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Flipping the classroom: A blended learning model demonstrated
Abstract   Peer reviewed

Flipping the classroom: A blended learning model demonstrated

Maxine Mitchell
2012 Learning & Teaching Week Program, pp.14-15
Learning & Teaching Week, 2012 (Sunshine Coast, Australia, 20-Aug-2012–24-Aug-2012)
2012
url
https://www.usc.edu.au/View
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Abstract

Curriculum and Pedagogy
The fast-paced evolution of emerging technologies is responsible for the single, most significant impact on the way society learns, communicates, accesses information, connects with peers and colleagues, and socialises. The value of a flipped class is in the repurposing of class time into interactive workshops where students can discuss and critique lecture content, test their skills in applying course content and knowledge, and interact with one another in meaningful activities. This presentation will model a flipped classroom approach demonstrating ways educators may integrate educational technologies with face-to-face learning experiences to extend the learning environment beyond the four walls of the classroom. The presentation will explore the learning cycle of pre-, during-and post-class learning activities. The intention of pre-class activities is to integrate educational technologies with course content to provide opportunities for students to engage with concepts and learning outcomes prior to the in-class experience. This enables students to be prepared and cognisant with that week's learning outcomes. Secondly, the presentation will demonstration some 'during-class' technology enhanced teaching strategies to support a learning environment that promotes interaction, collaboration and active, peer learning partnership. Finally, the presentation will suggest ways of extending the students' connection with the course content and their learning journey through post-class activities that scaffolds into opportunities for student preparedness and connection with the next cycle of learning. The flipped classroom offers students a blend of formal and informal learning opportunities to explore, critique, reflection, connect, challenge and negotiate their views of the world.

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