Flipped Learning 3.0 Higher Ed Certification Level - I

Flipped Learning Global Initiative | taught by 26 Higher Ed Experts

Course description

The Flipped Classroom movement is sweeping the globe. Passionate university instructors have embraced the model and have been implementing it for over a decade.


Flipped Learning has shown great promise and potential, but there have also been several pitfalls. There are a myriad of ways that Flipped Learning can be compromised by bad practice, inappropriate technology, and poor execution. To that end, the Flipped Learning Global Initiative (FLGI), a worldwide coalition of educators, researchers, technologists, professional development providers, and educational leaders, has created this Flipped Learning 3.0 Certification Program. The program is based on the most up-to-date research about best practices and is full of practical strategies that can be implemented immediately. 


Join Jon Bergmann, and a cadre of 25 of the most experienced and accomplished Higher Ed pioneers, master teachers, researchers, instructional designers, and Flipped Learning practitioners in the world, for a walk on the leading edge of active learning. Hear and learn from Robyn Brinks-Lockwood, Eric Mazur, Raúl Santiago, Caroline Fell Kurban, Robert Talbert, as well as many others, and achieve Flipped Learning 3.0 Higher Ed Level - I Certification.

Options:

  1. Annual Subscription: 365 Days of Course Access / Higher Ed Level - I Certification Certificate and Badge / Automatic Access to Course Updates / Private Group Coaching and Support with Jon Bergmann for 12 months / Annually Updated Certification $179/year 
  2. One time payment: 90 Days of Course Access / Higher Ed Level - I Certification Certificate and Badge/ No Access to Course Updates $139

(See details on pricing options at the bottom of the page.)

26 Higher Ed Experts
26 Higher Ed Experts

Dr. Caroline Fell Kurban is the Director of the Center for Excellence in Learning and Teaching at MEF University. She holds a BSc in Geology, MSc in TESOL, MA in Technology and Learning Design, and a PhD in Applied Linguistics. Being one of the drivers of Flipped Learning at MEF University, her role sees her: developing learner training support in Flip for students; providing professional development for instructors developing and teaching Flipped courses; and developing quality assurance parameters to ensure the successful implementation and continuation of Flipped Learning at MEF University. In June 2016, Dr. Fell Kurban was invited to head the inaugural fellows of the Flipped Learning Global Initiative. In September 2016, she was named one of the top 100 Flipped Learning experts in the world and, in August 2017, she was named one of the top 40 Flipped Learning leaders in higher education worldwide. In February 2018, Caroline was invited to become a co-chair of the Flipped Learning Global Standards Project. Her book, The Flipped Approach to Higher Education: Designing Universities for Today's Knowledge Economies and Societies, co-authored with Professor Muhammed Şahin, was published in October 2016.

Dr. Eric Mazur is the Balkanski Professor of Physics and Applied Physics and Dean of Applied Physics at Harvard University, Member of the Faculty of Education at the Harvard Graduate School of Education, and President of the Optical Society. Mazur is a prominent physicist known for his contributions in nanophotonics, an internationally recognized educational innovator, and a sought after speaker. In education he is widely known for his work on Peer Instruction, an interactive teaching method aimed at engaging students in the classroom and beyond.

Robyn Brinks Lockwood teaches courses in English listening, speaking, and writing for international graduate students at Stanford University. She is also the coordinator of the American Language and Culture undergraduate summer program. She is an active member of the international TESOL organization, serves as an ad-hoc consultant for the Publishing Professional Council, and is a past chair of the Materials Writers Interest Section. She is a frequent presenter at TESOL regional and international conferences. Robyn has edited and written numerous textbooks, online courses, video programs, and teacher’s books for reading, writing, speaking, and listening English courses and TOEFL preparation, most notably Flip It! and Flipping the Classroom: What Every ESL Teacher Needs to Know both published by University of Michigan Press. Her other publications include those of Macmillan Education, Pearson, Cambridge University Press, and McGraw-Hill.

Dr. Raúl Santiago received his PhD in Educational Sciences from the University of Navarra. He is currently a professor in the Department of Didactics and School Organization at the University of La Rioja. He has been Director of the Multimedia Resources Area of the UR Foundation and Director of the Higher Language Center of the Public University of Navarra. He has participated as an advisor in national and European projects on ICT applications in education. He is author/co-author of more than 60 research articles and ten books.

Dr. Robert Talbert is a Professor and Assistant Chair in the Department of Mathematics at Grand Valley State University. He is the author of the book Flipped Learning: A Guide for Higher Education Faculty (Stylus, 2017) and is a frequent workshop facilitator and keynote speaker on teaching and learning in the US and abroad. Robert spent the 2017-2018 academic year on sabbatical as scholar-in-residence with Steelcase Education, where he conducted research and outreach on active learning and active learning spaces. He writes about math, technology, education, and academic productivity at his website, rtalbert.org.

