an Erasmus+ Project
Intentional Content is one of the core pillars of Flipped Learning 3.0, but it is often misunderstood. This article explores how educators can deliberately design content, activities, and media based on competencies, Backward Design, and Bloom’s Taxonomy, while highlighting common misconceptions and practical recommendations for creating meaningful, learner-centred learning experiences. Intentional Content in Flipped Learning Read More …
Micro conversations are short, informal interactions between learners and instructors in a flipped classroom setting (or in the frame of Flipped Learning). They can take place in person, online, or through a variety of other channels. The goal of micro conversations is to provide learners with opportunities to ask questions, clarify concepts, and get feedback Read More …
The Global Elements of Effective Flipped Learning (GEEFL) framework outlines the essential components for successful flipped learning implementation. These elements highlight the importance of a flexible and inclusive learning environment, where learners have access to various content formats and opportunities for interaction. In a flipped learning setting, educators shift from being content deliverers to learning Read More …
IT plays an extremely important role in Flipped Learning 3.0: Content and activities are using Multimedia; active learning is also deeply connected with the use of technology, and especially the individual space makes intensive use of ICT. Consequently, it can be deduced that digitization occupies an important place in Flipped Learning and therefore different areas, Read More …