Flipped Learning 3.0 Higher Ed Certification Level

Flipped Learning 3.0 Higher Education Certification Level - I

A Flipped Learning Global Initiative Masterclass

Course Description

Innovative university professors have embraced the Flipped Learning model. Now, post COVID-19 interest in Flipped Learning is accelerating in higher education, supported by over a decade of research and successful classroom results.

In 2018, a cohort of 100 experienced Flipped Learning educators from 49 countries collaborated to identify best practices. They defined 187 elements of effective Flipped Learning. The Flipped Learning 3.0 Higher Education Certification Program is based on the most up-to-date research and it's full of practical strategies that you can implement immediately.

In this course, you will join Jon Bergmann and a cadre of 37 of the most experienced higher education pioneers, early adopters, master teachers, researchers, instructional designers, and Flipped Learning practitioners in the world, for a walk on the leading edge of active learning. You'll quickly learn the fundamentals, the best practices, and how to avoid the biggest mistakes. Hear and learn from Dr. Eric Mazur, Dr. Raúl Santiago, Dr. Caroline Fell Kurban, Dr. Robert Talbert, Robyn Brinks-Lockwood and leave with your Flipped Learning 3.0 Higher Ed Level - I Certification.

Options:

Annual Subscription: 365 Days, of Course, Access / Higher Ed Level - I Certification Certificate and Badge / Automatic Access to Course Updates / Annually Updated Certification $199/year
One-time payment: 90 Days of Course Access / Higher Ed Level - I Certification Certificate and Badge/ No Access to Course Updates $159

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

Learn from 37 Flipped Learning

Master Teachers

Scroll down to meet the 37 instructors who will be sharing their experience, practical insights, and strategies with you:

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 Ph.D. in Applied Linguistics. Kurban is responsible for 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 September 2016, she was named one of the top 100 Flipped Learning experts in the world In February 2018, Kurban became co-chair of the Flipped Learning Global Standards Project. She co-authored the New University Model, with Professor Muhammed Şahin the rector of MEF University.

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.

** To see details on all 45 instructors you'll hear from in this course click >>> SEE ALL

Dr. Raúl Santiago received his Ph.D. 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. Chris Heard teaches Hebrew Bible/Old Testament courses and directs the Center for Teaching Excellence at Pepperdine University. His scholarly work normally focuses on the biblical book of Genesis and interactions of the Bible and popular culture, especially where Genesis and film overlap. Heard started flipping his undergraduate courses around 2010, and has been sharing flipped learning with his colleagues ever since.

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 Ph.D. 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.

Dr. Umawathy Techanamurthy is a Senior Assistant Director in the Instructional and Digital Learning Division, Department of Polytechnic and Community Colleges, Ministry of Higher Education of Malaysia. She was previously lecturing at Community Colleges, where she was teaching in the field of Interactive Media. Prior to joining civil service, she worked in the industry as a Multimedia Developer & Editor for a digital publishing company where she and her team developed learning resources and media for schools. Her Ph.D. thesis completed in 2018 focused on the development of a Flipped Classroom Module based on Problem-Solving for Community Colleges. In the last two years, she led the growth of flipped learning by coaching lecturers to design and develop their own Flipped Classroom modules across a range of engineering, non-engineering, and services-based courses taught at Polytechnics and Community Colleges in Malaysia.

Mareika McLaughlin is an online course developer at Berklee Online with more than 10 years of teaching in the classroom and online, as well as experience working in project management in various fields both internationally and domestically. In Cape Verde, Mareika worked for a small start-up company teaching business English and western business culture. In the US she started and managed a massive flipped classroom project for the Massachusetts International Academy and their partner company in Beijing, China, Cernet Education. Mareika holds a Master’s degree in Education from Boston University. She is a seasoned and dedicated teacher.

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 the 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 Ph.D. 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.

Allan Robinson is currently Senior Teacher for Geography and Social Studies at Te Aho o Te Kura Ponamu in New Zealand. He has worked in a number of schools as a Head of Department and senior manager. Allan wrote for and moderated online modules in Social Studies for the New Zealand Ministry of Education in the late 1990's. Since 2014 he has led a team in his school to move from a book-based distance learning service to a fully online and interactive online school with regular online student advisories.

Bruce Ngataierua is a Chemistry Secondary Teacher with an interest in Earth and Space Science and Astronomy. Experienced in classroom teaching and distance education. He believes in lifelong learning and encouraging students to positively reach their learning goals.

Wilson Azevedo is an Online Education pioneer in Brazil and Director of Aquifolium Educacional, a Brazilian company focused on educational innovation. Since 2013 trains teachers for Flipped Learning through online courses, some of them with Jon Bergmann. This year he is helping (as a consultant) Sebrae, the biggest entrepreneurship service of his country, in adopting Mastery Learning in its educational programs.