Dr. Khe Foon Hew is an Associate Professor of Information Technology Studies at the Faculty of Education, The University of Hong Kong (HKU). He is interested in examining pedagogies and technologies in online and blended learning environments, including the design and use of digital game elements. Dr. Hew has won more than 20 types of international recognition/awards. These include best/excellent paper awards and highly-cited or most-cited article recognition. He recently won a Scholarship of Teaching and Learning Award in 2017 from the Faculty of Education, HKU.

Biyun HUANG is a PhD candidate in the Information and Technology Studies Division, Faculty of Education, the University of Hong Kong. Her research interests are gamification, gamification in flipped learning, and student motivation. She has published seven journals, book chapters or conference papers on gamification over the past five years. Together with Dr. Khe Foon HEW, she developed the theory-driven Goal-Access-Feedback-Challenge-Collaboration (GAFCC) model. The GAFCC gamification design model has been implemented in several flipped classroom settings, and results showed that the gamified-flipped classroom groups participated more flipped activities and produced higher quality artifacts than the conventional-flipped classroom groups.
Ms. Huang is a member of the organizing committee for International Conference on LTLE 2017-2018 (Japan), and CITE Research Symposium 2015-2018 (Hong Kong). She is a reviewer of several journals including Computers and Education (CAE), Information Engineering Express (IEE), International Journal of Learning Technologies and Environments (IJLTE), and Journal Research and Practice in Technology Enhanced Learning (RPTEL). She has received the APSCE merit scholarship 2015 , awarded by Asia-Pacific Society for Computers in Education; the Trans-disciplinary Challenge Award  2016, awarded by Graduate School of the University of Hong Kong; the best presentation award of session 4 in international conference ICEIT 2017, awarded by the 6th International Conference on Educational and Information Technology; and outstanding reviewer award 2018, awarded by international journal Computers and Education. Her research publications can be found at: https://www.researchgate.net/profile/Biyun_Huang.

Dr. Catherine Snelling is an Associate Professor and member of the Education Academy at the University of Adelaide, Australia. She is an internationally recognized leader in higher education, using a flipped learning approach in her university teaching and mentoring colleagues around the world to build their capabilities to use this innovative pedagogy. Catherine received a 2013 Australian Award for University Teaching, the University of Adelaide’s Stephen Cole the Elder award for Excellence in Teaching in 2010 and 2017, and Australian Citations for Outstanding Contribution to Student Learning in 2010 and 2017.

Mareika McLaughlin has been an ESL teacher for about 10 years and an instructional designer full time for about five years. She has taught ESL classes to every age group: primary school, high school, university and adults, as well as to every skill level: pre-literate adult refugees, beginner, intermediate, advanced, and highly qualified and accomplished professional adults (e.g. CEO’s of international business, attorney to the President of the Republic of Cape Verde etc.) Mareika has now transitioned into the completely online environment in her current position. She works at Berklee Online as an Online Course Developer. This position combines the art of instructional design with project management. Each course developed is a mini project. The course developer is responsible for putting all the pieces together, and keeping everyone involved on track. Mareika has lived and worked on five continents (North America, South America, Europe, Asia and Africa) and speaks five languages to varying degrees of fluency: English, Portuguese, Cape Verdean Creole, Spanish and German. She even has a touch of Chinese, but only the very basics.

Richard Schwartzstein MD is the Ellen and Melvin Gordon Professor of Medicine and Medical Education at Harvard Medical School and Director of the Shapiro Institute for Education and Research at Beth Israel Deaconess Medical Center in Boston. Dr. Schwartzstein is a pulmonary and critical care physician who has won multiple national teaching awards for his work with medical students. His research in medical education focuses on approaches to teaching critical thinking and the cognitive processes underlying decision-making.

Dr. Grace Onodipe is an assistant professor in economics in the School of Business at Georgia Gwinnett College (GGC) in Lawrenceville, Georgia. In the last 12 years, before joining GGC in 2013, she taught university level economics and business statistics through asynchronous online delivery format at online universities. Since earning her Ph.D. (2003) in agricultural, environmental and development (AED) economics from The Ohio State University, she has presented papers at conferences and workshops. She has also published articles highlighting core concepts of innovative use of technology in the teaching of economics and business statistics, in online and face-to-face delivery formats.
Onodipe is co-advisor for the African Voice student organization on campus.

