Flipped Classroom – More scope for classroom teaching via flexible transmission of knowledge
April 14, 12:15 – 13:15, HG E 41
Experience at ETH and other universities is showing that the “flipped classroom” approach to teaching has advantages over the traditional lecture. The idea of the flipped classroom is that students acquire the knowledge content of the course in advance via independent study (the “flip”) so that time in the classroom can be used for consolidation and generally interactive activities. For the independent study phase students are given access to videos and other digital technologies, with flexibility as to how and when they use them.
In the classroom faculty and assistants can monitor the learning process more closely. Here the physical teaching space also plays an important role, and moveable furniture can also aid group work and other interactive phases. At this session faculty will report on their own experience of the flipped classroom and how it contributed to the development of their teaching.
- Prof. Renate Schubert, Institute for Environmental Decisions
and Dr. Urs Brändle, Educational Developer at D-USYS
- Dr. Andreas Haselbacher, Institute of Energy Technology
- Prof. Ulrike Lohmann, Institute for Atmospheric and Climate Science
- Andreas Reinhardt, Educational Development and Technology (LET)
- Benno Volk, Educational Development and Technology (LET)
Presentations, Documents and Links:
- Our full article on Flipped Classroom in the context of ETH
- Flipped Learning Network: http://flippedlearning.org
- Report from Guillaume Schiltz (Educational Developer D-PHYS): “Critical Thinking im Flipped Classroom”
- NMC Horizon Report 2014 (S.38-39, s. Anhang): http://redarchive.nmc.org/publications/2014-horizon-report-higher-ed
Studie “Einfluss von Flipped Classroom auf Fachwissen und Kompetenzen von Studierenden” ZHAW