Dr Blanka Tacer, Dr Tine Nagy, Dr Giada Marinensi, & Rob Senden FLIPPED CLASSROOM: REINVENT YOUR TEACHING PRACTICE With teaching cases, exercises, and implementation hacks Dr Blanka Tacer, Dr Tine Nagy, Dr Giada Marinensi, & Rob Senden FLIPPED CLASSROOM: Reinvent Your Teaching Practice With teaching cases, exercises, and implementation hacks Editors: Dr Blanka Tacer, Dr Tine Nagy, Dr Giada Marinensi, & Rob Senden Contributors: Centro Tecnológico das Indústrias Têxtil e do Vestuário De Portugal (Citeve), Centro De Formação Profissional da Indústria Têxtil, Vestuário, Confecção E Lanifícios (Modatex), Step Institute, Link Campus University, Centro Italiano per L'apprendimento Permanente (CIAPE), Institut de Terrassa, Instituut voor Vorming en Onderzoek in de Confectie - Institut pour la Recherche et L'enseignement dans la Confection (IVOC), Creative Thinking Development, Associacio Agrupacio D'empreses Innovadores Textils (AEI TEXTILS) Technical production: Monika Legnar Proofreading: Ruby Mihaela Korelec Published by STEP Institute, Ljubljana, Slovenia Year of publication: 2021 Circulation: 50 issues Flipped classroom training Approach for Clothing and Textile Innovative VET Education, Erasmus+ KA2, 2020-1-PT01-KA202-078344. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein. CIP - Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana 37.091.3(035) FLIPPED classroom : reinvent your teaching practice : with teaching cases, exercises, and implementation hacks / [Blanka Tacer . . [et al.] ; editors Blanka Tacer . . et al.]. - Ljubljana : STEP Institute, 2021. - (Factive) ISBN 978-961-94542-2-0 COBISS.SI-ID 79256579 W W W . F A C T I V E P R O J E C T . E U -2- EXECUTIVE SUMMARY Flipped classrooms are more and more used among teachers of different educational levels. The word flipped implies the replacement of traditional schoolwork and homework. In a flipped classroom, the teacher facilitates student collaboration and problem solving at school. At home, students watch teacher instruction using different digital tools and videos and complete reading or some other type of learning activity. Although the use of flipped methodology is increasing, many teachers still hesitate because of the belief that a teacher needs high ICT skills in order to flip the class. With the Flipped Classroom Handbook we show that high digital skills are not necessary. Many low technology activities create an engaged flipped classroom with real life problems which motivate students for learning. To help teachers implement a flipped classroom in a flexible way with respect to their level of professional development we developed three ways of flipping the class: Moon, Mars, and Jupiter. The three ways help teachers and students become accustomed to a flipped classroom gradually in order to prevent technology overwhelming either teachers or students. The Moon Flipped Classroom uses external digital and non-digital learning material as pre-class preparation followed by highly structured in-class activities. Most of the learning is guided by worksheets. Its simplicity enables students and teachers to change their mindsets about learning in school and learning at home. The Mars Flipped Classroom requires a bit more digital skills from the teacher but still adopts only simple apps and screen recordings, whereas the Jupiter Flipped Classroom builds upon open problem-based activities. This requires digital skills from both teachers and students. The flipped classroom handbook would never have been created without the FACTIVE Erasmus+ KA2 project. The FACTIVE project promotes the adoption of flipped learning and gamification in textile and clothing training. Because of the international team, this handbook is not an ordinary handbook. During the writing process of this handbook, we combined field research with desk research. In February 2021, we organised an online Pan-European Conference on Digital Education devoted to the flipped classroom. Presenters from the FACTIVE project and schools showed six flipped classroom cases. Teachers from all educational levels contributed more than 42 poster presentations. 500 teachers participated in the live conference. The event gained 1.600 subsequent views in the first week after the conference. During the conference we also conducted a survey about the flipped classroom. 280 participants shared their experience with the flipped classroom. We used the oral presentations, poster presentations, and survey results from the conference, combined with desk research, as input for writing this handbook. Insights by teachers, actual teaching cases, and tricks and implementation hacks are an integral part of this handbook thanks to a broader international audience who co-created this practical piece of knowledge. W W W . F A C T I V E P R O J E C T . E U -3- TABLE OF CONTENTS 3 EXECUTIVE SUMMARY 4 TABLE OF CONTENTS 6 INTRODUCTION 8 1. FLIPPED CLASSROOM MYTHS AND FACTS 9 1.1 FLIPPED CLASSROOM IS YOUR TOOL FOR STUDENT ENGAGEMENT 11 1.2 WHAT THE FLIPPED CLASSROOM IS AND IS NOT 17 1.3 SWOT ANALYSIS OF THE FLIPPED CLASSROOM 19 1.4 WHAT EUROPEAN VET EXPERTS ARE SAYING ABOUT THE FLIPPED CLASSROOM 20 1.5 WHAT EUROPEAN TEACHERS ARE SAYING ABOUT THE FLIPPED CLASSROOM 23 1.6 LITERATURE REVIEW OF THE FLIPPED CLASSROOM IN FASHION EDUCATION 29 2. HOW TO FLIP YOUR CLASSROOM 32 3. MOON FLIPPED CLASSROOM 33 3.1 MOON FLIPPED CLASSROOM STEP-BY-STEP 41 3.2 MOON FLIPPED CLASSROOM EXAMPLES 47 4. MARS FLIPPED CLASSROOM 49 4.1 MARS FLIPPED CLASSROOM STEP-BY-STEP 53 4.2 MARS FLIPPED CLASSROOM EXAMPLES 58 5. JUPITER FLIPPED CLASSROOM 60 5.1 JUPITER FLIPPED CLASSROOM STEP-BY-STEP 66 5.2 JUPITER FLIPPED CLASSROOM EXAMPLES 72 5.3 A FINAL THOUGHT ABOUT THE MOON, MARS AND JUPITER MODELS 73 6. GAMIFICATION-ENHANCED FLIPPED LEARNING 75 6.1 GAMIFIED COURSE STRUCTURE 76 6.2 GAMIFIED LEARNING ACTIVITIES 77 6.3 GAME ELEMENTS 81 7. FLIPPED CLASSROOM SCENARIOS 92 8. FLIPPED CLASSROOM ONLINE RESOURCES 100 9. A TRIBUTE TO THE FACTIVE PROJECT 102 LITERATURE 104 SOURCES -4- INTRODUCTION If you are interested in enhancing being a facilitator. The sixth chapter your teaching and students’ learning, reflects upon combining the flipped this handbook about the flipped classroom with gamification. classroom will help. You can learn from actual cases and other The seventh chapter offers various teachers’ experiences. Having had in activities to encourage mind the everyday life of teachers brainstorming about the flipped and their busy calendars, we have classroom methodology. The prepared this practical handbook following chapter focuses on digital which makes the flipped classroom tools and resources which were methodology easy to understand. recommended by European Insights by teachers, actual teaching teachers, and other participants of cases, and tricks and the Pan-European Conference on implementation hacks are an Digital Education. In the last chapter, integral part of this handbook. the FACTIVE project is looked at. The first chapter defines the flipped This handbook is the result of classroom. It also gives scientific teamwork. Not just from the evidence on the benefits of members of the FACTIVE project, implementing flipped classroom which initiated the creation of this methodology, and highlights some of handbook, but also the numerous the experiences of the teachers teachers who regularly participate in using it. This chapter also provides the monthly Pan-European answers to the most frequent Conference on Digital Education and questions teachers have about share their knowledge and implementing the flipped classroom. experience. Thank you all! The second chapter introduces three models of the flipped classroom to The FACTIVE project promotes the illustrate how the flipped classroom adoption of flipped learning and is appropriate for every teacher, gamification in textile and clothing regardless of their digital training. Under the framework of the competency. The following chapters FACTIVE project, we have managed (three to five) describe three flipped to complete this handbook in classroom models, Moon, Mars and cooperation with teachers and Jupiter, which include actual pedagogical practitioners from teaching cases highlighting the around Europe. This gives a special models in practice. The three models international spirit, respecting show how flipping a classroom different professional development actually changes the mindset of the stages of teachers. teacher from being a lecturer to -6- During the writing process of this handbook, we combined field research with desk research. In February 2021, we organised an online Pan-European Conference on Digital Education devoted to the flipped classroom. Presenters from the FACTIVE project and schools showed six flipped classroom cases. Teachers from all educational levels contributed more than 42 poster presentations. 500 teachers participated in the live conference. The event gained 1.600 subsequent views in the first week after the conference. During the conference we also conducted a survey about the flipped classroom. 280 participants shared their experience with using and implementing the flipped classroom. We used the oral presentations, poster presentations, and survey results from the conference, combined with desk research, as input for writing this handbook. Once the draft version of the handbook was completed, additional feedback from partners helped create the final version. International effort is what makes the flipped classroom handbook so rich in content yet easy to read and implement in every teaching practice. -7- C H 1 A P T E R FLIPPED CLASSROOM MYTHS AND FACTS -8- 1.1 FLIPPED CLASSROOM IS YOUR TOOL FOR STUDENT ENGAGEMENT We live in a dynamic world in which Yes, you read it right. Simple tools. The knowledge is accessible within a few flipped classroom requires work and a clicks. Competencies needed for a high level of digital readiness, but we successful and happy life are changing believe in small changes and rapidly. People change their careers, collaboration when transforming the lifestyles, even countries. Learning today classroom. If everyone contributes, is more important than ever. We live in a together we can co-create successful world with too much information, a lack outcomes in the classroom. We wrote of structure, and infinitive possibilities. this book with teachers for teachers and We need competencies such as critical have included answers to the most thinking to deal with the vast amount of common questions posed by teachers information we are exposed to, social regarding their role in the flipped skills to collaborate fruitfully with diverse classroom. people, and self-management mastery to put ideas into practice. The flipped classroom is your ally when you think about student engagement. Teaching today is crucial, but the When we ask teachers what keeps them complexity of teaching is sometimes awake at night, they usually express overwhelming. If we insist on ex their wish to know more about how to cathedra, one-way teaching, we produce increase student engagement. It students with a lack of initiative, who preoccupies teachers because student aim at finding the easiest way to pass engagement in practice represents courses. Even if teachers lecture active learning, yielding better learning passionately and use the most outcomes. So it is only logical that interesting stories, the students who are teachers want engaged students exposed to teacher-centred teaching because engaged students are more will find the gap between the demands likely to perform well on standardised in school and the demands in their tests and are less likely to drop out of current and future life will increase. school. When implemented properly the flipped classroom engages students, Drowned in a bundle of everyday tasks, improves the quality of learning we easily forget the bigger picture: both material, capitalises on the students student and teacher want to succeed. existing knowledge, and shows students Students want high-quality education. the value of knowledge for their current Teachers want to inspire their students. and future lives. The flipped classroom With this handbook, we aim to shed promotes interaction, teamwork, and some light on the complexity of real-world examples - all the things teaching in the 21st century. Discover students want in their learning the beauty of appreciative teaching experience. using simple tools to engage your students into effective learning. -9- Figure 1. The flipped classroom increases student engagement. “AS A TEACHER, FOCUS FIRST ON CREATING ENGAGEMENT AND THEN LOOK FOR STRUCTURES SUCH AS THE FLIPPED CLASSROOM, THAT CAN SUPPORT YOUR VISION.” Quote by anonymous teacher from the 11th Pan-European Conference on Digital Education: Flipped Classroom. -10- 1.2 WHAT THE FLIPPED CLASSROOM IS AND IS NOT European teachers most frequently In a flipped classroom, the teacher enlist the following synonyms and facilitates student collaboration and associations connected with the flipped problem solving at school. At home, classroom: inverted, blended learning, students watch teacher instruction student engagement, autonomy, using different digital tools and videos reversed, mixed, upside down, hybrid, and complete reading or some other active learning, more student - less type of learning activity. The word teacher, classroom with different flipped implies the replacement of activities, students’ contribution, and traditional schoolwork and homework. interactive. The school work becomes homework and vice versa. It involves the application The figure below represents a traditional of video lessons that students use as a and flipped classroom. In a traditional source of knowledge in their homes. In classroom, the teacher instructs at school, students expand their school, and then the student completes knowledge through practical tasks. assignments at home. TRADITIONAL CLASSROOM FLIPPED CLASSROOM Figure 2. A traditional and flipped classroom. -11- The table below represents different definitions of a flipped classroom. Read the definitions. Draw a star to your favourite definition. When reading the definitions, consider how informative they are, and how many different perspectives they give on a flipped classroom. Table 1. Definitions of a flipped classroom How many How different informative perspectives is the are shown by definition (1 - the definition Draw a STAR not at all, 5 - (1 - only one, 5 (★) to your perfectly - a lot of new favourite Definition informative)? perspectives)? definition. The information-transmission component of a traditional lecture is moved out of class time and replaced by a range of interactive activities designed to entice active learning (Abeysekera & Dawson, 2015). The flipped classroom model redefines student-educator contact in the learning space. Direct instruction, traditionally in the form of a lecture, is moved from the group space to the individual space (Smallhorn, 2017). The flipped classroom is a set of pedagogical approaches that: move most information- transmission teaching out of class use class time for learning activities that are active and social and require students to complete pre- and/or post-class activities to fully benefit from in-class work (Abeysekera & Dawson, 2015). In flipped learning, students learn via videos or multimedia learning materials prepared by the teacher before class. In the class, they are guided to engage in learning activities in which they apply knowledge with the assistance of the teacher or peers (Hwang & Chu, 2019). -12- How many How different informative perspectives is the are shown by definition (1 - the definition Draw a STAR not at all, 5 - (1 - only one, 5 (★) to your perfectly - a lot of new favourite Definition