Anna Mestre received her professional architecture degree from the School of Architecture at the Polytechnic University of Barcelona and a Master's in Project Management in Building and Urban Planning from the Professional Association of Technical Architects of Barcelona (Colegio de Aparejadores y Arquitectos Técnicos de Barcelona). Professor Mestre’s interest in structures led her to working as a scholar in the Structures Department at the University of Barcelona. Since 2001 she has developed her professional career at BAC Engineering Consultancy Group, first in the office in Barcelona and, since 2007, in the office in Madrid. As Team Leader, she has been the Madrid office coordinator since 2013. She currently leads global engineering projects and has just started her collaboration as UK Project Leader. She has been teaching Structural Types and Calculation in the IE School of Architecture and Design since 2009, Physical Foundations since 2013 and Mathematics in Art and Architecture since 2015. She has been leading the Internship program for five years, placing students in top host firms and institutions to combine learning and professional experience. She also collaborates in the Advisors' program. Since 2018, she has been teaching at the AA School of Architecture in London. Anna Mestre is especially interested in pedagogical methodologies to improve the teaching-learning experience. She is currently focusing her research in the application of Flipped Learning in her classes.

Hjálmar Árnason has been an educator for 30 years, with an M.Ed. Degree from UBC in Vancouver, Canada. All of his career as an educator he has had a bad feeling of the gap between the active lecturer and the passive learner. Working in a college where students pay tuition fees and are older in age than the average college student, he and his colleagues found out in their first year of a new school that the students were not paying attention in the classroom, despite the fact that they have a bunch of creative and enthusiastic teachers. They ran into flipped class on the internet and realized ‘that was it! Let's do it.’ In five years they have been flipping their school. It has opened not only their own eyes but thousands of others educators across Iceland and parts of Europe. They will never go back to a traditional school. Their school has an atmosphere of creativity and joy. Over one thousand educators from all over Europe have visited their school, and many are now copying their success in their schools.

Dr. Gwo-Jen Hwang is currently a Chair Professor at the National Taiwan University of Science and Technology. He is also Dean of College of Liberal Arts and Social Sciences at the university. He received his Ph.D. degree in Computer Science and Information Engineering from the National Chiao Tung University in Taiwan in 1991. Dr Hwang serves as an editorial board member and a reviewer for more than 30 academic journals of educational technology and e-learning. He has also been the principal investigator of more than 100 research projects funded by Ministry of Science and Technology as well as Ministry of Education in Taiwan. His research interests include mobile and ubiquitous learning, flipped learning, digital game-based learning, and artificial intelligence in education. He defined the term “seamless flipped learning” as “mobile technology-enhanced flipped classroom with effective learning strategies.” Since 2013, he has been in charge of a national mobile learning promotion program in Taiwan to assist high school teachers to develop teaching plans using mobile technologies. Flipped learning is one of the adopted learning strategies in the program.

Dr. Alessia Bevilacqua is a research fellow and a contract professor at the Department of Human Sciences, University of Verona (Italy). Her research interests focus on new teaching methods and models for adult education, including health care professionals (with particular attention paid to the Medical Humanities interdisciplinary approach), as well as teachers, who must cope with increasing educational emergencies such as bullying, special educational needs and educational fragilities. To these aims, specific consideration has been given to the active pedagogical-didactic models, with particular attention paid to the application of the flipped learning approach in higher education.

Dr. Mehmet Fevzi Unal is a Professor of Aero/Hydrodynamics and founding Vice Rector and Dean of the Faculty of Engineering at MEF University. Prior to this, he worked at Istanbul Technical University and served as Dean of the Faculty of Aeronautics and Astronautics as well as Vice Rector in charge of research.
Unal has been active as a consultant for several industrial projects and as a researcher in various international projects, including: working with Imperial College of Science and Technology; being a fellow of the Japanese Society for the Promotion of Science at Yokohama National University; and being a Fulbright Scholar at Lehigh University where he also obtained his Ph.D. degree. Unal has been practicing active learning, via the Flipped approach, at MEF University since 2014.

Dr. Barry Sponder is a Professor of Educational Technology at Central Connecticut State University where he trains educators and pre-service teachers to use innovative teaching methods—and technology—for Flipped Learning, using Flipped Learning 3.0. Dr. Sponder was a Fulbright Scholar, a Christa McAuliffe Fellow and a Peace Corps Volunteer. He was a pioneer in distance education at the University of Alaska—Fairbanks, and his background includes teaching in Nepal, India and Singapore. He is a founding member of the Flipped Learning Initiative Global Faculty.

Dr. Atef Abuhmaid is an Associate Professor in educational technology. Atef is the dean assistant at the faculty of education/Hashemite University, Jordan and a former Dean of education at Middle East University. He has a PhD in Educational Technology from the University of Technology, Sydney, Australia. Atef is the author of five books (four in Arabic and one in English). Atef is interested in areas of scholarly research such as e-Learning, Flipped Learning, and classroom technologies.