Mareika McLaughlin is an online course developer at Berklee Online with more than 10 years teaching in the classroom and online, as well as experience working in project management in various fields both internationally and domestically. In Cape Verde, Mareika worked for a small start up company teaching business English and western business culture. In the US she started and managed a massive flipped classroom project for the Massachusetts International Academy and their partner company in Beijing, China, Cernet Education. Mareika holds a Master’s degree in Education from Boston University. She is a seasoned and dedicated teacher.

Kiran James is an experienced primary and middle years teacher who has been working in distance education of the last 4 years. She has worked as an ESL and secondary art and design teacher for most of her career. She is passionate about performing arts and social justice, with an inquiry-led approach to learning across all curriculum areas. She currently works in a Year 5/6 team managing students with learning difficulties or in remote areas which prevent them from attending a face-to-face school.

Alicia Diez Ochoa is a Primary Teacher in Pamplona (Spain), she teaches Science snd Social Sciences in 5 and 6 year, students aged 10-12. She is also a University Teacher in the Education Faculty at the University of Navarra. At school, she uses in-class flip combined with flipped learning. Her main goals are to make classes more active, improve study techniques and promote curiosity and challenging activities. Alicia is one of the founders and editor of theflippedclassroom.es and co-writer of "Flipped Classroom: 33 experiencias que ponen patas arriba el aprendizaje" and "The flipped classroom: Cómo convertir la escuela en un espacio de aprendizaje."

Paul Hennessy is a current Assistant Principal at the Open Access College in Adelaide, South Australia. Open Access College is the sole distance education provider in South Australia. He has also held Executive Leadership positions at other schools in South Australia as well as Papua New Guinea and the United Arab Emirates. He has been delivering online learning for the past eight years and utilizes a range of pedagogical approaches, including flipped learning variations, to support students while they work in both the group and individual spaces.

Liam Sankey is a Year 5/6 Primary Teacher at Open Access College. He has also previously held the position of Language Teacher(Indonesian) With Open Access College's Languages Partnership Program. Liam is passionate about Languages and Literacy as well as establishing lasting learning relationships for students who cannot access conventional learning. He has been implementing flipped learning since he began at Open Access College in 2016 and has utilized it across both Primary and Languages Platforms.

Jon Bergmann is a globally respected active learning thought leader. His twelve books are translated into 13 languages and have sold over 200,000 copies. Jon received the Presidential Award for Teaching Excellence and has traveled almost a million miles helping educators and school systems learn how to reach every student, in every classroom, every day. He spent 24 years as a science teacher before becoming a district technology facilitator. He currently heads an international cohort of certified and experienced facilitators who provide world-class, professional development and support around the globe. He serves on the advisory board for TED-Education. He currently is teaching science and leading staff development at Houston Christian High School.

Course Curriculum

Click the arrow to the right of each unit to see curriculum details.

1

Unit 1: The Case for Flipped Learning
- 1.1 Getting Started
- Unit 1 Graphic Organizer
- 1.2 Today's Higher Education Students
- 1.3 It's Time!
- 1.4 The Challenges Facing Higher Education
- 1.5 Why Flipped Learning is Needed in Higher Education
- 1.6 The One Question
- 1.7 The Global Elements of Effective Flipped Learning
- 1.8 The Grand Meta-Principle
- 1.9 Bloom's Taxonomy & Flipped Learning
- 1.10 Defining Flipped Learning
- 1.11 The Five Hurdles to Flipping
- Unit 1 Quiz
- Higher Ed: The Case for Flipped Learning Discussion Unit 1
2

Unit 2: Flipped Learning 3.0
- Unit 2 Graphic Organizer
- 2.1 Flipped Learning is Not Static
- 2.2 Flipped Learning is Evolving because of Three Factors
- 2.3 Flipped Learning is a Worldwide Movement
- 2.4 Flipped Learning is Providing New Opportunities
- 2.5 Flipped Learning is Now a Meta-Strategy
- 2.6 The Next Era of Flipped Learning has Arrived
- Infographic: From Flipped 1.0 to Flipped 3.0
- Unit 2 Quiz
- Higher Ed: Flipped Learning 3.0 Discussion Unit 2
3

Unit 3: Planning for Flipping
- Unit 3 Graphic Organizer
- 3.1 Planning Differently when Flipping
- 3.2 Pedagogy and Andragogy
- 3.3 The Case for Getting Organized
- 3.4 Backwards Design
- 3.5 Using Bloom's Taxonomy when Planning
- 3.6 Unit Planning
- 3.7 Before, During, After
- 3.8 I Do, We Do, You Do
- Unit 3 Quiz
- Higher Ed: Flipped Planning Discussion Unit 3
4

