Email this article 
Re-visiting the flipped classroom in a design context
Abstract
After explaining our experience with a flipped classroom model of learning, we argue that the approach brings to light the dramaturgical and mediatized aspects of learning experiences that favour a closer connection between recorded content and “live” presentation by the lecturer. We adopted the flipped classroom approach to learning and teaching in a class of over 100 postgraduate level university students, some learning at a distance, and run over two successive years. This article describes the format of the lecture recordings, class activities and assessment method. We also describe the outcome of course evaluation, and present what we learned from the process.
Keywords
Full Text:
PDFReferences
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education (ISTE).
Caputo, J. D. (1987). Radical hermeneutics: Repetition, deconstruction, and the hermeneutical project. Bloomington, IN: Indiana University Press.
Cohen, S. (1973). Folk devils and moral panics. St Albans, UK: Paladin.
Coyne, R. (2016). Mood and mobility: Navigating the emotional spaces of digital social networks. Cambridge, MA: MIT Press
Derrida, J. (1983). The principle of reason: The university in the eyes of its pupils. Diacritics, 13, 3-20. Retrieved from http://www.jstor.org/stable/464997
Estévez-Ayres, I., Alario-Hoyos, C., Pérez-Sanagustín, M., Pardo, A., Crespo-García, R.M., Leony, D., Parada, H. A., & Delgado-Kloos, C. (2015). A methodology for improving active learning engineering courses with a large number of students and teachers through feedback gathering and iterative refinement. International Journal of Technology and Design Education, (25) 387-408. doi: 10.1007/s10798-014-9288-6
Felder, R. M., & Brent, R. (2009). Active learning: An introduction. ASQ Higher Education Brief, 2, 1-5.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N.,
Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Science of the United States of America, 111(23), 8410–8415. doi:10.1073/pnas.1319030111
Hepp, A., Hajarvard, S. & Lundby, K. (2015). Mediatization: theorizing the interplay between media, culture and society. Media, Culture & Society, 37 (2), 314–324.
Holt, F. (2013). The economy of live music in the digital age. Journal of Communication Inquiry, 37, 113-127. doi:10.1177/1367549409352277
Kris Shaffer (2015). Homework as a social justice issue. Digital Pedagogy Lab [Web log post]. Retrieved from http://www.digitalpedagogylab.com/hybridped/homework-is-a-social-justice-issue
Krznaric, R. (2014). Empathy: Why it matters, and how to get it. Croydon, UK: Ebury Publishing.
Kurzweil, R. (2005). The singularity is near: When humans transcend biology. New York: Penguin.
Lee, J. (2010). Vicarious learning from tutorial dialogue. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstaedt, & V. Dimitrova (Eds.), Sustaining TEL: From Innovation to Learning and Practice (pp. 524-529). Berlin, Germany: Springer.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25(85-95), 85-96. doi:http://dx.doi.org/10.1016/j.iheduc.2015.02.002
Ofcom (Office of Communications). (2008). Report: Social networking: A quantitative and qualitative research report into attitudes, behaviours and use. London: Ofcom.
Ofcom (Office of Communications). (2016). The communications market report. London: Ofcom.
Pohl, M. (2000). Learning to think, thinking to learn: Models and strategies to develop a classroom culture of thinking. Cheltenham, Australia: Hawker Brownlow Education.
Ray, T. (2011). The “story” of digital excess in revolutions of the Arab Spring. Journal of Media Practice, 12(2), 189-196. doi:10.1386/ jmpr.12.2.189_1
Saville, B. K., Gisbert, A., Kopp, J., & Telesco, C. (2010). Internet addiction and delay discounting in college students. The Psychological Record, 60, 273-286.
Schön, D. A. (1983). Reflective practitioner: How professionals think in action. London: Temple Smith.
Snodgrass, A., & Coyne, R. (2006). Interpretation in Architecture: Design as a Way of Thinking. London: Routledge.
Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. New York: Basic Books.
Ulmer, G. L. (1985). Textshop for post(e)pedagogy. In G. D. Atkins & M. L. Johnson (Eds.), Writing and Reading Differently: Deconstruction and the Teaching of Composition and Literature (pp. 38-64). Lawrence, KS: University Press of Kansas.
DOI: http://dx.doi.org/10.5204/jld.v10i2.281
Article Metrics
Metrics powered by PLOS ALM
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 License.