Newsgroup: it.istruzione.scuola
Titolo: Flipped classroom

Ricevo da una delle tante newsletter a cui sono "abbonato" e inoltro.
 
The Benefits of Flipping Your Classroom
By Charles A. Hill
A small but growing number of faculty at major universities are 
experimenting with the inverted or flipped classroom. It's an instructional 
model popularized by, among other influences, a Ted Talk by Khan Academy 
founder Salman Khan, which has received more than 2.5 million views. 
Institutions as varied as Duke University's School of Medicine, Boston 
University's College of Engineering, and the University of Washington School 
of Business have joined Clemson, Michigan State, the University of Texas, 
and many others in experimenting with changing from in-class lectures to 
video lectures and using class time to explore the challenging and more 
difficult aspects of course content.
 
The video lectures can be posted on a college or university's Learning 
Management System, private intranet or even YouTube; giving students 
convenient, anytime access. The institution's investment in IT 
infrastructure, i.e. course authoring, instructional design services, 
servers and other hardware, is minimal.
 
However, the most important benefit of the flipped model is not the use of 
relatively inexpensive technology, but the fact that it frees faculty to use 
their time with students in a learning environment more consistent with what 
we know about effective pedagogy: active students interacting with their 
instructor and fellow students rather than passive students sitting in a 
lecture hall.
The flipped classroom approach offers clear advantages:
Video lectures can be edited, polished, and rerecorded. Students can pause, 
replay, and watch lectures repeatedly at their convenience. Faculty may even 
find that with editing, lectures become shorter and more on point.
By a simple analysis of performance on past examinations, identification of 
trends in frequently asked questions and student course evaluations, faculty 
can determine areas where students often falter, and use this information to 
determine how classroom time will be used.
Faculty can then devote time to helping students develop synthesis and 
explore application during class time through: experiential exercises, team 
projects, problem sets, and activities that previously had been assigned as 
independent homework. In particular, students can receive direct faculty 
input on those segments of the material that have historically been the most 
difficulty or ambiguous.
Many faculty spend considerable unpaid, out-of-class hours helping 
individual students make sense of difficult course material and bring it all 
together in a relevant way. And that's if they're lucky enough to have 
students who proactively seek help when they are "stuck." The flipped model 
allows instructors to help students during assigned, compensated class time 
within their respective teaching loads; guiding students as they engage with 
the content in any number of active learning activities. It also makes it 
easier for faculty to identify and correct stumbling blocks to learning as 
they are happening.
 
I also suspect the increased focus on the synthesis and application of 
knowledge will find considerable favor with employers who deride the lack of 
a more competency-based approach in much of higher education.
 
For small institutions, as well as those facing increased budget 
constraints, the combination of inverting or flipping which activities occur 
in the classroom and which occur online, independent of the classroom offers 
an affordable entry to the online arena with a compelling approach to 
faculty involvement, student engagement, and learning outcomes. 
 
 

 
"Arkannen"  ha scritto:  Flipped classroom ecc ecc ecc..
 
cazzo suona interessante, ho sentito dire che in Danimarca stano gi� 
mettendo in atto questo sistema e funziona di maraviglia.
 
[quoto]
 
the most important benefit of the flipped model is not the use of
relatively inexpensive technology, but the fact that it frees faculty to use
their time with students in a learning environment more consistent with what
we know about effective pedagogy: active students interacting with their
instructor and fellow students rather than passive students sitting in a
lecture hall.
The flipped classroom approach offers clear advantages:
Video lectures can be edited, polished, and rerecorded. Students can pause,
replay, and watch lectures repeatedly at their convenience. Faculty may even
find that with editing, lectures become shorter and more on point.
 
[/end Quote]
 
porca mignota che bellezza! ma sai una cosa Arkamen? ci vuole seriet� e 
maturit� per arrivare a questi livelli pedagogici. Puoi immaginare questo in 
Italia? gi� si fatica a far fare il minimo ai nostri vitelloni, "active 
students in learning enviroment ... si, come no, gi� li vedo ... l'anno del 
mai.
 
 
 


http://elearning.liceomonti.net/biblioteca/flipped-classroom-and-byod/
 
 
Gioachic