informative)? perspectives)? definition. Flipped classroom approaches are characterized by: a change in use of classroom time a change in use of out-of-class time doing activities traditionally considered ‘homework’ in class doing activities traditionally considered as in-class work out of class in-class activities that emphasise active learning, peer learning, problem-solving pre-class activities post-class activities and use of technology, especially video (Abeysekera & Dawson, 2015). Flipping the classroom establishes a framework that ensures students receive a personalised education tailored to their individual needs (Bergman & Sams, 2012). The flipped classroom uses technology enhanced pre-class learning to transmit knowledge, incorporating in-class interaction to enhance higher cognitive learning (Chen et al, 2018) Video instruction in and of itself does not appear responsible for changes in learning performance, but may provide additional time for in-class activities that enhance learning performance due to active learning: audience response and open questions, pair-and-share activities, student presentations, discussion, and individual or paired quizzes (DeLozier & Rhodes, 2016). -13- A flipped classroom is the place where A flipped classroom is not equal student engagement is increased. to student autonomy. However, knowing what a flipped classroom is will not guarantee its effectiveness. A flipped classroom is still Student autonomy cannot be taken for not a fully-evidence based approach granted by teachers. Independence because of the diversity in its does not mean teachers can run away implementation. from teaching by pre-recording videos and expecting students to learn on their Some implementations of a flipped own. Often, students are so used to the classroom have improved student teaching style of their teacher that they motivation, engagement, and learning can hardly make sense of their lessons outcomes. But, some implementations until they learn it directly from their have not shown any differences teacher. between a traditional and a flipped classroom from the perspective of learning outcomes and student A flipped classroom is not only motivation. Equally important is about watching videos before knowing what a flipped classroom is and class. also being aware of what it is not. By knowing what a flipped classroom is not, A flipped classroom can be simply a teacher will be much more likely to reading different materials, making implement it successfully in their presentations, quizzes, interacting with teaching practice. digital resources (with or without video) or even a whole range of non- technological flipped activities such as fieldwork, field trips, interviews, etc. An important difference between the flipped classroom and the traditional A flipped classroom does not just classroom is when the students learn assign YouTube videos to theory and when the students do students. practice exercise. In a traditional classroom setting students learn theory in the classroom, whereas practice Students might perceive external video exercises are done as homework. In a resources as additional learning material flipped classroom students learn theory and not as an integral part of the course. outside the classroom, and practice Consequently, students may not study within the classroom. them in as much detail as they need to in order to achieve the same learning outcomes as they would listening to their teacher. Also, it is not certain A flipped classroom is not a whether students actually watch the debate club. online resources, or merely open the resources and allow them to play while Teachers who assign videos, which must completing other tasks, either online or be watched before class, followed by offline. If you use external resources, group discussions in the classroom, will choose them wisely, and only use high quickly find that students need quality content. structured and problem-based tasks to benefit from the flipped approach. A strong connection between before-class and in-class activities is needed. The connection also needs to be made clear by the teacher. -14- STEP INTO THE SHOES OF A TEACHER IN A CLASSROOM DURING THE 15TH CENTURY. Dr Ulrich Eisenstein, a progressive Latin language teacher at the Heidelberg University, is one of the best professors in his field. Students appreciate his vivid teaching style, always presenting new perspectives. His friend Johannes Gutenberg, a prominent inventor, wrote him an exciting letter. He invented a mechanical movable-type printing press. “Just imagine, my dear friend,” Johannes wrote, “Each and every one of your students will be able to get their own book. They will study at home so your teaching will be much easier.” As excited as Ulrich is, he wants to try immediately how owning books will change his students’ learning outcomes. He kindly requests that Johannes Gutenberg send him copies of Ars Minor, a schoolbook on Latin grammar. Each student gets a copy. For every lecture, Ulrich Figure 3. The first flipped assigns them a chapter in the book to read classroom in the world. as preparation for class. Ulrich expects lively Source: Alamy discussions during class since the students will have gained so much knowledge in advance. After 3 months Ulrich is so disappointed that he wants to quit his position at the university. WHAT WENT WRONG? WHAT WOULD YOU RECOMMEND ULRICH DO TO PUT THE ADVANTAGES OF HAVING A BOOK AS A STUDY RESOURCE INTO PRACTICE? HOW DOES THIS PROBLEM RELATE TO 21ST CENTURY TEACHING PROBLEMS AND THE FLIPPED CLASSROOMS? -15- “ I u s e d o c u m e n t a t i o n s h e e t s , v i d e o s a n d j o b d e s c r i p t i o n s t o c a r r y o u t p r o j e c t s , w h i c h s t u d e n t s r e c e i v e a s h o m e w o r k , t h e n i n c l a s s w e c h e c k , d e b a t e , a n d c o m p l e t e a n d c o m p a r e t h e r e s u l t s o f t h e i r i n d e p e n d e n t w o r k w h i c h w a s d o n e a t h o m e . ” Q u o t e b y a n o n y m o u s t e a c h e r f r o m t h e 1 1 t h P a n - E u r o p e a n C o n f e r e n c e o n D i g i t a l E d u c a t i o n : F l i p p e d C l a s s r o o m . Students can gain more autonomy through online collaboration. Access to digital technologies and their use can help reduce the learning gap between students coming from favoured socio-economic backgrounds and those from more disadvantaged backgrounds. -16- 1.3 SWOT ANALYSIS OF THE FLIPPED CLASSROOM Despite the advantages of a flipped classroom, we need to consider the whole picture. The SWOT analysis below shows some of the strengths, weaknesses, opportunities and threats (SWOT) of a flipped classroom. A flipped classroom is a tool, and every tool needs a skilled teacher to use it. Consider the following example. With the help of a hammer, we can hang a picture on a wall, but with that same hammer we can cause a lot of damage to an item. In other words, a hammer can be used as a tool that aids us or as a tool that can cause harm- it’s purpose needs to be clear before it is used. SWOT analysis serves as a device to help people see the different perspectives of a flipped classroom. SWOT analysis does not provide final solutions, but it does provide important information on people’s opinions and perspectives. Student autonomy is for some an advantage, whereas for others a disadvantage. Table 2. SWOT analysis of the flipped classroom STRENGTHS WEAKNESSES Flexibility, experimentation Diversity of flipped classroom Improved student engagement implementations causes a lack of More time for teacher-student and scientific evidence about its student-student interaction in effectiveness class Time consuming for teachers, also Students are more in control of students perceive it as time their learning consuming Increased sense of meaningful Difficult for students with lack of learning autonomy Possible to combine with Lack of digital skills, both those of gamification teachers and students Students feel more prepared on A lot of planning and designing of the exam at the end of the course the course Students have to study as the Additional competencies required course progresses and not just at from teachers the end If students skip online activities, Students get frequent feedback they may find it difficult to follow Learning outcomes are better if in-class activities: these activities the flipped classroom is often lose their effectiveness and successfully implemented may result in some students being Appropriate for different learning left behind needs A flipped classroom requires access Scaffolding: topics can be broken to technology, some of the tools into several subtopics which make are for free, but some of them are learning easier very expensive -17- OPPORTUNITIES THREATS More opportunities to motivate Overwhelming technology: students with a combination of technology has to be as simple as different activities possible so that it doesn't become Part-time students who work have a barrier for both teacher and better learning opportunities with student. The teacher has to start a flipped classroom because they with what they feel comfortable do not have to skip classes so often A plan for implementing a flipped Easier to implement cross- classroom that is too ambitious at curriculum projects and/or the beginning may demotivate combine different subjects both teachers and students. Learning material can be used in Implementation needs to be different courses gradual Opportunities to invite other Lack of parental support at the experts during class time. Students beginning, because parents also do are ready to ask questions because not know the flipped classroom they were exposed to learning approach material before Students might feel they have to Teachers increased their digital work more skills during the pandemic, which Teachers might perceive the they can use and therefore more flipped classroom as something easily implement the flipped out of their comfort zone. The classroom flipped method requires a change Improving time management and in the teacher’s role which in some planning skills in the long run cases is connected with teaching Balancing diverse learning needs is identity. The teacher is more a easier when students are exposed moderator than lecturer to different information input Students with lack of access to which is the case in the flipped internet and a computer are at a classroom disadvantage With a flipped method it is possible Lack of commitment from school to change the whole school culture management or other teachers if school management along with might discourage a teacher to the majority of teachers decide to implement a flipped approach implement it Lack of high-quality teaching A flipped classroom is also an resources opportunity to integrate non- Increased screen time for students technological flipped activities with students’ field work -18- 1.4 WHAT EUROPEAN VET EXPERTS ARE SAYING ABOUT THE FLIPPED CLASSROOM The FACTIVE project can rely on a solid these experts, we can outline the added foundation, in the form of a survey of value of the flipped classroom companies and VET experts. methodology. We wanted to make a sensible choice of We see that various advantages of the the competence domains on which we methodology are endorsed, which can would work. The choice fell on only lead us to the conclusion that the sustainability and circularity, clearly one flipped classroom is preferable to of the biggest challenges for the classical knowledge transfer. European textile and clothing industries today, according to more than 100 But at the same time, we also see that employers we polled. For more details, there is an important condition for we refer to the research report that you achieving a successful training program, can download from the project website. and that is the motivation of the students. Moreover, a lack of student During the course of the project, we will motivation is cited by the same group of work with various VET experts, among VET experts as the main issue related to others to test and fine-tune the training demand-oriented training methods. It is materials. A training cycle on circularity presented as a condition sine qua non, in the textile and clothing sector is being in addition to the necessity to prepare tested in all partner countries of the the training thoroughly as a trainer and FACTIVE consortium in parallel with the to free up time and energy for this. publication of this report. Indeed, a successful flipped classroom requires a two-sided commitment, but if In the context of the project foundation, it is present, there are only benefits. VET experts were also surveyed, in addition to the companies. In this survey In any case, the lack of motivation we discussed the FACTIVE methodology, among students is a handicap in all the flipped classroom in particular. 47 educational contexts. But with the right VET experts gave us their insights. These information and guidance, a sensible VET experts usually have some selection of students based on the experience with active learning required prior knowledge and a clear methods (7 out of 10) or knowledge of focus on the finality of the training, the methodologies (8 out of 10) and are motivation is never far away, even if it therefore well placed to share their remains a working point. experiences. Based on the opinion of -19- 1.5 WHAT EUROPEAN TEACHERS ARE SAYING ABOUT THE FLIPPED CLASSROOM This handbook represents the voice of Videos with exercises solved and several hundred European teachers. 