The flipped classroom: innovating schools with digital tecnhology
Article Sidebar
Published
Apr 30, 2014
Main Article Content
Abstract
New media are pervading the everyday lives of young people, leading to emergent cultural scenarios that call for a rethink of educational strategies in school. Increased production and sharing of open content is steadily opening up access to digital resources and facilitating their reuse in school contexts. A practice that is gaining popularity in the teaching community is “flipping the classroom”, i.e. inverting the classic sequence of classroom lecture and individual study. The widespread availability of video lessons, multimedia products and tools for online interaction means that content can now be accessed outside the school walls, while the phases of exercise, application and processing can take place at school in a collaborative environment designed and managed by the teacher. The pedagogical implications of this double inversion are twofold: personalition of learning in the first inversion, and active and peer learning in the second. This lays the foundations for the transformation of instructionist teaching into more constructivist and social practices. This contribution analyses the psycho-pedagogical assumptions, key issues, educational practices and operational tools involved in this strategy.
Article Details
Section
Articles - Special Issue
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Hamdan N., McKnight P.E., McKnight K., Arfstrom K. M. (2013). A white paper based on the literature review of flipped learning. http://www.flippedlearning.org/cms/lib07/ VA01923112/Centricity/Domain/41/White Paper_FlippedLearning.pdf (ultima consultazione 10.01.2014).
Jenkins H. (2010). Culture partecipative e competenze digitali. Media education per il XXI secolo. Milano, IT: Guerini e Associati.
King A. (1993). From sage on the stage to guide on the side. College Teaching, 41, pp. 30–35.
Lage M. J., Platt G. J., Treglia M. (2000). Inverting the classroom: a gateway to creating an inclusive learning environment. Journal of Economic Education, 31 (1) pp. 30-43. http://www.flipteaching.com/resources/Inverting- the-Classroom_-A-Gateway-to-Creatingan- Inclusive-Learning-Environment.pdf (ultima consultazione 10.01.2014) .
Lasry N., Mazur E., Watkins J. (2008). Peer instruction: from Harvard to Community Colleges. American Journal of Physics, 76, pp. 1066-1069.
Lévy P. (1996). L’intelligenza collettiva. Per un’antologia del cyberspazio. Milano, IT: Feltrinelli.
Linn M. C., Davis E. A., Bel, P. (2004). Inquiry and Technology. In M.C. Linn, E.A. Davis, P. Bell (eds.). Internet Environments for Science Education. Mahwah, NJ, USA: Lawrence Erlbaum Associates: pp. 3-28.
Littleton K., Scanlon E., Sharples M. (eds.) (2012). Orchestrating Inquiry Learning. Abingdon, UK: Routledge.
Mayer R. E. (2001). Multimedia learning. New York, NY, USA: Cambridge University Press.
Mazur E. (1996). Peer Instruction: A User’s Manual. Upper Saddle River, NJ, USA: Prentice Hall. http://mazur.harvard.edu/education/pi_ manual.php (ultima consultazione 10.01.2014).
McLuhan M. (1962). The Gutenberg Galaxy: The making of typographic man. Toronto, CA: University of Toronto Press.
Noschese F. (2011). Khan academy my final remarks. http://fnoschese.wordpress.com/2011/05/ 10/khan-academy-my-final-remarks/ (ultima consultazione 10.01.2014).
Paivio A. (1986), Mental representations: A dual coding approach. New York, NY, USA: Oxford University Press.
Piech C., Huang J., Chen Z., Do C., Ng A., Koller D. (2013). Tuned models of peer assessment in MOOCs. Proceedings of the 6th International Conference on Educational Data Mining (EDM 2013). Memphis, TN, USA. http://www.stanford.edu/~cpiech/bio/papers /tuningPeerGrading.pdf (ultima consultazione 10.01.2014).
Schneider B., Wallace J., Blikstein P., Pea R. (2013). Preparing for future learning with a tangible user interface: the case of neuroscience. IEEE Transactions On Learning Technologies, http://www.computer.org/cms/Computer.org/ transactions/tlt/pdfs/tlt2013020117.pdf (ultima consultazione 10.01.2014).
Smith K. A., Sheppard S. D., Johnson D. W., Johnson R. T. (2005). Pedagogies of engagement: classroom- based practices. Journal of Engineering Education. http://www.ce.umn.edu/~smith/docs/Smith- Pedagogies_of_Engagement.pdf (ultima consultazione 10.01.2014).
Surowiecki J. (2007). La saggezza della folla. Roma, IT: Fusi orari. Vogt E., Brown J., Isaacs D. (2003). The art of powerful questions: catalyzing, insight, innovation, and action. Whole Systems Associates. http://www.sparc.bc.ca/the-art-of-powerfulquestions (ultima consultazione 10.01.2014).
