Title

Fleshing Out Faculty Expectations When Flipping the Classroom Design

Document Type

Proceeding

Presentation Date

11-2012

Conference Name

Global Learn2012: Global Conference on Learning and Technology

Conference Location

Online

Source of Publication

Proceedings of Global Learn 2012

Publisher

Association for the Advancement of Computing in Education (AACE)

Publication Date

2012

Inclusive pages

187-189

Peer Review

Yes

Abstract

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.

Disciplines

Industrial and Organizational Psychology | Organizational Behavior and Theory

 
 

Link to Original Published Item

http://www.editlib.org/p/42064