Heather Voran has been an Education Specialist with the Region 16 Education Service Center for the last nine years. Prior to working for Region 16, Ms. Voran was a music teacher in the Canyon Independent School District. Ms. Voran earned a Bachelor of Music Education and a Master of Education, Instructional Technology from West Texas A & M University.

Dr. Thomas Mennella is an Associate Professor of Biology at Bay Path University. A professor for over a decade, and a flipped learning practitioner for more than half that time, Tom has always been an early adopter of innovative pedagogies and educational technologies. Trained as a molecular geneticist, Tom has focused much of his energies over the past four years on research into flipped learning.  He has presented on flipped learning widely at local, regional, and national conferences and published on this amazing approach to learning in blogs, lay periodicals and peer-reviewed academic journals.  Tom is a member of the FLGI International Faculty and is the Higher Education editor of the Flipped Learning Review monthly periodical.

Dr. Patricia Pence is an Assistant Professor at Mennonite College of Nursing, Illinois State University. Pence has written about her research in nursing education, co-authored a text for nurse educators, and presented her Flipped Learning strategies at state and national conferences. She is an International Flipped Learning Associate Faculty Member, who has been recognized with college and state awards for excellence in teaching and promoting engagement in the nursing classroom.

Rob McKerlie graduated with a MSc (Med Sci) from the University of Glasgow in December 2004, his research investigated the utility and efficacy of e-Learning within dental education. With over twenty years of teaching experience Rob’s research focus is in investigating ways to develop and encourage student engagement in learning and teaching, to this end Rob has led the development and implementation of a self-selected study module (SSM) in eLearning where students work in partnership with academic staff to develop learning objects that will be integrated into the curriculum for future years. He has also established a student/staff TELT Partnership that provides the space for staff and students working together to study, design, review and implement technologies to enhance the learning and teaching experience.

Dr. Matthew W. Stoltzfus, or "Dr. Fus" to his students, is a Chemistry Lecturer and Digital First Faculty Fellow at The Ohio State University, an Apple Distinguished Educator, and a contributing author on the 13th Edition of "Chemistry the Central Science." He continues to experiment with flipping his classroom, which is outlined on his course web-site www.drfus.com. His flipped class has also recently been featured by Apple, ESPN, and NPR.

Dr. Perpetua Lynne Nielsen is an Associate Teaching Professor in the department of Statistics at Brigham Young University - Provo. Her research interests are in statistics education, blended learning environments, measurement of learner characteristics, and the relationship between women's situation and national security.

Jen Cousins is currently the Principal Lecturer, TAFESA Community Services, Health and Lifestyle for Individual Client Support/General and Allied.  Jen has extensive experience and qualifications as a developmental educator, disability advocate, and as a VET trainer in the Disability and Community Services sector. Jen has been a Lecturer in the Disability and Advocacy Programs of Community Services and Health Program in TAFE SA since 2005 and was Principal Lecturer from 2009 -2012, and National Disability Coordination Officer (NDCO) for the Adelaide Metropolitan region from 2012-2016. Jen holds a Masters of Adult, Vocational and Workplace Education, a Bachelor of Laws and a Bachelor of Applied Science (Disability Studies), Associate Diploma of Arts (Professional Writing) and is currently the Principal Lecturer in Community Services and Health – Individual Client Support at TAFE SA. Jen is still learning to flip delivery and assessment but is convinced this is the future of quality education and training.

Jon Bergmann is one of the pioneers of the Flipped Class Movement. Jon is leading the worldwide adoption of Flipped Learning by working with governments, schools, corporations, and education non-profits. Jon is coordinating or guiding Flipped Learning initiatives around the globe including China, Argentina, Taiwan, Korea, Australia, Singapore, Thailand, the Middle East, Iceland, Sweden, New Zealand, Norway, the United Kingdom, Italy, Spain, Mexico, Canada, India, South America, and the United States. Jon is the author of ten books including the bestselling book: Flip Your Classroom, which has been translated into 13 languages. He is the founder of the global RESCON conferences which are dynamic, engaging events, which inspire educators to transform their practice by reaching every student in every class every day.

Course Curriculum

Reviews (1)

Excellent professional work.

by SPYROS ANTONELOS
1. Pedagogical and facilitative. 2. Excellent professionals sharing their knowledge in a friendly way. 3. Excellent supporting tools (forms and videos). 4. Gradually challenging without being over-challenging; thoughtful program design so as to progressively guide adult learners beyond their comfort zone. 5. Eye-opening and at times eye-popping. Thank you!

Excellent professional work.

by SPYROS ANTONELOS
1. Pedagogical and facilitative. 2. Excellent professionals sharing their knowledge in a friendly way. 3. Excellent supporting tools (forms and videos). 4. Gradually challenging without being over-challenging; thoughtful program design so as to progressively guide adult learners beyond their comfort zone. 5. Eye-opening and at times eye-popping. Thank you!