281 explained teachers contributed to a survey about Real-life assignments the flipped classroom which we Practice and answering students conducted during the Pan-European questions about what they haven't Conference on Digital Education in understood February 2021. In the analysis of the Games survey we collected the most frequent Project work answers to questions about the flipped classroom. Which flipped classroom activities are the least effective in your practice? What are the synonyms of the flipped Students do not like to learn in classroom? advance Inverted Reading texts Blended learning Giving only written instructions for Student engagement, autonomy the work at home Lessons on YouTube What are the advantages of the flipped New material that is not connected classroom? with students previous knowledge Extra time to practice in the classroom What is your advice to other teachers Students gain control over the when implementing the flipped learning process classroom in your practice? Open access to class material Stop controlling your students Personalized lesson plan Step aside and allow the students to Flexibility learn from each other Begin with one or two lessons and What are the disadvantages of the evaluate the results as you go flipped classroom? Carefully plan all the tasks The time needed to make high- Focus on creating engagement and quality videos then look at structures that can Finding the best resources support this Making sure students did their part at home What are the best tools and apps for the Planning in-class discussions flipped classroom? (The list below is Reinventing myself as a teacher from the most frequent to the least frequent answer.) Which flipped classroom activities do EdPuzzle you use in your practice? Liveworksheets Asking students to read something Videos recorded by a teacher Giving students YouTube videos Quizzizz Open discussions Nearpod Demonstration focused flipped Padlet classroom Canva Project work Flipgrid Loom Which flipped classroom activities are Screencast-O-Matic the most effective in your practice? Kahoot -20- Note that on the list above, videos made Implementation of the flipped by teachers are in third place! Students classroom comes with many dilemmas. trust their teachers. Sooner or later In the table below you can find answers teachers become aware of that. to the most common questions teachers Combining this with the time used to have. For more inspiration on how to find the best external learning resources implement the flipped classroom see has led teachers to realise recording the following chapters. We will show their own videos is often the best three different approaches to the answer in a flipped classroom. When implementation of the flipped teachers come to this conclusion on classroom. Choose your own their own they eagerly start recording combination with respect to your their own videos. But if we say to them current professional development that in the flipped classroom it is phase, digital competence, motivation, expected from the teacher to record and students’ needs. their own video lessons, teachers are reluctant and feel a great deal of resistance toward the flipped classroom. Table 3. Problems and solutions to dilemmas in the flipped classroom Problem Solutions How can I Before watching the video, the teacher should prepare a problem ensure that solving activity to be done in class. This will help students understand students the type of activity they will be given after watching the video. actually watch Prepare a worksheet which the students must complete while the videos? watching the video. Note: The problem-based activities need to highlight how important it is to watch the video in advance. I think that This is one of the most frequent concerns, which has been disproven the flipped by research. From the three proposed models of a flipped classroom classroom is (Moon, Mars, Jupiter) select a combination which will work in your appropriate teaching practice. Start with activities which are appropriate for less only for autonomous students, gradually include activities which require students in more autonomy from your students. The flipped classroom is a higher grades. process. If your students are less autonomous today, it does not mean they will remain like this throughout the school year. I don’t know If you start with perfection in mind, it will paralyse your creative how to make process and you will struggle to begin. videos, and I Remember, the goal of creating video content is not to create the do not have perfect video, it is to create a video that teaches something. the Equipment can be very basic like your webcam and you can always equipment. use free online software. More important than the equipment is to have a growth mindset and learn from your mistakes and the whole process. Can I assign Yes, but not more than 15 minutes at once. You can for instance more videos assign 3 videos, 5 minutes each. Keep in mind that students have to to my complete activities and not just watch the videos. Also, some students students? will need more time to watch the video(s) because they will stop, pause and re-watch some parts. -21- Problem Solutions Read this handbook carefully and choose the right model for your My students students. The lesson design is crucial in the flipped classroom. Bear in do not like mind that a video has to be an integral part of the learning watching the experience. Strongly connected with learning activities is the use of videos. video. Lesson plans need to include video in such a way that understanding the topic without learning from the material in a video is difficult. Rome was not built in a day. Your students will need some time to adapt to the flipped model. Persist and give students enough time to get used to it. Can I use Sure. All open educational resources are useful in flipped learning. different Combine open educational resources with your own videos. Do not MOOC use external videos as the most frequent way of flipped learning. platforms like Since MOOC platforms provide structured courses, you will probably Udemy or use only one or two videos from the whole course. CToab ur lse 3 r .a P ? roblems and solutions to dilemmas in the flipped classroom. What license Always cite the resource. Since education is a non-commercial activity do I need to you can use all open resources. If the resource requires a payment or use videos? subscription, you cannot use it without paying. You must use a lawful Are there any copy of the works (e.g. a movie you purchased legitimately). legal When creating a video you have the right as the creator to have your requirements? work protected with copyright. You can also give your own content a Creative Commons license. ?! -22- 1.6 LITERATURE REVIEW OF THE FLIPPED CLASSROOM IN FASHION EDUCATION To gain a better understanding of how flipped learning has been adopted so far in Textile, Clothing and Fashion education, we conducted a review of the available literature on this subject. The research was conducted in renowned journal databases: Scopus, IEEE-Xplore, Science Direct, Scholar. A total of 30 articles were found in this first stage of the research. Two researchers separately analysed the title, the abstract and the keywords of each article to identify the relevant ones, according to the inclusion/exclusion criteria presented in table below. Table 4. Inclusion and exclusion criteria INCLUSION CRITERIA EXCLUSION CRITERIA Scientific journals and conference The paper is not in English papers The paper discusses a case study The paper is a systematic mapping related to the adoption of the study or a systematic literature flipped learning methodology in review the fashion/textile educational domain Articles are the same but from a different journal database The paper is not available for reading or download Based on the literature review, it is clear that The Flipped Classroom methodology is increasingly being used in courses and education levels of any kind. However, our research has underlined that there is a limited number of studies in which this method has been applied to in the subjects related to Textile, Clothing and Fashion education. -23- Overview of selected studies The courses where the Flipped Classroom was adopted vary from study to study. Given that we focused only on studies relevant to the Textile and Clothing industry, the subjects can be summarised in the table below. Table 5. Courses where the Flipped Classroom was applied STUDY SUBJECT OF THE COURSE Gupta (2020) Fashion Design Akuamoah-Boateng & Essel (2021) Textile weaving class Chatelain (2019) Introductory apparel Dixon (2018) Apparel Construction and Evaluation 1 Dove (2020) Designing and creating skirt Designing and creating trousers Hasty (2015) Visual merchandising course Brand management course Jiang (2017) Computer Aided Clothing Drawing Lavelle (2018) Management and Control of Textile and Apparel Systems course Nikitina et al (2021) Prototyping of complex shapes of clothes Tao (2019) Clothing Brand Identification Ting (2019) Clothing Design Zhang & Zhang (2019) New Technology of Apparel Digitalization It is interesting to note that the types of subjects vary in a significant way, going from very basic and theoretical ones to more specific and practical. The meaning behind this is that it is a very flexible method, adaptable to several different courses with different results. Another significant observation is the one regarding the type of students. The addressed target of students for each study is presented in the table below. -24- Table 6. Studies divided according to target students EDUCATION LEVEL REFERENCES High school Akuamoah-Boateng & Essel (2021) University Gupta (2020), Chatelain (2019), Dixon (2018), Hasty (2015), Jiang (2017), Lavelle (2018), and Nikitina et al (2021) Post-college degree (master or Zhang & Zhang (2019) similar) Professional courses Dove (2020), Tao (2019), and Ting (2019) It is clear that the methodology has Gupta (2020) used video lessons also as been applied at a university level in most video demonstration of practical of the studies examined. There is just aspects of the course. For example, one case in high school and at the post- video can be used to show how to set a college degree level, and three cases in sewing machine and explain its parts or professional courses. how stitches should be made. Of course, the application at a high Dixon (2018) mentioned the use of school level, or lower, could be Blackboard, a learning management problematic considering a certain system, to match the course schedule degree of autonomy and self-discipline and help the students organise the daily is required, which could be difficult to objectives and related materials for the ask in underage students. As observed self-study part of the class. Also, Zhang by Chatelain (2019), it would be helpful & Zhang (2017) mentioned the use of an to provide students with an incentive to existing teaching platform previously prepare for class. used by the institution in their courses. Regarding the technological tools used In at least one study (Nikitina et al, 2019), in the flipped classes, in most cases Moodle was previously used with the video lessons were the preferred traditional method of teaching, and it method to prepare the lectures that the was also the platform where the Flipped students were going to watch before Classroom was implemented. It was class. In most cases, the video lessons possible to analyse the statistics pre- were uploaded on the official and post- implementation, making a institution’s website to make them easily comparison between the two methods. available to everyone. It is important to note that many The videos were often integrated with courses listed request to develop other materials or resources like blogs, practical skills or IT knowledge applied audio recordings, interactive exercises, in fashion. wikis, studies, but also paper versions distributed in class. This means that in addition to the technical tools typical of the Flipped Forums were used to improve students’ Classroom Method (devices to watch interaction and facilitate the exchange video lessons, computers to use of ideas and improve peer learning. resources online, etc.), other tools and -25- equipment were required like: Overall, as observed Dove (2020), “video mannequins, sewing machines, dress- presentations allowed students to need forms, fabrics, sketch books, a loom, and less 1-1 assistance and being able to so on. complete the tasks with a sense of satisfaction. [. .] Students were able to All articles that, usually, are available achieve high results, not only in the only during classes and, often, need an learning curve but also their level of instructor to learn at least the basis. creativity”. Also, for some courses, like “Computer- One of the aspects recognised by the Aided Clothing Drawing” (Jiang, 2017), teachers is the positive learning dedicated software, like Coreldraw, environment in class, thanks to practical Photoshop and Illustrator, were needed, activities and group work that improved because the entire course focused on problem-solving and social skills, learning their use. making learning more fun for students and even the teachers themselves. In at least one case (Hasty, 2015), the teacher decided to teach one course Besides that, the possibility for teachers with a technological aid, and the other to watch activities in class gave them without a technological aid. In this the chance to intervene in case of the second case, the flipping was realised need of a more personal and direct by assigning reading materials from a approach, to correct or help those textbook or journal article and then, students who showed difficulties. completing a worksheet. Regarding the final performance of This is an interesting comparison and students, in many studies the statistics allowed the researcher to understand if about the final exams or tests showed a flipped classroom in the absence of an overall improvement. However, technological support can work as well, Lavelle (2018) observed that “Statistically and what the feedback was. the flipped course was indifferent from the previous course structure as judged by a common final exam and student course evaluations”, even if “students enjoyed the teamwork and group Benefits and risks of adopting discussion of the Friday sessions, and Flipped Learning on Fashion, overall thought this was an excellent Textile and Clothing Education course”. In the studies analysed, several benefits The many potential benefits of the of the Flipped Classroom method were Flipped Learning approach should not observed. The most common one is that overshadow the inevitable risks that this many students gave good feedback new method could entail. The main about the new method, especially the possible issue is given by the difficulties possibility to watch and re-watch the to adapt to this new method for both video lessons as many times as they students and teachers. needed, and the class activities where the interaction with others, group For example, as observed by Chatelain exercises and simulations. (2019), where students did not like the “online lectures that they were required An exception was Chatelain (2019) to watch”, if students do not prepare for where the teacher flipped the entire lessons prior to class, the entire flipped course at first, but the students, while classroom idea falls apart. liking the hands-on activities and the projects, did not like the online lectures Uncooperative students risk being left and preferred traditional in-class behind. One solution to this would be to lectures. This pushed the teacher to find incentives to encourage students to adopt a hybrid approach, flipping only prepare for class. some parts of the course, resulting in better feedback from the students. -26- At the same time, this approach needs a explanation/demonstration, with more very accurate preparation by the time dedicated to apply the techniques teacher, not just on the materials, but in a group assignment or practical also about how the method works and exercises, with beneficial effects on the some creativity on how to adapt the students (Dixon, 2018). In this way the concept of Flipped Learning to the real focus in class is on skill subject taught. Activities need constant development, with the assistance of the adjustment because it is true that instructor that can immediately address materials prepared can be reused over all students doubts and needs. and over again, but they should also be constantly updated and improved. One important point is the flexibility of this method. As we pointed out, Flipped Learning was used in very different Drivers/barriers to the adoption subjects related to the Textile and of Flipped Learning in Textile, Clothing industry. Clothing and Fashion education In a study by Nikitina et al (2021), The main point in all studies examined flexibility was emphasised as a key was to find an alternative method of advantage, as students were able to teaching Fashion and Textile subjects to access course material always, no improve the overall quality of courses matter the time of day. If students and learning efficiency of students. missed a key point in a lecture, or missed a week of classes due to illness, The Flipped Classroom method is they could log on and learn at their strongly learner-centred. It focuses on convenience. self-study and autonomy, on one side, and cooperation, and hands-on and Some of the examined studies practical learning, on the other. The highlighted that the use of a Flipped continuous hands-on approach brought Classroom may entail difficulties that a visible improvement in critical could prevent its implementation. thinking. Flipped Learning has been applied in Students are put in a situation where most cases with the support of they can constantly improve technology. This means that its use is themselves, not just by having the mostly bound to the use of IT and it is chance to watch the