There is much more to the idea of flipped learning than watching video lessons at home. A definition from http://flippedlearning.org/ states that
“Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.”
Educational material used in the individual learning space is typically a video, but it can also be a book, a picture or a voice recording. Further, acquiring professional knowledge is a social endeavour which means that interaction with a teacher and other students is still crucial. The point is that flipping a place and time for learning frees more time for this interaction. Freeing time from lecturing in the classroom can open a space for:
- individual approach to students in the classroom and
- empowering of students.
The idea is to use teacher in the best way for a student instead of using a student’s time in the best way for the teacher.
In this way students are challenged to take more responsibility for their own learning in the individual space and for the active participation in the group learning space than it is the case with traditional classroom lessons and home assignments.
Film and media teachers at Xenter have seen lot of bad examples of flipping. A teacher can not just film himself lecturing and writing on a whiteboard as usual. Flipping must be something more than that, something that awakens student’s interest and attention. Making film implies knowing semantic rules of the film language. Instead of filming one long lecture Xenter has be been working with short, 2-3 minutes films. Consequently a teacher can make ten 3 minutes’ films and have discussions with students after each one of them.
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