Enhancing the Flipped Classroom Experience with the Aid of Inclusive Design

Reyna Zeballos, JL; Davila, YC; Meier, PC

Enhancing the Flipped Classroom Experience with the Aid of Inclusive Design

Reyna Zeballos, JL

Davila, YC

Meier, PC

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Publisher:: Association for the Advancement of Computing in Education (AACE)
Publication Type:: Conference Proceeding
Citation:: Association for the Advancement of Computing in Education, 2016, 2006 (1), pp. 1789 - 1801
Issue Date:: 2016-07-14

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Field	Value	Language
dc.contributor.author	Reyna Zeballos, JL https://orcid.org/0000-0002-9909-0581	en_US
dc.contributor.author	Davila, YC https://orcid.org/0000-0002-5144-5742	en_US
dc.contributor.author	Meier, PC https://orcid.org/0000-0001-6911-3511	en_US
dc.date	2016-06-28	en_US
dc.date.available	2016-01-14	en_US
dc.date.issued	2016-07-14	en_US
dc.identifier.citation	Association for the Advancement of Computing in Education, 2016, 2006 (1), pp. 1789 - 1801	en_US
dc.identifier.uri	http://hdl.handle.net/10453/46969
dc.description.abstract	Flipped classrooms are increasingly used in tertiary institutions to engage students in active learning tasks and foster independent learning skills. The use of technology such as digital video, screencasts and interactive presentations is impacting the design of flipped classrooms. This creates an opportunity to apply the principles of Inclusive Design in the planning, development and deployment of resources used to flip the classroom. The aim of this paper is to discuss the integration of Inclusive Design into Flipped Classroom interventions to cater for a wider range of learners. For this purpose, we reviewed the pedagogical foundations of Flipped Classrooms, the advantages and disadvantages of its implementation, and discuss Inclusive Design enablers.	en_US
dc.publisher	Association for the Advancement of Computing in Education (AACE)	en_US
dc.relation.ispartof	Association for the Advancement of Computing in Education	en_US
dc.relation.ispartof	EdMedia: World Conference on Educational Media and Technology	en_US
dc.title	Enhancing the Flipped Classroom Experience with the Aid of Inclusive Design	en_US
dc.type	Conference Proceeding
utslib.citation.volume	1	en_US
utslib.citation.volume	2006	en_US
utslib.location	Canada	en_US
utslib.location.activity	Vancouver	en_US
utslib.for	1199 Other Medical and Health Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Students
utslib.copyright.status	in_progress
pubs.consider-herdc	true	en_US
pubs.finish-date	2016-06-30	en_US
pubs.issue	1	en_US
pubs.place-of-publication	Canada	en_US
pubs.publication-status	Published	en_US
pubs.start-date	2016-06-28	en_US
pubs.volume	2006	en_US

Abstract:

Flipped classrooms are increasingly used in tertiary institutions to engage students in active learning tasks and foster independent learning skills. The use of technology such as digital video, screencasts and interactive presentations is impacting the design of flipped classrooms. This creates an opportunity to apply the principles of Inclusive Design in the planning, development and deployment of resources used to flip the classroom. The aim of this paper is to discuss the integration of Inclusive Design into Flipped Classroom interventions to cater for a wider range of learners. For this purpose, we reviewed the pedagogical foundations of Flipped Classrooms, the advantages and disadvantages of its implementation, and discuss Inclusive Design enablers.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/46308