- Chapter 3 Technology in the flipped classroom.- Chapter 4 Assessing Flipped Classrooms.- Chapter 5 Reflective and reflexive practice in the flipped classroom.- Chapter 6 Case Study Framework.- Chapter 7 Designing an active learning environment architecture within a flipped classroom for developing first student engineers.- Chapter 8 Experiences with "Flipping" an Introductory Mechanical Design Course.- Chapter 9 Inclusive STEM: Closing the learning loop.- Chapter 10 Flipping on a shoestring: A case study of Engineering Mechanics at the University of Technology.- Chapter 11 Design, Deployment and Evaluation of a Flipped Learning First Year Engineering Course.- Chapter 12 Flipped classes: Drivers for change, transition and implementation.- Chapter 13 A Technology Enabled Flipped Classroom Model.- Chapter 14 Flipping a Postgraduate Classroom: Experience from Griffith University.- Chapter 15 Flipping the learning of subdivision design for Surveying students.- Chapter 16 Flipping a collaborative classroom to gain deeper understanding of the health system.- Chapter 17 Implications for pedagogy: Flipping the classroom to engage pre-service teachers.- Chapter 18 Flipped Tutorials in Business Courses.
Chapter 1 Introduction to the flipped classroom.- Chapter 2 Design Considerations.- Chapter 3 Technology in the flipped classroom.- Chapter 4 Assessing Flipped Classrooms.- Chapter 5 Reflective and reflexive practice in the flipped classroom.- Chapter 6 Case Study Framework.- Chapter 7 Designing an active learning environment architecture within a flipped classroom for developing first student engineers.- Chapter 8 Experiences with "Flipping" an Introductory Mechanical Design Course.- Chapter 9 Inclusive STEM: Closing the learning loop.- Chapter 10 Flipping on a shoestring: A case study of Engineering Mechanics at the University of Technology.- Chapter 11 Design, Deployment and Evaluation of a Flipped Learning First Year Engineering Course.- Chapter 12 Flipped classes: Drivers for change, transition and implementation.- Chapter 13 A Technology Enabled Flipped Classroom Model.- Chapter 14 Flipping a Postgraduate Classroom: Experience from Griffith University.- Chapter 15 Flipping the learning of subdivision design for Surveying students.- Chapter 16 Flipping a collaborative classroom to gain deeper understanding of the health system.- Chapter 17 Implications for pedagogy: Flipping the classroom to engage pre-service teachers.- Chapter 18 Flipped Tutorials in Business Courses.
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