an Erasmus+ Project
Flipped Learning was developed more than 10 years ago by Jon Bergman. The idea developed, the number of teachers using the flipped classroom increased, and the first experiences and given feedback led to an amendment of the method. Five years ago, Jon started a global initiative to make Flipped Learning versatile: All people all over Read More …
It is widely accepted that flipped learning pedagogy stems from the premise of inquiry-based and egalitarian philosophy: with the growing access to vast information through the internet, the traditional model of teacher as the sole steward of knowledge has become obsolete. In the new reality, teachers have acquired a new role: that of mediator, helping Read More …
In November 2018, Jon Bergmann1 visited Istanbul and presented there the “187 Global Elements for Effective Flipped Learning”. On this summit, Flipped Learning 3.0 was completed and available for public to be used in teaching and training. Two days later, Jon and Errol St. Claire Smith (from the FLGlobal) attended the kickoff meeting of this Read More …
Eurostat published a statistic about the digital skills of European Citizens (covering the age between 16 and 74 years old). The result – split to European countries – is interesting: The average in Europe is approximately 56 % – this means that 44 % of the European citizens lack digital competences. It is important to Read More …
The two terms “Flipped Classroom” and “Flipped Learning” are often mixed up and seen as the same item. But this is not true – especially if you care about “Flipped Learning 3.0” (the topic we will address in this project). Flipped Classroom If you search on the internet you will find many similar descriptions of flipped classrooms. Read More …
Today’s learning often is mixed up with information procurement, especially when it is done with smartphones: Someone is searching for some information, takes the smartphone, checks “oncle Google” and finds the requested information. Now he thinks he has learned something. Short time later (that can be even minutes) he has forgotten, what he had found. Read More …
Digital competences are necessary to survive in our modern society. This has been made clear in the moment, when thousands of people started to work from their home office. Also, pupils and students stayed and studied at home because their school or university was closed. Suddenly, there was a situation in which teachers taught their Read More …
What does learning mean? There exists a very old definition of learning, done by R.M. Smith 1982: It has been suggested that the term learning defies precise definition because it is put to multiple uses. Learning is used to refer to (1) the acquisition and mastery of what is already known about something, (2) the Read More …
Adult education has been a fundamental part of further education and Lifelong Learning for decades. It can be seen as a tool to remove illiteracy from society. It gives people a chance to increase their education after school has finished or besides their vocational education or professional development. In many European countries, Adult Education has Read More …
A framework is a particular set of rules, ideas, or beliefs which you use in order to deal with problems or to decide what to do[1]. Typical problems in education are quality enhancement, needs and preconditions of learners, pedagogical concepts, structure of lessons (or courses) and others. Teaching and learning frameworks are research-informed models Read More …