video-lessons, or assumed that each student has other materials, as many times as they complete and efficient access to a want, but also thanks to the constant device and internet connection. This is a opportunity to apply what they learned problem that is most relevant in a study in class, with other students and the by Akuamoah-Boateng & Essel (2021), teacher always available to correct and where the method was applied in a high guide. school class in Ghana, where the availability of devices, electricity and Another reason for the adoption of this internet connection could be a problem, method is that many researchers have in particular in homes. This was mostly observed that the teaching experience solved thanks to the presence, in school, is much more enjoyable for the of a ITC Laboratory, where all students teachers, with an improved efficiency were able to use computers. and effectiveness. This aspect could be a problem not just One observation was made, where the in third-world countries, but also in teacher noticed a reduced time in class areas of EU countries where internet for the classic connection is poor. -27- The same problem is pointed out by duration of a frontal lecture. Video Lavelle (2018) where it is indicated that lessons should be adapted and we should not assume that “each integrate other resources to keep the student has access to a connected level of attention as high as possible. device such as a computer, tablet or smartphone”. Beside this, the digital Students’ responses could be another literacy of the target should be barrier to implementation. As examined considered in some situations. before, the refusal to prepare for the lesson before class could impair the Another possible barrier could be the Flipped Classroom method. In the same fact that re-organising a course with a way, a lack of motivation and discipline, Flipped Classroom method is time- and a refusal to accept change (from consuming and labour intensive for both students and teachers) could teachers, adding up to the classes held prevent its use. every week. Finally, one more problem to the use of To this aspect is related the fact that a Flipped Learning method with the aid materials should be prepared in the of technology could be the constant best way possible, with videos that presence of technical issues and cannot reflect the same method and glitches, as pointed out by Gupta (2020). -28- C 2 H A P T E R HOW TO FLIP YOUR CLASSROOM -29- We prepared three ways of flipping a Moon, Mars and Jupiter, on the other classroom called: Moon, Mars, and hand, do not limit you in any way. If you Jupiter. The complexity raises from already use the flipped classroom in Moon to Jupiter. The three ways will help your teaching practice, you can freely you and your students become jump directly into Jupiter. An important accustomed to a flipped classroom thing to note is that Moon, Mars, and gradually in order to prevent technology Jupiter are models similar to the overwhelming you. The three ways concept of ideal gas in chemistry - they consider your and your students do not exist. They rather represent a psychological safety when going out of starting point for a teacher to think your comfort zone. We have seen many about the flipped classroom in their cases in which an ambitious teacher teaching practice. There are no best wanted to implement a flipped flipped classroom models here. It is up classroom all at once with a bundle of to each teacher to find the best solution digital tools and gamification elements. given the profile of the students and Their good intentions resulted in the each teacher’s professional burn-out of the teacher and development stage. unmotivated students, all because they wanted too much at once. Moon, Mars and Jupiter are in fact advancing levels. Going to Mars means involving all the Moon elements, going to Jupiter means involving all the Moon and Mars elements. The journey from the Moon to Jupiter raises not only the complexity of lessons and level of learning but also in changing the role of the teacher. “WHEN YOU FLIP YOUR CLASSROOM NOT EVERY SUBJECT NEEDS TO BE IN THIS FORM OF LEARNING. BEGIN WITH ONE OR TWO LESSONS AND EVALUATE THE RESULTS AS YOU GO.” Quote by anonymous teacher from the 11th Pan-European Conference on Digital Education: Flipped Classroom. -30- Table 7. Characteristics of different types of flipped classroom features and models FEATURE MOON MARS JUPITER Technology Open resources Screen recording Teacher / students videos videos on the screen video Games, content Other digital tools Presentation tools, Collaborating search engines digital tools, quizzes creation tools such as e-books, videos Non-technological flipped activities Reading Interviews Field work In-class activities Worksheets Structured discussions, Problem-based posters, tasks activities Encouraging self- Teacher actions Tutoring Moderating discussions initiative and inquiry, gamification Student actions Forming questions, Problem solving, Designing, answering questions discussing experimenting Pairs, small groups Student Pairs and small Pairs and small and the whole collaboration groups guided groups guided with with questions a set of instructions class creating new material Bloom’s Taxonomy Remember, Apply, analyse, Analyse, evaluate, Background understand, apply evaluate create “IT'S LIKE FACING LEARNING AND EXPERIENCING IT UPSIDE DOWN. IT’S LEARNING THE OTHER WAY ROUND- BEGINNING WITHIN A GROUP NOT INDIVIDUAL. IT’S LEARNING IN A REFRESHING WAY AND MOTIVATING EACH INDIVIDUAL THROUGH THE INVOLVEMENT OF OTHERS. IT'S CREATIVITY. IT'S GIVING LIFE TO LEARNING.” Quote by anonymous teacher from the 11th Pan-European Conference on Digital Education: Flipped Classroom. 31- C 3 H A P T E R MOON FLIPPED CLASSROOM -32- 3.1 MOON FLIPPED CLASSROOM STEP-BY-STEP Definition: The Moon Flipped Classroom uses external digital and non-digital learning material as pre-class preparation followed by highly structured in-class activities. Sources of success: STEP 1 teach your students how to follow a video Design a flipped lesson pre-class and in-class activities with a strong connection are strongly connected between pre-class and in- class activities STEP 2 Choose your video STEP 3 Teach your students how to follow a video STEP 4 Introduce home activities to your students STEP 5 Classroom activities Figure 4. Visualisation of the Moon Flipped Classroom. -33- Design a flipped lesson with a The length of a video is also important. strong connection between pre- Flipped classroom experts recommend class and in-class activities videos be a maximum of 15 minutes, preferably under 10 minutes (Bergmann & Sams, 2012). Longer videos decrease Simply assigning students videos to attention. If you have a long or full watch is not enough for a flipped length video, choose 10 minutes from classroom to be successful. Students the video and assign students only a 10 tend to perceive videos as supplemental minute interval within the whole video material and they often do not realise it to watch. is actually part of the curriculum. Also, giving only written instructions for their homework is not effective for the same “FLIPPED CLASSROOMS ARE reason. Establishing a strong and NOT AS EFFECTIVE WHEN THE evident connection between home and STUDENTS FIRST LEARN ABOUT class activities will design an integral A NEW SUBJECT AT HOME, learning experience in which students ESPECIALLY NOT ONLINE, AND will see a desirable meaning. THEN HAVE DISCUSSIONS ON IT IN CLASS.” Quote by anonymous teacher from Choose your video wisely the 11th Pan-European Conference on Digital Education: Flipped Classroom. Most teachers teach multiple topics in Think also about the content of the one lecture, which is fine for live settings. video. Introducing a new topic with a In a flipped classroom there is a golden video does not seem to be the right rule that we teach one and only one choice. Students hardly understand new topic in a video. The attention span while topics from a video and they have watching videos is much shorter. By difficulties making connections with introducing more topics in one video we existing knowledge. Choose a topic that create confusion and decrease is already familiar to your students. information retention. LEARNING EXPERIENCE HOME ACTIVITIES CLASS ACTIVITIES LEDGE KNOWRIVER Figure 5. The connection between home and class activities is crucial to the success of the flipped classroom. “THE MOST PRACTICAL VIDEOS ARE THE VIDEOS WITH EXERCISES SOLVED AND EXPLAINED BY OTHER STUDENTS OF MY STUDENTS' AGE OR BY OTHER TEACHERS. THEY CAN BE RESUMED OR STOPPED DURING THE PRESENTATION TO PROVIDE ADDITIONAL EXPLANATIONS.” Quote by anonymous teacher from the 11th Pan-European Conference on Digital Education: Flipped Classroom. -34- Prepare worksheets for your An alternative to worksheets is quizzes. students Obviously, worksheets and quizzes can include questions. Here we have in mind questions in the form of open questions. Flipping your classroom is not a new The idea is to assign a particular video to experience only for you. It is a new the students and give them no more experience also for your students. At the than 3 to 4 accompanying questions as beginning they will not be used to this a source of brainstorming and learning kind of work so they will need a little from the video. When designing these 3 help from your side. In the Moon model to 4 questions it is important to have in of the flipped classroom we recommend mind Bloom's taxonomy (1956) and worksheets for your students in order to design questions which reflect different give them structure for their home levels of educational goals. If we focus activities. They will follow the videos our questions only on one level, students easier with a worksheet in front of them. will be limited with their thinking about the topic. The best way is to create your own worksheets, but you can also use some existing worksheets from Liveworksheets. Liveworksheets allows you to transform your traditional Figure 6 is a reminder about Bloom's printable worksheets (doc, pdf, jpg. .) taxonomy with verbs you can use when into interactive online exercises with forming the questions. self-correction. Students can do the worksheets online and send their answers to the teacher. 1 2 3 4 5 6 KNOWLEDGE UNDERSTAND APPLY ANALYZE EVALUATE CREATE Define, Summarise, Solve, Contrast, Criticise, Design, Identify, Interpret, Change, Connect, Reframe, Modify, Describe, Classify, Relate, Relate, Judge, Role-Play, Recognize, Compare, Complete, Devise, Defend, Develop, Tell, Contrast, Use, Correlate, Appraise, Rewrite, Explain, Infer, Sketch, Illustrate, Value, Pivot, Recite, Relate, Teach, Distill, Prioritise, Create, Memorize, Extract, Articulate, Conclude, Plan, Collaborate, Ilustrate, Paraphrase, Discover, Categorise, Grade, Invent, Quote Cite Transfer Take Apart Evaluate Write Figure 6. Examples Of Bloom’s Taxonomy Power Verbs. Source: https://www.teachthought.com/critical-thinking/249-blooms-taxonomy-verbs-for-critical- thinking/ -35- Quizzes are also popular among Introduce home activities to your students. Like worksheets, you can students develop your own quiz as a simple word document or use existing platforms such as Kahoot, Quizlet, etc. Use at least 5 minutes to explain home activities to your students. By explaining When students become more all the activities, including their autonomous, you can skip worksheets purposes and goals, you make them an and ask them only to take notes using integral part of the learning process. You the Cornell note taking method (see can also explain to the students the below on page 38). When first starting to activities which will follow next time in implement a flipped classroom we use the classroom so they will understand methods which require a low degree of why it is so important to watch the autonomy from students. Later, we videos at home and complete the introduce less structured methods assigned activities. where students have to be more autonomous. Arrange the accompanying methods for following the video from those methods which require a low degree of autonomy to those which require a high degree of autonomy. METHODS: WORKSHEETS, NOTE TAKING, QUIZZES, ANSWERING OPEN QUESTIONS. Low degree of High degree of self-autonomy self-autonomy required required Figure 7. Students engage with accompanying learning material when watching the video. -36- Teach your students to follow a TIPS ON LEARNING FROM video VIDEOS So important, but often omitted. In a century of digital nomads you might think following a video is obvious to your BEFORE students, but it is not. Students watch Tik-Tok videos and Instagram posts which is far from intensive learning. There is a difference between passively watching something for entertainment and engaging or interacting with an instructional video. Students have to learn how to watch educational videos. We need to explicitly teach students to learn from videos. Devote a special Remove distractions, session on learning from videos before prepare a notebook implementing the flipped classroom. Before watching a video get your learning space ready. Turn off any devices, and remove distractions to become more focused on learning. DURING Especially avoid social media, tv and phone notifications. Prepare a notebook to engage your brain in active learning. If you just passively watch the video, your brain will reluctantly follow and you will not retain much information. Taking notes helps your brain build connections. During the video, pause and rewind. Pause and rewind, Pause to take notes or digest what you take notes heard. Rewind when you do not understand something. To increase comprehension, re-watch the video. New information needs time to sink in. Therefore, watching the content once or twice more will help you understand it better. Bergmann & Sams (2012) AFTER recommend the Cornell note taking method. Draw a line a couple centimetres from the bottom of the page. Then draw another line a couple of centimetres from the left side, to create three boxes. The largest section you use to take notes however you would like. The smaller left portion is for short reminders on what to specifically study later. The bottom section is where you Review your notes, write a summary of what you learned. prepare questions After the video, review your notes immediately. Engage in activities assigned by your teacher either after or while watching the video. Write Figure 8. Tips on learning from videos. questions for your teacher. -37- A little bit about the Cornell note taking method. A student divides the page into three areas as shown below in Figure 10: NOTE TAKING TIPS two columns with a row across the bottom. The right column is the Note Taking Area. Take notes which are between 5 and 10 words in length. Use recognisable abbreviations and symbols. Write down important concepts, ideas, persons, formulas and graphs in the right-hand column. The left column represents the Cue Column. In the Cue Column write your questions, learning Write down key things insights and ideas you get during your and do not overdo it by learning session. The bottom few centimetres of each page is reserved for trying to write every a summary. Summarising the notes in detail in the video. the bottom row helps you to consolidate your understanding. This is best done immediately after the learning session. This also helps identify gaps in knowledge where students need further review or learning. 21,6 cm Draw and visualise, use colours. 