The Flipped Teacher and the Flipped Learner Framework

Reyna Zeballos, JL; Davila, YC; Huber, E

The Flipped Teacher and the Flipped Learner Framework

Reyna Zeballos, JL

Davila, YC

Huber, E

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Publication Type:: Conference Proceeding
Citation:: 2015
Issue Date:: 2015-12-02

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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	Huber, E https://orcid.org/0000-0001-7964-9096	en_US
dc.date.issued	2015-12-02	en_US
dc.identifier.citation	2015	en_US
dc.identifier.uri	http://hdl.handle.net/10453/59947
dc.description.abstract	We propose an 11 step framework to support educators and students to teach and learn with the Flipped Classroom (FC) model. Based on principles of blended and student-centred learning, organisational appearance, universal design and evaluation, the framework acts as a conduit between theory and good practice. Elements of the framework include: (1) planning stage, why and what to flip; (2) storyboard and lesson plan; (3) timing for activities; (4) online, (pre or post classroom) activities; (5) classroom work; (6) organisation of content; (7) visual design; (8) usability and accessibility; (9) building, testing and deployment; (10) communication of the benefits of the flipped model to students; and (11) evaluation and improvement. This paper will present the evidence behind each of these elements in a practical way to guide teachers and students through a flipped model of teaching and learning.	en_US
dc.relation.ispartof	Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education	en_US
dc.title	The Flipped Teacher and the Flipped Learner Framework	en_US
dc.type	Conference Proceeding
utslib.location.activity	Perth, Australia	en_US
utslib.for	1302 Curriculum and Pedagogy	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	open_access
pubs.consider-herdc	false	en_US

Abstract:

We propose an 11 step framework to support educators and students to teach and learn with the Flipped Classroom (FC) model. Based on principles of blended and student-centred learning, organisational appearance, universal design and evaluation, the framework acts as a conduit between theory and good practice. Elements of the framework include: (1) planning stage, why and what to flip; (2) storyboard and lesson plan; (3) timing for activities; (4) online, (pre or post classroom) activities; (5) classroom work; (6) organisation of content; (7) visual design; (8) usability and accessibility; (9) building, testing and deployment; (10) communication of the benefits of the flipped model to students; and (11) evaluation and improvement. This paper will present the evidence behind each of these elements in a practical way to guide teachers and students through a flipped model of teaching and learning.

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http://hdl.handle.net/10453/59947