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Fleshing Out Faculty Expectations When Flipping the Classroom Design PROCEEDINGS

, Indiana University Purdue University Fort Wayne, United States

Global Learn, in Online, Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

Excellent course design is the hallmark of a good educator, and “flipped” learning represents a theoretically sound innovation in classroom learning. Flipping moves reading, videos, podcasts and technology enhanced lecturing before class while in-class activities focus on interaction and comprehension. Integrating active learning and new learning technologies increases student engagement, but rewards for the educator are not as straightforward. In this presentation I will help participants explore some issues that may arise when a faculty member assesses a flipped course. There are lessons that administrators, funding agencies and others need to understand so they can credit the faculty member for teaching well.

Citation

Mansour-Cole, D. (2012). Fleshing Out Faculty Expectations When Flipping the Classroom Design. In Proceedings of Global Learn 2012: Global Conference on Learning and Technology (pp. 187-189). Online,: Association for the Advancement of Computing in Education (AACE). Retrieved September 24, 2017 from .

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