Flipped classroom, or ‘meddlers in the middle’ – event by Professor Lynne Hunt,

a photo of Professor Lynne Hunt, University of Queensland, Australia
Professor Lynne Hunt, University of Southern Queensland, Australia

Professor Lynne Hunt led us through the concept of flipped classrooms via a flipped workshop. She argued that the ‘flipped classroom’ concept is not new but a “neat way of convincing colleagues to focus on student learning, not the teaching”.

In Professor Hunt’s definition, ‘flipped classroom’ refers to the “provision of tailored online resources and learning activities to facilitate student preparation for classroom study time focused on application and consolidation. It represents a move away from standard lectures and tutorials and a move towards scaffolded learning experiences based on activities, workshops, or mediated online discussion.

A helpful image of The Flipped Classroom, by the University of Texas at Austin
A helpful image of The Flipped Classroom, by the University of Texas at Austin

It is not so much a new idea – private study has always been used as preparation for interactive discussion and analysis in class – as a useful summary concept that combines pedagogy and learning technologies in ways that extend to large numbers of students, opportunities for deep learning through application and consolidation. It fosters pedagogy ahead of technology”.

In the true spirit of a flipped classroom, Professor Hunt asked us to form groups and discuss and provide answers to questions such as:

  • strengths and weaknesses of the flipped classroom;
  • potential application of the flipped classroom;
  • goals for and barriers of the introduction of flipped classrooms at Liverpool.

Strengths of benefits are active learning and engagement from students. Student (and staff) expectations as to the learning, are major potential barriers (such as the pre-session video resource by Sankey/Goh demonstrated). Other potential barriers included upfront resource investment, the need for a departmental or institutional approach rather than that of lone enthusiasts.

We are aware that we have a range of really good case studies of staff using flipped classroom-type approaches at the University of Liverpool – can you please add any examples that you or your colleagues are doing at Liverpool (or beyond)?

Tünde Varga-Atkins (eLearning Unit)

Resources / Links

See Lynne Hunt’s textbook, University Teaching in Focus

 

 

 

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