6,4 cm 15,2 cm NM LUO NOTE TAKING AREA C cm EU Use symbols and 28 C abbreviations. SUMMARIES 5 cm Write questions for your teacher. Figure 10. Cornell note taking method. Figure 9. Notetaking tips. -38- Classroom activities Low technology activities in a flipped classroom Using the Moon Flipped Classroom model is the simplest way to flipping When discussing the flipped classroom your classroom and developing approach, we might get the feeling that classroom activities. Prepare worksheets it is only about using videos as a and templates using one of the supplement for classroom lecturing. We platforms previously mentioned. This could not be more wrong. Flipping is way you can devote your in-class time to about putting more interaction into the tutoring your students, and to practical classroom by learning the main work and exercises. Minimise your time concepts outside the classroom. for lecturing. Reading, field work, study visits, interviews, etc. can all be part of the Check in the resources chapter on page flipped classroom. When these activities 92 to get teaching ideas for classroom are properly introduced into the activities. learning process, students understand them as being integral to the learning The most important part of classroom process and not just something without time is to connect home activities with value. classroom activities. Never assign a home activity to students without In the Moon model we recommend discussing it during classroom time and reading activities or field work. Other low connecting it with the activities in the technology activities are more classroom. Students will start to appropriate in the Mars and Jupiter question the purpose of watching the models of the flipped classroom. videos at home if you explain and lecture everything in the classroom. When we assign reading as a flipped They will start deciding when they have classroom activity, follow the same to watch a video at home and when process as described above. Choose they do not have to. To overcome this short reading activities that last about 15 possible issue, you might start with an minutes, prepare a worksheet to use opening activity by asking students during reading, explain the worksheet to about what they learned at home. You your students, teach them how to read can also start directly with worksheets. the assignment, and also prepare The worksheets should encourage worksheets for the classroom activities. students to use the knowledge they attained from their home activities. This will help students comprehend the topics in the learning process. “I USE DOCUMENTATION SHEETS AND PRACTICAL WORKSHEETS THAT STUDENTS RECEIVE AS HOMEWORK, THEN IN THE CLASSROOM WE USE THEIR INDEPENDENT OR TEAM WORK, FROM HOME TO FORM AND DEVELOP SKILLS.” Quote by anonymous teacher from the 11th Pan-European Conference on Digital Education: Flipped Classroom. -39- WHAT DO I WANT TO TEACH MY STUDENTS? HOME ACTIVITIES Have I taught my students how to follow a video? How much time will the students need to complete the activity? Have I prepared a worksheet for the students? Have I planned to introduce and explain the home activities to students? Is the video a maximum of 15 minutes long (preferably under 10 minutes)? Is the video about one and only one topic? CLASS ACTIVITIES Have I prepared an opening activity in order to discuss the home activities? Have I prepared a worksheet for class activities? Have I planned to explain the connection between home and class activities? Figure 11. A Checklist to help you design a flipped classroom learning experience. -40- 3.2 MOON FLIPPED CLASSROOM EXAMPLES MOON FLIPPED CLASSROOM: EXAMPLE 1 Source: Helga Kraljik, English and German language teacher Topic: Spotting fake news Short presentation: Students gain knowledge about fake news through online research, activities at home and activities at school. They learn how to spot fake news, and develop critical thinking skills. Part 1 As preparation for the class, students do online research about fake news, and they learn how to spot this type of news. They create a checklist with criteria (a list of tips) for spotting fake news. Using these criteria, they find examples of fake news. Part 2 During lessons, students present and compare their checklists with their classmates. They use their own checklists to evaluate examples of fake news from other students. They create a draft poster of their work. The poster can be physical or digital. Part 3 As part of their work at home, students do online research and find real, truthful and secure sources of information. They then create a final version of their poster and prepare and deliver an oral presentation. Students can also record an audio presentation about their research and findings. Another option is to have the students prepare a video presentation. Why is this activity a good practice example? Students have more time for preparation and revision of their work – it encourages them to come to class prepared. It gives students more collaboration time in the classroom where they can learn from one another and consolidate or improve the knowledge they gained while learning at home. At home they can learn at their own pace and explore the subject more in-depth. Teachers can ensure that students better understand concepts through the use of practical applications. -41- MOON FLIPPED CLASSROOM: EXAMPLE 2 Source: IVOC, Instituut Voor Vorming En Onderzoek In De Confectie – Institut Pour La Recherche Et L'enseignement Dans La Confection, www.ivoc.be Topic: Teachers teach teachers in clothing technology Short presentation: How often do we hear the complaint that education is lagging behind industry developments? It seems impossible to keep up with the latest hard- and software, production processes and changing industrial standards. Why is that so, and who should do something about it? In Belgium, fashion teachers are taking matters into their own hands. They do that by working together. They have created a network of teachers in clothing technology. These teachers exchange and compare their materials and insights with each other. They call on industry experts to help them fine-tune their resources and working methods. The teachers themselves are proactive and find answers to questions by contacting professionals in the industry. The Belgian sectoral training center for the clothing sector IVOC has been coordinating this collaboration between industry experts and teachers for some 15 years now. More than 200 teachers still participate. The result is a library of quality training materials tailored to industry standards. The materials are all used intensively in the education of the students. The teachers decide which materials they can use based on their assignments and the needs of their students. Reach of teachers in the instruction cards project (IVOC, 2021) 250 200 150 100 50 0 2008200920102011201220132014201520162017201820192020 Figure 12. The number of teachers included in the network from the years 2008 to 2020. -42- Figure 13. Fashion teachers working together. -43- Figure 14. Example of an instruction card for assembling a garment. Why is this activity a good practice example? It is an excellent example showing how teachers can save time by cooperating and using teamwork. The teachers develop the learning material together. Later, they are able to incorporate the material in their own classrooms. -44- MOON FLIPPED CLASSROOM: EXAMPLE 3 Source: Sanja Jelaković Kühner, Italian and French language teacher Topic: Learning about cities in foreign countries Short presentation: Students learn about different cities in foreign countries through online research. After, the students prepare audio and poster presentations. They can explore cities of the countries from which the languages they are learning originate. For example, if students are learning Italian, they research and present Italian cities. If they are learning German, they explore German cities. They develop creativity and critical thinking skills. Part 1 As preparation for the class, students do online research of their chosen cities and make notes at home. They also do online research about signpost language and prepare phrases they will be able to use for their oral presentations. Part 2 During a lesson students prepare the text/narration for the oral presentation and they are given time to practice their presentations. The teacher monitors their work, provides guidance and assistance, and gives feedback to the students. Part 3 At home, students record audio presentations (e.g. using vocaroo.com) and design a digital poster with a QR code of the audio recording (e.g. using Canva) about their chosen cities. Part 4 At school students print their posters (they can also do this at home if possible) and set up an exhibition in the school corridor(s). They also create an e-book with all the posters (e.g. using Canva). At the end, they do a peer assessment of their classmates' posters using the criteria/benchmark [J1] provided by the teacher. Why is this activity a good practice example? It encourages students to explore and engage with digital content at home. They come to the classroom prepared with ideas and questions. Students can access multiple sources and this diversity can increase their comprehension of the subject. The activity also encourages students’ creativity and enables them to choose and critically assess the information they will use for their presentations. It gives the teacher more time to spend with each student. Students are active not only as learners, but also as peer-reviewers which gives them the opportunity to learn more, consolidate their knowledge and gain skills on providing feedback to their peers. -45- MOON FLIPPED CLASSROOM: EXAMPLE 4 Source: Bianca Crut, Math teacher Topic: Indefinite integrals Short presentation: Students gain an understanding of the rules of integrals and the function of the primitives table. They learn how to calculate indefinite integrals and the formulas of elementary function primitives through practical examples. Part 1 As preparation for the class, students watch a video that presents the linearity of the indefinite integral, the table of primitives of elementary functions, and some practical examples using formulas. Part 2 During the lesson, which can be online, in the classroom or in both arenas where half of the class is in the classroom and the other half attends class online from home, the teacher presents one of the formulas from the table on the board. Students work individually. Based on an example provided by the teacher, students verify 3 formulas from the table. These formulas are from the video and are chosen by the teacher. Students then do the exercises from the first part of the worksheet. They are encouraged to ask questions and seek additional information that will help them understand the topic and exercises better. The teacher provides support and gives additional explanations and clarifications. Part 3 As individual work, students do the exercises from the second part of the worksheet and then do the quiz prepared by the teacher using Quizziz. Why is this activity a good practice example? Students gain knowledge about indefinite integrals through video, teacher explanations and individual work (calculating tasks and a quiz). The explanation of the subject is given firstly in the video and later is also provided by the teacher, which strengthens the students understanding of the topic. When students watch or listen to the explanation at home (and they can do this several times if they have difficulties with understanding; they can also seek support from their parents), and then solve problems and apply the new knowledge they have gained during the lesson, they can get less frustrated with their homework. At home students can do the exercises at their own pace. During the lesson, students have the opportunity to ask additional questions and check directly with the teacher if the exercises are done correctly. Due to the fact that students are acquainted with the topic before the lesson, they can ask questions and get immediate targeted answers when they do not understand a new concept. -46- C 4 H A P T E R MARS FLIPPED CLASSROOM -47- As attractive as the Moon flipped classroom is, it has one big disadvantage. A lot of external resources are available in English only, which can be a serious problem for students with low English language skills, special needs students, and students with low grades. Another major constraint is the use of too many external videos, which can result in a decline in students’ motivation to learn. Therefore, it is important to consider the number of external resources within a given lesson. The Mars flipped classroom model introduces screen recording videos prepared by a teacher. As such, it allows more flexibility to teaching because the learning material is tailor-made. The Mars model is especially effective when teaching maths, physics, or in VET when teaching how to cook, sew, etc. In class, teachers explain procedures only once. With the help of a video, students can rewind, forward, or stop the video until they understand the concepts better. The Mars flipped classroom model is an upgrade of the Moon flipped classroom model. Everything valid for the Moon model also applies to the Mars model. “FLIPPING SPEAKS THE LANGUAGE OF TODAY’S STUDENTS. FLIPPING ALLOWS FOR REAL DIFFERENTIATION. FLIPPING ALSO EDUCATES PARENTS.” Quote by anonymous teacher from the 11th Pan-European Conference on Digital Education: Flipped Classroom. -48- 4.1 MARS FLIPPED CLASSROOM STEP-BY-STEP Definition: The Mars flipped classroom uses digital and non-digital learning material made by the teacher as a pre-class preparation, followed by semi-structured in-class activities. Sources of success: help students to extract conclusions out of the videos STEP 1 promote a growth mindset by showing different learning Design a Mars flipped strategies classroom lesson STEP 2 Make videos STEP 3 Prepare pre-class and in- class activities STEP 4 Deliver your plan and be persistent STEP 5 Evaluate and reflect Figure 15. Visualisation of the Mars Flipped Classroom. -49- Design a Mars flipped classroom Not all content is appropriate for lesson screencast videos. The best content is short instructional videos that focus on Moving from the Moon model, not only teaching a single, narrow topic. do you now have scientific evidence, but Synonyms for these types of videos are you also have your own experience tutorials and how-to videos. They regarding how important it is to connect represent a go-to instructional method video, pre-class activities, and in-class for teaching a process or providing step- activities to each other. By doing so, you by-step instructions. Students benefit design a holistic learning experience because they can watch the video as which students can digest in a many times as they want until they fully meaningful manner. comprehend the process. The Mars flipped classroom anticipates The simplest way to prepare a higher Bloom’s taxonomy levels, namely, presentation is to record a video by apply, analyse, and evaluate. Lesson using screencast software. Start here if design follows accordingly to higher you are a beginner. Later with practice Bloom’s levels. Activities require open you can upgrade. Some platforms, such questions such as how, compare, reflect. as Edpuzzle, allow you to combine your The teacher prepares problem solving content with the platform’s video library tasks. Class time is devoted to in order to meet the needs of your discussions which are skilfully students. moderated by the teacher. Class time also involves practicing new skills. When preparing a narrow topic, the video should be no longer than 10 minutes. Before recording, a script Making videos should be written. A script, even a simple one, will help you be efficient with what you say, saving you and your For the Mars flipped classroom you will students time. You are also far less likely need a