The FLIP-IT project, based on the experiences of the consortium, supported by the research described above, suggests a model for the application of Flipped Classroom specifically aimed at addressing the multiple critical elements of European VET.
3.1.1. Overall Instructional Goals
At the core of this model is the Overall Instructional Goals. These are to be determined by the teacher/ institution and should ultimately refer to the learning outcomes of the given course of study. Ideally, the instructional goals could be summarized in a single sentence and the learning outcomes guided by this.
3.1.2. Assessment Items
The assessment items involved in the course of practice lie outside of the instructional goals but it is extremely important in the selection of the assessment items that these correlate directly with the learning outcomes (in an effort to ensure constructive alignment). On this basis, it is important that the appropriate method of assessment be selected and that non-traditional methods of assessment be considered as part of this. The flexibility of the flipped classroom in potentially providing in-class time to students to, for example, engage in project work or in application of the skills and knowledge they have learned outside of class, could facilitate numerous methods of continuous assessment, as opposed to a single summative assessment (e.g.: written or MCQ exam) at the end of a module.
3.1.3. Learning outside the classroom
It is recommended that time and activity outside of in-class time take place in a primarily online format (although a more low-tech approach can be undertaken, this would most likely be considerably less effective for learning and retention). Both teachers and students may need to be provided with training related to developing and accessing digital support learning material.
Considerations therefore need to be made for logistical considerations like training for new skills development, available time and resources for developing and engaging with online content, etc.
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The role of the teacher from an online perspective in this approach lies in the creation or sourcing of a series of media to facilitate self-directed learning at the student’s own pace. This media could include screencasts, video and audio recordings, development of rapid e-learning, narrated lectures, etc. Students should be able to use this content to engage in self-directed learning in order to adequately prepare for in-class activities related to applying, discussing or analysing this information. Additionally, teachers should engage in communication with students while online in order to monitor student enquiries, student activities, provide feedback, etc. The teacher’s online role may require the development of skills in developing and/ or sourcing supporting learning material, curating this material and making it available to students (and others) as well as skills in online communication and collaboration.
Student's role in learning outside the classroom
The role of the student from an online perspective in this approach lies in accessing and absorbing the information contained in the curated series of learning support media, developed by the lecturer, to facilitate self-directed learning at their own pace. This learning content should then be applied in some way in actual in-class time (this is something which should be made explicitly clear to the student). To this point, it could be recommended that students be required here to engage in some form of formative assessment related to this material pre-class to ensure understanding/ evaluation, etc and/ or some form of communicative or collaborative activity.
These elements have the added benefit of increasing student digital literacy skills, as well as potentially building skills in communication, collaboration, independent learning, self-evaluation, etc.
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3.1.4. Learning in the classroom
It is recommended that the time and activity during the scheduled class be devoted to the application of learned content. This may involve multiple combinations of various activities, including, but not limited to: discussions, hands-on demonstrations, applications of learned content, etc. Both teachers and students may need to receive training related to certain methods and activities. In addition, it is important that all stakeholders (including support staff, ICT support, etc.) have clear what the requirements and goals for class time should be.
Therefore, it is necessary to take into account logistical considerations such as the training for the classroom activities, the time reserve and the materials necessary for the proper development of the practical sessions, the general organization of the module and its situation within the program of the course .
The role of the teacher in learning in the classroom
The teacher's role during the class period will be to conduct a series of experiential learning exercises in the classroom. They can be collaborative activities, cognitive learning activities, etc.
to ensure that students receive practical and appropriate guidance to correctly meet the learning objectives and results of the module, as well as ensuring that they become graduates prepared to work.
Role of the student in learning in the classroom
The role of the student during the class period will be to arrive to class having internalized the information made available to them online and having carried out any activity associated with it. In class, you should take part in a series of experiential learning exercises, collaborative activities, cognitive learning activities, as well as participating in self-directed learning activities or assessments.
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Source: Calico Spanish. Used under the Creative Commons Attribution 2.0 Generic license