an Erasmus+ Project
A critical reflection on meaningful activities between ILS and GLS A meaningful connection between the Individual Learning Space (ILS) and the Group Learning Space (GLS) is often assumed but rarely examined with sufficient clarity. This reflection highlights why “meaningful activities” are frequently misunderstood and how this weakens the intended learning progression in Flipped Learning 3.0. 1 Read More …
Flipped Learning has become increasingly popular in the educational landscape, offering an innovative approach that transforms learners into self-directed, responsible individuals. It provides a promising alternative to traditional teaching models, enhancing engagement and learning success. This article offers an overview of the development of Flipped Learning, clarifies the distinctions between the Flipped Classroom, Flipped Learning, Read More …
This article explores the growing significance of Flipped Learning 3.0 in Adult Education, highlighting its numerous benefits for adult learners. Flipped Learning revolutionizes conventional classroom structures by prioritizing self-directed learning and active participation. By employing Bloom’s Taxonomy, it strategically divides learning materials into individual study sessions for foundational knowledge and collaborative group learning for more 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 …
A basic approach to Flipped Learning is to split the instructions and use two different learning spaces for them. The one learning space is the so-called individual space. Here, the learner learns alone and focuses on things that fall within the domain of knowledge and understanding. It is no coincidence that these two properties occupy Read More …
Multimedia-based and Interactive content should be standard in today’s technology-enabled courses. It should enable active learning. In this project, we identified a crucial content: Many Adult Education organisations are small and don’t have the human resources to create the expected content. Additionally, many course creators neither have the necessary knowledge to create multimedia content nor Read More …
The training took place in Syros from July 10th until July 14th. All partners were represented with trainers of their organisation, well-fitting to the COVID-19 restrictions: Either tested or vaccinated. The training was organized using the Flipped Learning 3.0 Framework with a pre-class course, focusing on basics using the “Lower Bloom’s” and the face-to-face training Read More …
In the frame of the “Flipped Adult Education” Project, the project team will implement a training for trainers of the organizations focusing on the Flipped Learning 3.0 Framework. Peter Mazohl, holding a Flipped Learning Master’s II degree, will be responsible for the training. He is currently reflecting material from the course offered by the FLGlobal. Read More …
Backward Design, which is used in education, is a process to design learning experiences and instructional techniques to achieve specific learning outcomes. This method can be counted to the top-down approaches. Top-down versus Bottom-up The top–down approach goes from the general to the specific, and the bottom–up approach begins at the specific and moves to Read More …
In the soon-to-be published Flipped Learning Guide for trainers, you will find a selection of case studies that shows how a Flipped learning course for adults can be designed. One of these is a vegetarian cooking class. It includes hints for course preparation, a course structure with six parts and examples of recipes. Furthermore, suggestions Read More …