Unit 4: Best Practices in the Individual Space
- Unit 4 Graphic Organizer
- 4.1 Introduction to Best Practices in the Individual Space
- 4.2 What if Students don't Do the Pre-Work?
- 4.3 Accountability
- 4.4 Student Buy-In
- 4.5 Motivating Students Using Gamification
- 4.6 The Ideal Length of a Flipped Video
- 4.7 What Should you Assign for Pre-Work?
- 4.8 Teach Students How to Watch a Flipped Video
- 4.9 Helping Students with Incomplete Understanding
- 4.10 Building Interactivity into a Flipped Video
- 4.11 The Placement and Types of Questions
- 4.12 Making the Individual Space Social
- 4.13 Curation or Creation of Pre-Class Work
- 4.14 Flipping with Text
- 4.15 Learning Analytics
- 4.16 Student-Created Content
- Unit 4 Quiz
- Higher Ed: Individual Space Discussion Unit 4
5

Unit 5: Technology
- Unit 5 Graphic Organizer
- 5.1 Introduction to the Tech Tools
- 5.2 Eleven Tips for Effective Flipped Videos
- 5.3 Principles of Good Digital Design
- 5.4 Five Ways to Create a Flipped Video
- 5.4a Making a Flipped Video Using a Mobile Device
- 5.4b Making a Flipped Video Using a Document Camera
- 5.4c Making a Flipped Video Using Screencasting on a Computer
- 5.4d Making a Flipped Video Using Screencasting on a Tablet
- 5.4e Making a Flipped Video Using a Lightboard
- 5.4f Making a Flipped Video Using Augmented Reality
- 5.5 Video Interaction Tools
- 5.5a Video Interaction Tool: Edpuzzle
- 5.5b Video Interaction Tool: Google
- 5.6 Text Interaction Tools
- 5.7 Learning Management Systems
- 5.8 Technology All-In-One Tools
- 5.9 Hardware Tools
- Flipped Video Guidelines & Rubric
- Unit 5 Quiz
- Higher Ed: Technology Discussion Unit 5
6

Unit 6: Best Practices in the Group Space
- Unit 6 Graphic Organizer
- 6.1 Introduction to the Group Space
- 6.2 How to Flip in Large Classes
- 6.3 The Tech Tools of the Group Space
- 6.4 Learning Spaces
- 6.5 The Changing Role of Instructors in a Flipped Classroom
- 6.6 The Duh's of the Flipped Classroom
- 6.7 Projects & Project Based Learning
- 6.8 Peer Instruction
- 6.9 Case Studies
- 6.10 Inquiry
- 6.11 Other Group Space Strategies
- Unit 6 Quiz
- Higher Ed: Group Space Discussion Unit 6
7

Unit 7: Assessment
- Unit 7 Graphic Organizer
- 7.1 The Need for Assessment
- 7.2 The Big Picture
- 7.3 Flipping Feedback
- 7.4 Should You Grade Formative Assessments?
- 7.5 Note-Taking
- 7.6 Impromptu Questions
- 7.7 How to Stop Taking Papers Home
- 7.8 The Role of Self-Assessment
- Unit 7 Quiz
- Higher Ed: Assessment Discussion Unit 7
8

Unit 8: Flipping Online Classes (New)
- Unit 8 Graphic Organizer
- 8.1 Overview of Online Flipping
- 8.2 Asynchronous - Hybrid - Synchronous
- 8.3 Planning for Effective Online Learning
- 8.4 Making Online Learning Work with Your Life
- 8.5 Best Practices in the Individual Space Online
- 8.6 Best Practices in the Group Space Online
- 8.7 Making Online Learning Active
- 8.8 Two Synchronous Class Examples
- 8.9 Technology for Online Learning
- 8.10 Assessing Online Classes
- 8.11 Building Relationships & Community Online
- 8.12 Engaging Online Learners
- 8.13 Leading Online Learning for Administrators
- 8.14 Closing Thoughts
- Unit 8 Discussion
9

Unit 9: Next Steps
- Unit 9 Graphic Organizer
- 9.1 Next Steps Introduction
- 9.2 Faculty Buy-In
- 9.3 The Real Reason Flipped Learning Works
- 9.4 Staying Current
- 9.5 Final Thoughts
- 9.6 Taking the Next Step
- Higher Ed: Next Steps Discussion Unit 9
- Course Survey
- Register your Certification

Reviews

Excellent professional work.

SPYROS ANTONELOS

1. Pedagogical and facilitative. 2. Excellent professionals sharing their knowledge in a friendly way. 3. Excellent supporting tools (forms and videos). ...

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!