What is flipped learning? According to the Flipped Learning Network, it is a “pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.”
In this MOOC you will have the chance to:
The MOOC is enriched by many testimonies coming from international experiences at University level, with a special focus on STEM subjects.
- learn the basics about flipped classroom;
- explore some shared experiences and identify key issues;
- start thinking about how to try it out in your course, using also the set of tools we will provide you with, and - why not – any useful open resource you find online.
The MOOC is organized in 4 weeks. You’ll have the chance to choose among three different levels of involvement, even if there is no explicit distinction in the contents, considering the effort you may put in it: reading and viewing, communication and production paths are available.
Week 0 is an introduction to the MOOC, its structure and the main subject we are dealing with.
From week 1 to week 4 you’ll find the core part of the MOOC, the flipped classroom: you’ll start from concrete experiences and, through a deep reflection on them and a guided analysis of the theoretical background, you’ll reach the “hands on” part, in which you’ll have the chance to start using this approach for your own course’s design.
Finally yet importantly, there is a final section, which focuses on the pedagogical approach applied in this MOOC as a whole. This section has been designed and developed by Université Numérique Ingénierie et Technologie. In this section you’ll have the chance, as a teacher, to reflect on the overall design phase of a course, as a meta-level.
During the course there will be the chance to meet the other participants and one or more teachers online for a synchronous session, which will be announced by email, according to the course objectives.
Further editions of this course are going to be activated periodically.
This edition is part of
experience (Elearning Communication Open-Data) which focuses on
collaborative and interactive learning dynamics.
This MOOC is the result of a proficient collaboration between many people, at international level. Politecnico di Milano - METID had the chance to enjoy working closely with UNIT partners and to benefit from the kind availability of many international teachers, who already experienced flipped classroom approach. The list is long, take your time : )
Paola Corti is a Project Manager at Politecnico di Milano – METID; she is an instructional designer involved in MOOCs design and production for POK platform. She coordinated the design of the course, involved international testimonials, together with other curators, in order to collect the experiences available in this MOOC, and she kept together the design and the production groups…and many are things needed : )
Ariane Dumont, professor at the Western Switzerland University of Applied Sciences, Educational Developer and responsible for promoting innovation in pedagogy. She has trained over 300 faculty members to implement the flipped classroom in their teaching. She will nicely guide you through some interesting models, which can support you in exploring and experimenting the flipped classroom.
Aude Pichon, Advisor in Pedagogy in the Center for Professional Development in Education at the Ecole des Mines in Nantes and Coordinator in charge of the pedagogical development within uTOP(UNIT) in France, she not only advises on teacher training projects, but also develops them and leads them either face-to-face or remotely.
This MOOC could not exist without the precious contribution coming from many pedagogical experts and instructional designers, starting from Manuela Milani, from Università degli Studi di Milano (Italy), to Morgane Massart, from École des Ponts ParisTech (France), till Nathalie Issenmann and Anthony Battistutta from Université de Lorraine (France).
Our testimonials are not to be forgotten: our gratitude for their interesting and valuable contribution is really huge! Stephanie Velegol from Penn State University (USA), Sam Marsh and Nick Gurski from Sheffield University (UK), Jean-Cédric Chappelier from EPFL (CH), Gabriel Stoltz from Ecole des Ponts ParisTech (F), and Jeanine de Roy van Zuijdewijn from Leiden University (NL), Domenico Brunetto from Politecnico di Milano (IT): you’ve been great with us, thanks again!
In collaboration with: