Fleshing Out Faculty Expectations When Flipping the Classroom Design
Global Learn2012: Global Conference on Learning and Technology
Source of Publication
Proceedings of Global Learn 2012
Association for the Advancement of Computing in Education (AACE)
Excellent course design is the hallmark of a good educator, and “flipped” learning represents a theoretically sound innovation in classroom learning. Flipping moves reading, videos, podcasts and technology enhanced lecturing before class while in-class activities focus on interaction and comprehension. Integrating active learning and new learning technologies increases student engagement, but rewards for the educator are not as straightforward. In this presentation I will help participants explore some issues that may arise when a faculty member assesses a flipped course. There are lessons that administrators, funding agencies and others need to understand so they can credit the faculty member for teaching well.
Industrial and Organizational Psychology | Organizational Behavior and Theory
Dina M. Mansour-Cole (2012).
Fleshing Out Faculty Expectations When Flipping the Classroom Design. Proceedings of Global Learn 2012. 187-189. Association for the Advancement of Computing in Education (AACE).Presented at Global Learn2012: Global Conference on Learning and Technology, Online.