The intention of this post is to share a learning design which employs a flipped classroom model. We (Learning Services at UCS) are currently implementing this approach when designing our in curriculum delivery of study skills.
The learning designs is based upon Bloom's (revised) Taxonomy, where the pre-session activities are around the the provision of information and the student building up key information and knowledge around the topic. This is used as the building blocks for the face to face workshop, where the tasks are around applying, analyzing and creating. The face to face tasks are designed around group collaboration, with enable peer learning opportunities and support. The face to face session focusses on active and collaborative learning activities. The post session task is their formative assessment which further builds upon the previous learning activities.
As the learning activity is spread over three weeks, with the largest proportion being delivered online, their includes a number of monitoring points and a communication plan.
If you'd like to know more about how you might use similar approaches within your teaching, learning and assessment designs, please contact the Elevate Team (elevate@ucs.ac.uk) within Learning Services. I would be interested to hear about perceived barriers to stop you deploying this within your curriculum.
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Image - With thanks - http://ww2.odu.edu/educ/roverbau/Bloom/fx_Bloom_New.jpg
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