Is it possible to flip a fully-online course that has no synchronous class meetings? The answer appears to be “yes”, but it involves unlearning some assumptions about flipped learning and about pedagogy in general.
Teaching is hard, and teaching with nonstandard models requires constant reinvention. Here are three thoughts about flipped learning that I noticed have evolved considerably since first starting to use the flipped classroom.
In this video I go under the hood to show how a “talking head” screencast is made. This is one where it’s just a voiceover and lecture slides. This gets technical, but it has ties to the overall pedagogical framework I outlined in a previous video.
I was recently asked to contribute some short videos to a MOOC on Evidence-Based Undergraduate STEM Teaching on my use of lecture and screencasts as part of the flipped classroom. Here’s that video.
Continuing a look at skepticisms of the flipped classroom, this time we look at the idea that students only want to have lecture in class. This is less of a skepticism of flipped learning as it is an indicator of an opportunity to teach students about their own learning processes.
A second post in a series addressing skepticisms about flipped learning. This time we focus on the assertion that (some) students cannot learn on their own or self-regulate.
This is the first of a series of posts addressing common and important skepticisms about flipped learning. Here we deal with the issue of students feeling that flipped learning is nothing more than self-teaching.
A recent document from the Flipped Learning Network attempts to lay down a common definition of “flipped learning”, as distinguished from the “flipped classroom.” How well does it work?