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"So while the similarities between the flipped classroom and studio/lab/seminar courses probably outnumber their differences, there is something different, and it's in the intentionality of the design behind both the in- and out-of-class experience."

Here are 6 ways faculty are using it to make their courses more engaging, flexible, and imaginative.

Some early lessons from MOOCs including benefits in the flipped classroom.

Even in this bookmark list, we use the term "flipped classroom". This article describes an attempt at a definition of "flipped learning", where the emphasis is on the student's learning process and not the logistics of the classroom. I think it provides a set of metrics which may be useful in examining anyone's pedagogy.

The author addresses some of the criticisms of flipped learning, including student resistance and how to overcome it. The key is thinking about how face-to-face time is used to reach higher-level learning goals than otherwise possible.

"Our real goal is to improve how students integrate new information. We want to change them. While what we have to teach our students may get them a first job, it will not on its own get them a second job-especially one that may not yet even exist. We want our students to be able to learn new things, analyze new knowledge, integrate it into their thinking, and change their minds when necessary." Jose Bowen argues that we should treat both technology and disciplinary content as tools, in pursuit of the larger cognitive changes we try to create in the liberal arts.

LibGuides. Producing Video for the Flipped Classroom. Introduction.

Mastery learning promises more individualized educational experiences within a class. Students who reach a benchmark of skill or content mastery can move on to the next unit, allowing them a deeper educational experience; students who struggle get more opportunities for review and feedback. It's extremely challenging to build a syllabus this way; this article cites some educators who are finding that the flipped classroom model can also aid a mastery learning orientation. If this all sounds like too much chaotic change, it might be worth considering whether particular elements of a course could be converted to a mastery orientation, without upsetting the whole apple cart.

We've got a faculty colleague working on this idea this semester. Presentations will become podcasts, and class time which used to be spent on presentations will now become a longer Q&A discussion of the topics. We're hoping this will mitigate some student issues with stage fright, and allow for better discussions since the students will have more time to prepare meaningful questions.

Here are some rather simple guidelines for developing online videos for your courses, pushing these to your students, and maximizing their pedagogical impact.

Shelly Wright argues that Bloom's taxonomy of learning domains is most effective when considered in reverse order.

Simple suggestions for improving the quality of "flipped classroom" screencasts. Suggestion 1: buy a microphone. (The CIP is recommending the Samson GoMic, retailing around $50.) Suggestion 2: look at your lighting. You may need to turn 90 or 180 degrees, or get a desk lamp, to look your best. (I decided to post this under the title from the print edition of the magazine, instead of the online title "The Problem With Flipped Classrooms: Teachers Shoot Lousy Video.")

Lecture gets a bad rap for not being sufficiently active learning, but when is it actually the best tool for the job? The comments on this article also contain some good points.

As the semester rolls through week 11, I start to think about how I might better motivate my students and make teaching my subject more fun for myself. My thoughts usually turn toward flipping lessons, which I still maintain is an old idea, but what is new is the "urgency" to implement the concept more efficiently (for a variety of reasons). These FAQ answers should help ease the implementation. Oh, if you don't like the term "flipped classroom" that is the topic of one of the later FAQs. I'm not a big fan of his preferred alternative term, but it really is the pedagogical concept that you want to buy into -- not the name.

The title of this one pretty much sums up the content completely. There is a link to some good vs. bad examples of PowerPoint slides, but they are pretty self-evident. The guidelines discussed in this article are worth exploring even if you are not developing a MOOC or a smaller online course -- for example, if you just want to flip a class or two.

An interesting study out of Stanford. While drawn from experience with MOOCs, I think many of these principles are relevant to flipped classrooms at a small college as well. I was surprised by recommendations #3 and #4 (regarding "personal" vs. "professional" production values); I had expected high production values to be more important for classes with no face-to-face contact.

An interesting study out of Stanford. While drawn from experience with MOOCs, I think many of these principles are relevant to flipped classrooms at a small college as well. I was surprised by recommendations #3 and #4 (regarding "personal" vs. "professional" production values); I had expected high production values to be more important for classes with no face-to-face contact.

We hope you're getting a chance during spring break to enjoy your own love of reading. How might you share it with your students?