presentation, microphone and to forget something. screen recording software. These videos are digital video recordings of your Characteristics of a good video: computer screen and usually include narrow topic audio narration. The screen recorder only one topic per video captures everything you show on your explain what the video is about, and computer, including voice, annotations go straight to the topic, and slides. There are many free screen the maximum length of a video is 10 recording applications on the market minutes, for younger students 4 to 6 such as Screencast-O-Matic, Loom, etc. minutes (More apps can be found in the table of resources on page 92.) “THE MOST PRACTICAL VIDEOS ARE THE VIDEOS WITH EXERCISES SOLVED AND EXPLAINED BY OTHER STUDENTS OF MY STUDENTS' AGE OR BY OTHER TEACHERS. THEY CAN BE RESUMED OR STOPPED DURING THE PRESENTATION TO PROVIDE ADDITIONAL EXPLANATIONS.” Quote by anonymous teacher from the 11th Pan-European Conference on Digital Education: Flipped Classroom. -50- Prepare pre-class and in-class Deliver your plan and be activities persistent In contrast to the Moon flipped Your students will probably need some classroom model, the Mars flipped time to adjust to a flipped model. Maybe classroom model learning activities can they will even rebel at the beginning. be semi-structured if students are Help them to see the value of video in already used to the flipping model. If learning. Promote a growth mindset in not, stick to fully structured material. your classroom by testing and showing different learning strategies. Teachers usually give students online research tasks or questions as an If students do not comprehend accompanying activity to videos. Do not something or make a mistake, avoid limit yourself with a narrow selection of labelling. Introduce a different learning activities. After watching the videos, strategy instead. Students with a growth students can interview people mindset seek out better feedback, (recommended in pairs in order to persist for longer, cope better with reduce anxiety), try field work, prepare a transitions and develop better self- checklist followed by making regulation (Dweck, 2006). By promoting observations, or conduct company visits. a growth mindset in your classroom you help your students to value effort, Problem-based in-class activities require because they believe that they are skilful moderation by using coaching capable of learning more challenging and socratic questions in order to spark things. thinking. See the table below for resources you can use when thinking about how to structure in-class activities. Methods will bring participatory learning and collaboration into your class. Table 8. Use interactive methods for in-class activities METHODS SOURCE Edward de Bono https://www.cortthinking.com/ thinking tools Participatory learning https://www.artofhosting.org/ methods Socratic http://problemsolving.engin.umi questioning ch.edu/strategy/cthinking.htm Coaching https://www.edutopia.org/sites/default/files/resources/edut questions opia-stw-replicatingpbl-21stcacad-reflection-questions.pdf -51- FIXED MINDSET GROWTH MINDSET We have set doses of each The hand we're dealt is only a starting quality. point. There is a ceiling on how much we can Our true potential is unknown and achieve. unknowable. Not succeeding right away signals Setbacks are ideal opportunities for failure. growth. If I have to try, I must not be good Effort is what makes us smarter and enough. better. Criticism is a sign of Feedback is a powerful vehicle for self- inadequacy. growth. Figure 16. Growth mindset helps students to adopt flipped learning. Source: https://www.olipage.com/growth-mindset-examples/ Evaluate and reflect If something does not work in your flipped teaching practice, learn from it. Avoid judging either yourself or your students. Applying the 4F method will make your reflection easier. 4F stands for Facts, Feelings, Findings, Future. Reflect from your perspective and from the perspective of your students. Use a worksheet below for your guided reflection. Table 9. Worksheet with 4F reflection TEACHER PERSPECTIVE STUDENT PERSPECTIVE What do I think about a new way of What are students’ attitudes teaching students? What should I towards hard work? Do they skip change? What did not turn out to classes? How do students feel be good? How will it be in the about the flipped classroom? future? How persistent are they in using the flipped model? Which values and virtues deserve our special attention/should we focus on? Facts Facts Feelings Feelings Findings Findings Future Future -52- 3.2 MARS FLIPPED CLASSROOM EXAMPLES MARS FLIPPED CLASSROOM: EXAMPLE 1 Source: Dragana Benić, History teacher Topic: American civil war Short presentation: Students learn about the American civil war through video and a video lesson created by the teacher. At school and after the lesson, students consolidate their knowledge through individual and group work. Part 1 As preparation for the class students watch a video and video lesson about the American civil war that the teacher has created using Moviemaker and EdPuzzle. The video lesson is interactive since students have to answer questions in order to watch the video to the end. Part 2 During the lesson, the teacher first implements a short Kahoot quiz to check if the students have watched the video and gained knowledge about the American civil war. Group work follows where students address and discuss different topics related to American history (e.g. the issue of slavery in America, the fate of the American Indians, the "gold rush", etc.). Part 3 The teacher creates a virtual Padlet board where students can ask additional questions related to the topic of the lesson. The teacher provides answers, and provides information about additional educational material. Why is this activity a good practice example? It encourages students to get engaged in learning through video, participate in individual and group work and come to class prepared. They can learn at their own pace at home and they have the opportunity to check their knowledge on several occasions (while they are watching the video, at the start and after the lesson). They can also learn through group discussion with their peers. It gives the teacher the opportunity to prepare quality and interactive educational material and also gives the teacher more time to address different topics in the classroom (that might not be addressed otherwise). Students can also ask questions or seek extra help after the lesson. -53- MARS FLIPPED CLASSROOM: EXAMPLE 2 Source: Žana Jermakovaitè, Economics teacher, and Fernando Antunez Cid, IT teacher Topic: Euro coins (IT and Economics and Business lesson) Short presentation: Students learn about different Euro coin denominations through online research and analysis of reliable sources of information. Students work in small groups and use IT tools and skills to do online research and prepare a presentation. Part 1 As preparation for the class, students watch an online video tutorial prepared by the teacher. This tutorial includes instructions for the students’ work and learning process, as well as basic information about the topic of the lesson. Each group of students (groups can be formed by the teacher, students or a random draw) chooses one country in the Euro area for their research. They have to find 3 examples of different coin designs: the most popular coins in circulation, commemorative coins and low mintage coins. The students analyse these designs, and find out their meaning and connection to the country. Using a shared platform (e.g. Microsoft Teams) each group has to prepare a short PowerPoint presentation. Every presentation must include 4 elements: results of the online research and examples of the coins, a brief explanation about the meaning of the coins’ different designs, a reference to the sources of information and a reflection about the results and also teamwork. Part 2 Each group presents their findings at school. Students are encouraged to ask other groups questions about their work. They also have to complete a short questionnaire about the pros and cons of the presentation and the learning/working process. Part 3 All presentations are published using an online tool like Padlet. Students are encouraged to comment and evaluate their own presentations; they are given guidelines that help them evaluate their work in a positive and constructive way. Critical positive thinking is encouraged. Every group of students also receives feedback from the teacher about different aspects of their learning process and results: technical, research, teamwork and presentation skills. Why is this activity a good practice example? It encourages students to explore the topic with other students, and at their own pace. Students strengthen their skills of not only online research, but also teamwork and communication. They can come to the classroom prepared and equipped with specific knowledge. Students can also access multiple sources. This diversity can increase their comprehension of the subject. The activity also enables them to choose and critically assess the information they will use for their presentations. It gives the teacher the opportunity to prepare quality and interactive educational material. The teacher also has more time to provide additional support and feedback to the students. Students are active not only as learners, but also as peer-reviewers which gives them the opportunity to learn more, consolidate their knowledge and gain skills on providing feedback to their peers. -54- MARS FLIPPED CLASSROOM: EXAMPLE 3 Source: Željka Winkler, History and Philosophy teacher Topic: Holocaust Remembrance Day Short presentation: Students learn about the holocaust and reflect on the role and responsibilities of individuals, groups, and nations when addressing human rights violations and genocidal acts. They develop critical thinking related to propaganda, stereotypes and prejudices. Part 1 As preparation for the class, students watch a video about Holocaust Remembrance Day prepared by the teacher. They think about the questions provided in advance by the teacher and draft their answers. Questions: 1. What prejudices and stereotypes are attributed to Jews? 2. What flaws are attributed to Jews? 3. What are the examples of discrimination, human rights violations and violence that you find in these cartoons? 4. Compare this cartoon with the previous one. What happened before the call for violence? 5. Describe the restrictions a Jewish girl or boy faced on a daily basis during World War Two. 6. Investigate what happened to the Jews in Denmark. 7. Do research on who the "Righteous Among the Nations" are. Part 2 During the lesson the students are divided into small groups. Each group discusses the questions related to the videos (students can use draft versions of their answers) and prepare a final answer to each question together. They present their answers on Padlet. Part 3 At home, students do online research and present 2 cases of genocide present in the world today. They need to investigate what has happened and what the international community could have done to prevent it. Why is this activity a good practice example? It encourages students to get engaged in learning through video, and individual and group work. This activity also encourages students to come to class equipped with new knowledge and prepared for discussion. They can learn at their own pace at home as well as through group discussions with their peers. This gives them also the opportunity to reflect and discuss their own stereotypes and prejudices. The teacher can prepare quality and interesting educational material on difficult topics. There is more time to address the topic in-depth. In the classroom, students can ask additional questions and explore the topic in greater detail with the teacher. -55- MARS FLIPPED CLASSROOM: EXAMPLE 4 Source: FACTIVE Partnership Topic: Transparency of clothing Short presentation: The basic principle is that circular business models are based on transparency with regard to (raw) materials used. Consistently, this is also the case for the effects of the use of products and what happens to end-of-life products. But transparency is often missing in non-circular business models. With this activity students raise their awareness of the importance of transparency in the clothing industry. Part 1 At home students choose a random item of clothing and try to find out where the raw materials come from. The students should all work on the same item of clothing, for example a red T-shirt, because they must cooperate with one another and experiences must be recognisable / meaningfully exchanged. This research can simply be done via the internet and by looking up the item of clothing in web stores. Students then can then look for the origin of the raw materials used in the specifications of the product: which materials are used, what is the composition of the fabrics, by whom and where are they manufactured, how does the t-shirt get its red colour, which dyes were used, is it about sustainable materials, etc. In many cases they will not find this information, unless they come across circular products. The most enterprising students will request the information from the seller via the contact button or on the chat. The teacher might even encourage them to contact the enterprise to find out more information about the transparency. It might be a good idea to also register the price of all red t-shirts that are found and include it in the analyses. In addition, students have to create either a digital or paper poster with their findings. Part 2 In the classroom students prepare a poster session in which they present their major findings. The teacher leads a discussion on the importance of transparency and its consequences. The students can also take part in discussion groups around the following questions: Group no 1: What are the major problems of the fashion industry with regards to sustainability? Group no 2: Who is responsible for the sustainability of clothing and what are their actions? Group no 3: What is greenwashing and how is it shown in the clothing industry? After this discussion they can work in pairs or triads and brainstorm about possible solutions. -56- Why is this activity a good practice example? Students not only raise their awareness of different aspects and consequences of transparency, but they also experience, through their own research, that transparency is a real problem. -57- C 5 H A P T E R JUPITER FLIPPED CLASSROOM -58- From Mars we travel to the Jupiter flipped classroom model, in which students are the most active in learning. The emphasis is on creation of new materials prepared by students. By creating new materials, students master the highest Bloom’s taxonomy levels, namely analyse, evaluate, and create. The role of the teacher in the Jupiter flipped classroom model encourages self-initiative and inquiry. The Flipped model is combined with gamification, integrated learning and project work. Videos are made by the teachers or students. We still want to keep it simple by using one camera only. The teacher is on the screen here. You might be asking yourself why are screencast videos found under the Mars model and having the teacher on screen under the Jupiter model? This is a legitimate question since the focus in the Mars model is on semi-structured activities, whereas in the Jupiter model, the focus is on problem solving, designing, and experimenting activities. The explanation is simple. Working with teachers has shown us that the path out of a teacher’s comfort zone is the longest if they have to record themselves. Teachers need a lot of practice with screencast videos before creating videos