Warter-Perez N., Dong J. (2012). Flipping the classroom: how to embed enquiry and design projects into a digital engineering lecture. In Proceedings of the 2012 ASEE Section Conference. San Luis Obispo, CA, USA: Cal Poly. http://aseepsw2012.calpoly.edu/site_media/ uploads/proceedings/papers/10B_35_ASEE_PS W_2012_Warter-Perez.pdf (ultima consultazione 10.01.2014).
Young J. R. (2012). Providers of free MOOC’s now charge employers for access to student data. Chronicle of Higher Education. http://chronicle.com/article/Providers-of-Free- MOOCs-Now/136117/ (ultima consultazione 10.01.2014).
Jenkins H. (2010). Culture partecipative e competenze digitali. Media education per il XXI secolo. Milano, IT: Guerini e Associati.
King A. (1993). From sage on the stage to guide on the side. College Teaching, 41, pp. 30–35.
Lage M. J., Platt G. J., Treglia M. (2000). Inverting the classroom: a gateway to creating an inclusive learning environment. Journal of Economic Education, 31 (1) pp. 30-43. http://www.flipteaching.com/resources/Inverting- the-Classroom_-A-Gateway-to-Creatingan- Inclusive-Learning-Environment.pdf (ultima consultazione 10.01.2014) .
Lasry N., Mazur E., Watkins J. (2008). Peer instruction: from Harvard to Community Colleges. American Journal of Physics, 76, pp. 1066-1069.
Lévy P. (1996). L’intelligenza collettiva. Per un’antologia del cyberspazio. Milano, IT: Feltrinelli.
Linn M. C., Davis E. A., Bel, P. (2004). Inquiry and Technology. In M.C. Linn, E.A. Davis, P. Bell (eds.). Internet Environments for Science Education. Mahwah, NJ, USA: Lawrence Erlbaum Associates: pp. 3-28.
Littleton K., Scanlon E., Sharples M. (eds.) (2012). Orchestrating Inquiry Learning. Abingdon, UK: Routledge.
Mayer R. E. (2001). Multimedia learning. New York, NY, USA: Cambridge University Press.
Mazur E. (1996). Peer Instruction: A User’s Manual. Upper Saddle River, NJ, USA: Prentice Hall. http://mazur.harvard.edu/education/pi_ manual.php (ultima consultazione 10.01.2014).
McLuhan M. (1962). The Gutenberg Galaxy: The making of typographic man. Toronto, CA: University of Toronto Press.
Noschese F. (2011). Khan academy my final remarks. http://fnoschese.wordpress.com/2011/05/ 10/khan-academy-my-final-remarks/ (ultima consultazione 10.01.2014).
Paivio A. (1986), Mental representations: A dual coding approach. New York, NY, USA: Oxford University Press.
Piech C., Huang J., Chen Z., Do C., Ng A., Koller D. (2013). Tuned models of peer assessment in MOOCs. Proceedings of the 6th International Conference on Educational Data Mining (EDM 2013). Memphis, TN, USA. http://www.stanford.edu/~cpiech/bio/papers /tuningPeerGrading.pdf (ultima consultazione 10.01.2014).
Schneider B., Wallace J., Blikstein P., Pea R. (2013). Preparing for future learning with a tangible user interface: the case of neuroscience. IEEE Transactions On Learning Technologies, http://www.computer.org/cms/Computer.org/ transactions/tlt/pdfs/tlt2013020117.pdf (ultima consultazione 10.01.2014).
Smith K. A., Sheppard S. D., Johnson D. W., Johnson R. T. (2005). Pedagogies of engagement: classroom- based practices. Journal of Engineering Education. http://www.ce.umn.edu/~smith/docs/Smith- Pedagogies_of_Engagement.pdf (ultima consultazione 10.01.2014).
Surowiecki J. (2007). La saggezza della folla. Roma, IT: Fusi orari. Vogt E., Brown J., Isaacs D. (2003). The art of powerful questions: catalyzing, insight, innovation, and action. Whole Systems Associates. http://www.sparc.bc.ca/the-art-of-powerfulquestions (ultima consultazione 10.01.2014).
Warter-Perez N., Dong J. (2012). Flipping the classroom: how to embed enquiry and design projects into a digital engineering lecture. In Proceedings of the 2012 ASEE Section Conference. San Luis Obispo, CA, USA: Cal Poly. http://aseepsw2012.calpoly.edu/site_media/ uploads/proceedings/papers/10B_35_ASEE_PS W_2012_Warter-Perez.pdf (ultima consultazione 10.01.2014).
Young J. R. (2012). Providers of free MOOC’s now charge employers for access to student data. Chronicle of Higher Education. http://chronicle.com/article/Providers-of-Free- MOOCs-Now/136117/ (ultima consultazione 10.01.2014).