Flipped Classroom Workshop Series 7
Flipped classroom—what is it and does it work?
Blended learning is a relatively recent model that, by combining face-to-face activities with online experiences, effectively incorporates technology into education. For example, in the flipped classroom approach, technology is used to facilitate the transmission of content and so allow for the repurposing of face-to-face classroom time for activities that are likely to lead to higher-order learning outcomes.
In this webinar, we discussed an evidence-based approach to the design and development of flipped classrooms that aims both to engage learners and create “effective, efficient and flexible learning” (Stein and Graham, 2014). We reflected on the fundamental principles that underpin the flipped classroom approach, and discussed and reflected on using such approaches in our own disciplinary contexts. The evidence available that characterises the effectiveness of this approach was also further highlighted.
6 April 2020
14:30 - 16:00
Professor Adrian Michael Lee
Online (via Zoom)
All teachers and teaching support staff in higher education
Prof. Lee, Adrian Michael
Adrian Lee is an Associate Professor at the Department of Chemistry and is currently the Deputy Director of the Centre for Development of Teaching and Learning (CDTL) at the National University of Singapore (NUS). At CDTL, his primary responsibility is overseeing professional development programmes. He came to Singapore in 2002 on a Singapore Millennium Foundation Scholarship and subsequently joined NUS in 2005. His interests in education are wide-ranging and include technology-enhanced learning, especially blended learning, interdisciplinary education (he was the Director of the Special Programme in Science from 2011 to 2016), and student living–learning experiences. In academic development, Adrian looks to build programmes within a collegial culture and further a conversation that is both evidence-based and research-informed that becomes part of an academic’s scholarly reflective teaching practice.