with themselves on the screen. This is not because of technology, but because of their psychological welfare. Technology is basically the same: web camera and microphone. It can even be a phone. But seeing yourself on video requires courage and an understanding that it is OK to make mistakes. Because of this, we put the videos of teachers on screen in the Jupiter model. In addition, this allows teachers to develop their skills gradually. We do not want teachers to feel that a flipped classroom is something overwhelming and too difficult for them to use. -59- 5.1 JUPITER FLIPPED CLASSROOM STEP-BY-STEP Definition: The Jupiter flipped classroom uses digital and non-digital learning material made by the teacher or students as a pre-class preparation for the lesson. This is then followed by open problem-based in-class learning activities. Sources of success: focus on creating new material STEP 1 by students upgrade your moderating and Design a Jupiter flipped facilitating skills classroom lesson STEP 2 Make or delegate videos STEP 3 Prepare innovation driven in-class activities “THE GREATEST BARRIER STEP 4 FOR ME IN FLIPPING THE CLASSROOM WAS THE Encourage creation PROCESS OF THE REIMAGINING OF TEACHING AND LEARNING, TO BECOME MORE LIKE A MODERATOR THAN A TEACHER WHO STEP 5 ONLY DELIVERS LECTURES.” Quote by anonymous teacher Guide student reflection from the 11th Pan-European Conference on Digital Education: Flipped Classroom. Figure 17. Visualisation of the Jupiter flipped classroom model. -60- Design a Jupiter flipped classroom lesson The Jupiter model is appropriate when students and teachers have already had various flipped classroom sessions. This is not because of technological difficulties but because the Jupiter model requires the greatest change in a teacher’s attitude. Teachers need to change their mindset from teaching to facilitating. Just a reminder that the use of technology can remain simple in the Figure 18. Simplicity of digital teaching. Jupiter flipped model. Source: https://www.youtube.com/watch? In designing your session, focus on the v=Icn8kMoH28Y goal that students will have to create something new like a text, video, model, Doing videos in such a way creates a item, software, book, etc. Allocate simple template that students can also enough time and space for creation. use, with their own resources, to make Prepare open and well-defined their own videos. In this way technology problems because closed problems lead serves you. The content, not the to convergent thinking. Open problems technology shines. inspire divergent thinking, which lies at the heart of creativity. As we emphasised several times, external videos are not always a good Because of the creation part of the choice because of language barriers, Jupiter flipped classroom model, it unsuitable length, inappropriate might take several sessions to deliver examples, etc. Teachers’ own video the activity. Keep that in mind during lectures encompass all the necessary the planning stage. components for changing the paradigm of teaching. Firstly, trust is built between teachers and students very early on. In Make or delegate videos the same way as students do not trust a substitute teacher to deliver the correct To gain confidence to be on screen, information for success in your watch the video by Katie Gimbar, who is classroom, they will also not trust also a teacher with a lack of time and external content. Students are not motivation for technology. confident that an external resource will highlight all the important information She uses: to be a successful student in a certain markers and white boards (no power subject with a certain teacher. Creating point) your own videos incorporates that trust. a camera setup on a tripod (you can Students know that the teacher took the equally use your webcam or time to deliver information and content telephone) that they will need to know to pass the a chair so she can lean forward and course. Accountability is the next factor. press start, record, pause and go Creating your own videos holds you through the information at her own accountable to your students, parents, pace and school leaders. Facial cues, eye a one take, simple video, and no contact, and gesturing will help you post-editing point out the content you would like your students to especially pay attention to. Speaking directly into the camera will engage students more. It is like having the whole front row seat in a classroom. -61- Your videos will be more personalised Prepare innovative in-class because you will use language that is activities familiar to your students. External video resources use more technical language. Even if the language is in the students’ In problem-based learning the teacher mother tongue, the language of the chooses an open problem and facilitates video can be difficult to understand. In students to come up with innovative your own videos, you can point out solutions. Ideally, a problem is a real- when students have to pay special world situation that resembles attention to important information, you something students may encounter in can pose questions during videos and their future careers or lives. The teacher discuss them later in a classroom, and facilitates a process in which students make video content appropriate to your are able to provide a well-constructed students’ needs (Gimbar, 2011). answer in a tangible form. Students do field research, tap into online resources, We do not want to turn you against use their background knowledge, and external videos. It is just important to ask critical questions to brainstorm and know that you are a valuable resource present a solid solution. For example, a for your students. Recording your own problem-based learning project could videos allows you more flexibility in your involve students pitching ideas and classroom and teaching style. Because creating their own plans to solve a the students trust you, the information societal need. Students could work is secure and credible when it comes independently or in a group to from you. conceptualise, design, and launch their innovative product in front of classmates and community leaders. For a teacher, it is sometimes difficult to “I KNOW MY STUDENTS AND come up with open problems. We THEY KNOW ME - recommend teachers look into different THEREFORE THERE IS A publications on megatrends and future KIND OF CONNECTION issues to come up with relevant ALREADY ESTABLISHED. I problems. Megatrends are powerful, EXPLAIN THINGS TO THEM transformative forces that can change IN DIFFERENT WAYS SO the trajectory of the global economy by THAT THEY CAN shifting the priorities of societies, driving UNDERSTAND THE LESSON.” innovation and redefining business models. They have a meaningful impact Quote by anonymous teacher not just on how we live and how we from the 11th Pan-European spend money, but also on government Conference on Digital Education: policies and corporate strategies. Flipped Classroom. “STUDENTS ARE USED TO YOUR METHOD OF WORK AND YOUR VOICE. ONCE I SENT THEM A VIDEO FROM ANOTHER TEACHER. THE STUDENTS ASKED ME: TEACHER, WHAT ARE WE GOING TO LEARN TODAY?” Quote by anonymous teacher from the 11th Pan-European Conference on Digital Education: Flipped Classroom. -62- The Internet offers several free publications on future trends. Here, we also provide a list of megatrends which can be used as inspiration for problem based learning (Schneider, 2020): Demographic change: growing global population, ageing population, increasing migration streams, declining population in the west Individualisation reaches a new stage: individualism as a global phenomenon, changing relationships, complex biographies and identities, from mass markets to micro markets Changes in gender roles: breakdown of traditional gender roles, increasingly important role of women in the workplace, appreciation of social skills, growing importance of a healthy work-life balance, new family structures and lifestyles A new pattern of mobility: mobility increases worldwide, barriers to mobility increase, digital networking of traffic, new vehicle concepts, intelligent logistics solutions Digital culture: digital technologies in all aspects of life, greater differentiation between digital lifestyles, a new form of social communication, participation, and organization, web 4.0 Knowledge-based economy: rising levels of education around the world, data and knowledge-based value creation, new global knowledge elite - the creative class, lifelong learning Business ecosystems: new value chain partnerships, systems innovations, business mash-ups, complexity management Changes in the world of work: highly dynamic and flexible working practices, new managerial and organizational patterns, collaborative methods of working, advances in automation New consumption patterns: shifts in consumer spending and consumer preferences, third world countries enjoying greater prosperity, catch-up consumption in newly-industrialised countries, sustainable consumption in the west (eco, bio, fair trade), change in buying habits, growing importance of collaborative consumption. Figure 19. Global megatrends. -63- Encourage creation PHASES OF DESIGN THINKING The megatrends above can help you to design problem-based activities for your students in which you encourage them to analyse data, evaluate the content and DISCOVERY: create something new based on their own research. use different methods to understand your A design thinking process might help challenge from various you in leading your students through perspectives. problem-based learning. It takes several logical phases in which students experience all aspects of transforming problems into solutions. Design Thinking INTERPRETATION: is an iterative process in which we seek to understand the user, challenge share your results with assumptions, and redefine problems in other students. an attempt to identify alternative strategies and solutions that might not be instantly apparent with our initial level of understanding. At the same time, design thinking provides a solution- based approach to solving problems. It is a way of thinking and working as well as IDEATION: a collection of hands-on methods (Brown & Katz, 2009). brainstorm possible solutions. The process is structured into five phases: discovery, interpretation, ideation, experimentation, and evolution. In the discovery phase, the teacher presents a challenge to the students. The students dig deep into various aspects of the EXPERIMENTATION: challenge using internet resources, field work, observation, and interviews in order show your solutions as a to understand the problem. In the next phase, interpretation, the students prototype. gather together the information they collected during the discovery phase. They share learning insights, data and material, discuss possible conclusions and hypotheses. Next is the ideation phase. In ideation students can use EVOLUTION: different brainstorming techniques to create a number of possible solutions to find feedback to your the problem. In the experimentation prototypes, upgrade it phase, students choose among the and develop an possible solutions and create prototypes implementation plan, of their chosen solutions. In the evolution phase, students start an iterative process repeat prototyping and of presenting their solution and planning several times. implementation plan, collecting feedback, and improving their initial plan. This process is carried out until a solid answer to the initial challenge can be Figure 20. Phases of design thinking. proposed. -64- Guide student reflection Metacognitive strategies empower students to think about their own thinking. Awareness of the learning process enhances control over their own learning (HITS, 2020). The flipped classroom approach enables teachers to promote metacognition in all the phases of learning. Below you can find a table with a set of questions to use when you want to encourage your students to think about their own learning. The set is not inclusive, but it can serve as a source for tailoring questions to the subject you are teaching. Table 10. Sample questions to encourage students to think about their own learning (Tanner, 2012) PLANNING MONITORING EVALUATING What are the goals of What insights am I the class session going having as I experience What was today’s class to be? this class session? session about? What did I hear today What do I already know What that is in conflict with about this topic? misunderstandings do I have? my prior understanding? How could I best What questions are How did the ideas of prepare for the class arising for me during today’s class session session? the class session? Am I relate to previous class writing them down? sessions? Where should I sit and Do I find this What do I need to what should I be doing (or interesting? Why or why actively do now to get not doing) to best support not? How could I make my questions answered my learning during class? this material personally and my confusions relevant? clarified? What questions do I Can I distinguish already have about this important What did I find most topic that I want to find information from interesting about class out more about? details? If not, how will I today? figure this out? -65- 5.2 JUPITER FLIPPED CLASSROOM EXAMPLES JUPITER FLIPPED CLASSROOM: EXAMPLE 1 Source: Ankica Šarić, English language teacher Topic: Mock trial based on the Stephen King’s novel Misery Short presentation: Students read and analyse King’s novel Misery and learn about the legal system in the USA. They strengthen their legal English (oral and written) vocabulary and are encouraged to use it in a situation that recreates an authentic experience. They prepare a script for a mock trial, organise a classroom court, and role-play the mock trial. The activity strengthens students’ skills of analytical and critical thinking, creativity, leadership, time management, active listening, teamwork, and it enables them to build self-confidence. Part 1 As preparation for the class students read the novel and do research on the American legal system (using EdPuzzle). They also practice legal vocabulary –meaning and pronunciation using YouTube videos, Quizlet and interactive videos with questions at EdPuzzle. Part 2 In the classroom, the students analyse the novel together with the teacher using a mind map. Next, the students are divided into three teams, the prosecution, defence and jury. Each student is assigned a role, and the mock trial is planned. Part 3 At home, students practice the legal vocabulary using Kahoot! They also analyse an example of a mock trial. Students work in teams and prepare for the mock trial using Google Disk. Part 4 At school, students have the opportunity to make final preparations and rehearse for the mock trial in their groups. At the end, they role play this mock trial. Why is this activity a good practice example? This activity is student-centred. Students are active learners, and the role of the teacher is to provide guidance, monitor students’ work, and provide feedback and assistance. It is a combination of content-focused and process-focused methods. It encourages students to explore and engage with the content at home and come to class prepared. In addition, students have to cooperate and work together online and in the classroom. This time in the classroom provides additional opportunities to learn from one another and strengthen skills such as communication, teamwork, organisation and planning, flexibility and persistence. The teacher monitors the whole process and assesses the students’ work based on the assessment criteria that was given, also to the students, at the beginning of the activity. Several digital tools are used (EdPuzzle, Kahoot!, Padlet and Google Disk) which enable students to learn through different methods and in a more interactive way. The activity also strengthens students’ skills of public speaking and debate. The activity also enables students to critically assess the information provided at the mock trial by their peers. It gives the teacher more time to monitor the work of the students and to provide additional support and feedback. -66- JUPITER FLIPPED CLASSROOM: EXAMPLE 2 Source: IVOC, Instituut Voor Vorming En Onderzoek In De Confectie – Institut Pour La Recherche Et L'enseignement Dans La Confection, www.ivoc.be Topic: Flipped learning for textile and clothing executives in Belgium Short presentation: In Belgium, workplace supervisors from textile and clothing companies can master the techniques of leadership, such as motivating workers, conflict management and giving feedback, in an original way. After a few days of classroom training with many cases and exercises, the classroom flips and coaching replaces training. Individual questions and any difficulties that the supervisors experience in their team leadership can then be discussed and explored in-depth, live or online. Moreover, the supervisors are not only taught by an experienced trainer or coach. They can further supplement what has been learned with the experiences of fellow supervisors who work in the textile and clothing sector. This (social) network is supported via a Whatsapp group with peers. In this way, members receive additional information (videos, articles, assignments, etc.) about team leadership between sessions. Also, this is an opportunity to exchange insights and knowledge with others who work in the same domain. Applicability of the acquired skills in the job (Evaluations of 59 trainers in classroom training and 32 trainees in flipped classroom situations in 2021.) . 