‘practice that creates learning through active participation and skills development through the curation of educational experiences in a technology rich learning environment’.
Beyond Flipped is an approach that utilises the benefits of learning technologies and places an emphasis on student participation and the learning process. Within this approach there is a wide range of potential ways in which the flipped approach might be interpreted. How it is interpreted will be impacted upon by a wide range of factors, (such as student level, professional requirements, staff experience); however any implementation of the flipped approach must be looking to enhance student participation, the learning process and staff-student interaction.
Why Beyond Flipped?
Coventry University is forward-looking, modern university with a proud tradition as a provider of high quality education. The University consistently strives to ensure high quality teaching is a cornerstone of the University experience. Beyond Flipped Learning is one method employed to ensure dynamic, responsive teaching and learning which is instrumental for creating the graduates of tomorrow.
Through carefully curated educational experiences which maximise on the best of face-to-face and online teaching methods, flipped learning provides a rich educational environment that challenges students to explore new concepts and develop innovative solutions to a range of problems.
Flipped learning should practice the application of knowledge to real-world issues and simulated scenarios, supporting the development of capable, adaptable, and curious graduates with the skills needed to thrive and succeed upon completion of their studies.
Flip the concentration of staff time from production of content for dissemination to supporting the development of students’ ideas, behaviours and skills through engagement with evidence and experiences. This implies that materials from many sources will be used, with appropriate permissions, to encourage a broader view of the topic;
Flip Decision Making
Flip the burden of decision-making from the module to expansive course level learning. It could be envisaged that a semester becomes the unit of design and that module tutors co-operate to develop a coherent, challenging and enquiry-led whole.
Flip Student Attention
Flip the focus of student attention from acquisition of content to its curation (selection, organisation and presentation
Flip the focus of learning activities to active student participation encouraging autonomy in the learning process;