5 4 3 2 1 4,46 5,00 0 CLASSICAL ONLY FLIPPED Figure 21. The average satisfaction with the applicability of the acquired skills in the job in classical and flipped learning models. The scale is from 1 to 6. Source: IVOC, 2021 Why is this activity a good practice example? It is an example of a low technology flipped classroom, which shows that sometimes we are too worried about our digital competence and overrate the value of digital tools. The learning process described above is located on the higher levels of Bloom’s taxonomy, such as evaluating and creating, but it does not require a high level of digital competence. -67- JUPITER FLIPPED CLASSROOM: EXAMPLE 3 Source: Željka Brezni, German language teacher Topic: Virtual walking tours in our town Short presentation: Students explore their own town, learn to use the app TaleBlazer, and prepare an interactive virtual game – a tour of their town conducted in a foreign language. Students develop organisational and problem solving skills. In addition, they strengthen and promote multilingualism. Part 1 As preparation for the class, students research tourist sites in their town by visiting them. Alternatively, they can do this online. Students then prepare a plan which includes the sites that are part of the tour. They take photographs (or find them on the internet) of these sites. They also study the app TaleBlazer and learn how to use it. Part 2 In the classroom, students prepare questions and information about the sites in their town for the interactive virtual tour. With the support of the teacher (and other students), they create an interactive game – a virtual tour of the town. When the final games are ready, students test and try out each other’s games. After, they provide their classmates with feedback for improvements. The teacher also provides feedback and suggestions for improvements to the students. Why is this activity a good practice example? This activity encourages students not only to prepare for the class in advance, but also to do field research and explore their own town in a different way. Students learn about their town, use a foreign language, and also learn about the app TaleBlazer. Throughout the process, the teacher provides assistance and feedback. In addition, the students are peer reviewers. They have to test their classmates games and give them feedback. This activity also encourages students’ creativity, and it ensures efficient use of class time. -68- JUPITER FLIPPED CLASSROOM: EXAMPLE 4 Source: Zvonimira Špoljar, Politics teacher Topic: Elections - Political parties of the 19th century Short presentation: Students learn about the two political parties of 19th century Croatia. They are asked to distinguish between the plans and programmes of the parties. They are encouraged to think critically about these parties. Students explore political speeches and learn about election procedures. In addition, students create short movies about the political conflict between the two parties, and develop ICT skills through recording videos, making posters and writing political content through applications. Part 1 As preparation for the class, students analyse and study the two parties of the 19th century, Narodna stranka and Stranka prava. They also study the political speeches of the parties leaders, Ante Starčević and J. J. Strossmayer. Part 2 In the classroom, students do several tasks. First, they compare facts about the two parties and read aloud parts of the speeches. Students assign themselves different roles based on the two political parties and then create political content online (using the Canva platform). The roles include: two students, who represent the two presidents of the parties, prepare and give a political speech and there is a team creates a movie about the political conflict between the political leaders. At the end, all students prepare a plan for the elections and voting process. Part 3 At home, students prepare and design political pamphlets and slogans using Canva. Two students prepare and practice the political speech. The video team creates a movie about the political conflict. Part 4 At school, students organise elections and prepare the necessary things for the voting process. Before the voting starts the two chosen students give their speeches to convince voters to vote for their political party. Students also revise the pamphlets and then decide which party will receive their vote. Elections are simulated, and the winning party is declared. Why is this activity a good practice example? This activity enables students to be active and engaged learners throughout the process through individual and teamwork. They prepare for the class in advance. Students have the opportunity to choose some of the tasks and roles of the activity, which means using different methods and tools (e.g. video, role play, design, public speaking). Students have to cooperate to simulate elections and they also build their communication and teamwork skills. Furthermore, the teacher has more time in the classroom to guide students, give feedback on the students work (pamphlets, movie, speech), and provide additional information about the topic. Through interactive and interesting tasks, the content of the lesson is richer, and students can better understand the history, programmes, and activities of both political parties from the 19th century. -69- JUPITER FLIPPED CLASSROOM: EXAMPLE 5 Source: Factive Partnership Topic: Redesign of traditional aprons Short presentation: Students will redesign a traditional kitchen apron. Through this activity students gain knowledge about how to connect their current design challenge with global megatrends. In addition to creativity, they also develop a sense of initiative and entrepreneurship. Part 1 At home students have to do desk research about different forms and usage of aprons. As support material, the teacher prepares a worksheet with the following questions: How popular are aprons? How are aprons displayed in the kitchen? What are the advantages of different designs of kitchen aprons? What materials are used for kitchen aprons? Part 2 In the classroom we first discuss their findings with simple questions such as: What surprised you the most? What are the facts you did not know before your research? After the discussion students form groups of 4 to 6 students who will redesign a traditional apron using inspiration from one of the global megatrends. The teacher presents three global megatrends: digitalisation, circular economy, and green and sustainability. The task for students is to be inspired by one of the global megatrends and redesign a classical apron in line with their chosen megatrend. To help students, the teacher can pose some questions to lead their thinking. SUBSTITUTE: What materials or resources could you substitute or swap to design a circular apron? What other materials could you use? What designing rules could you substitute to design a circular apron? What would happen if you changed your feelings or attitude toward the circular economy? COMBINE: What would happen if you combined current material with new material? What would happen if you combined different aprons? ADAPT: Who could be your role model in designing a circular apron? What inspiration could you use in designing your circular apron? MODIFY: What could you add to design a circular apron? What element of an apron (printing, material, design, gifts, branding, pockets, etc.) could you strengthen to design a circular apron? PUT TO ANOTHER USE: Can you use your circular apron on other occasions? Who else could use your circular apron? What would happen to the quality of your aprons if they were used in another setting? Could you reuse the apron? ELIMINATE: How could you simplify an apron with circularity? What features, parts, or rules in designing aprons could you eliminate? How could you make circular aprons elegant, more engaging, or more fun? What would happen if you took away all the classical features of an apron? REVERSE: What if you tried to do the exact opposite of what you are trying to do now? What would happen? What roles using aprons could you reverse or swap? -70- Part 3 At home students build a prototype of a new apron using simple material such as old paper, clips, tape, etc. Part 4 They present their prototype as a video commercial for their new apron. After the presentation, the teacher discusses with students what they learned about design, megatrends, and entrepreneurship. Why is this activity a good practice example? Redesigning aprons is a short problem based activity connected with real life. As such students combine work at school with work at home to deliver new creative solutions. It is also an example of cross-curricular activity because it teaches students different skills. -71- 5.3 A FINAL THOUGHT ABOUT THE MOON, MARS AND JUPITER MODELS The planets are not just heavenly bodies in space. They are part of the universe ready for us to journey to, investigate and explore. The Moon, Mars, and Jupiter flipped classroom models aim at encouraging teachers to start or continue their journey of professional development, and to investigate and explore what they can do to help their students gain knowledge. But how to persevere? Sometimes a But when we do not have success in the teacher tries something new and beginning, this might lead us in a realises it does not work with their downward spiral. This initial unpleasant students. As a consequence, the teacher experience might result in negative might feel unsuccessful and thoughts and anxiety which will prevent disappointed. This can easily happen us from trying more or experimenting in also when implementing the flipped different ways. classroom. On our professional development journey it is thus Do not stop trying if you experience important to be aware how our mind initial resistance, doubts, lack of works and responds when we are motivation or lack of teamwork. Keep successful or unsuccessful. We can trying. Sooner or later you will find your explain this with the idea of upward and own way of flipping the class. When you downward spirals. When we experience will accumulate several positive an initial success we are proud and experiences, you will be motivated to experience pleasant emotions and continually upgrade and advance your thoughts. This puts us in an upward teaching ideas, and you will see your spiral. We feel encouraged by our initial students’ motivation grow. success and are ready to try and experiment more. Figure 22. Upward and downward spirals of development. -72- C 6 H A P T E R GAMIFICATION- ENHANCED FLIPPED LEARNING -73 - Flipped learning is a powerful instructional strategy, but one of its main critical aspects is the fact that, for it to be effective, students should not skip out-of-class learning activities. Here is where gamification, that is the “use of game design elements to motivate user behavior in non-game contexts” (Deterding, 2011), can be helpful. The use of some selected game elements (e.g. points, badges, boss fight, level, leaderboards) and game design techniques for educational purposes might motivate the new generations of digital natives, that have grown up in the age of video games (Glover, 2013) for whom traditional learning methodologies are less and less appealing and motivating (Prensky, 2001). The use of gamification in education, which has increased considerably over the past years, seems to have increased students’ motivation, and specifically, it seems to have promoted student engagement in the out-of-class learning activities of flipped courses. To gamify your flipped course, you may follow two approaches: Gamify the course structure Gamify specific learning activities Let’s see how to proceed in each of these scenarios. -74- 6.1 GAMIFIED COURSE STRUCTURE To gamify the entire course structure is In a flipped learning course which is the most complex and ambitious route entirely gamified, out-of-class learning to follow. In this scenario you have to re- activities should allow students to gain design the structure of the course and points and/or other in-game rewards to give it a game-like structure. be used during class-time (e.g. the student or team achieving the highest For instance, if your course is divided score in an out-of-class activity can have into several topics, each topic will some extra time to complete an in-class represent a level of your gamified learning activity, or earn the privilege of course. In order to progress through the retaking a quiz) or shown a success in different levels, students will have to completing different tasks (i.e. a badge reach a certain amount of points. To attesting that a students was the first to gain points, students will have to submit a homework assignment or a complete missions (carrying out leaderboard). learning activities), defeat mini-bosses (successfully completing quizzes), Some learning management systems, explore the game world (reading such as the open source Learning learning materials), etc. Management System Moodle can help you manage your gamified course It may be useful to imagine a game thanks to some plug-ins specifically narrative (a game world with characters, designed for gamification, such us locations, conflict, a final goal, etc.) to LevelUp and Stash. foster the students’ affective engagement and curiosity. The game Since designing and gamifying an entire narrative should be present in all course course can be challenging and time elements, from the syllabus to the consuming, it can be better to start assessment, and should progress small, gamifying single learning according to the students’ learning activities or course learning modules, as progress. described in the next paragraph. “TRY MULTIPLE GAMIFIED ACTIVITIES TO SEE WHICH ONE WORKS BEST IN YOUR CLASS.” Quote by anonymous teacher from the 11th Pan-European Conference on Digital Education: Flipped Classroom. -75- 6.2 GAMIFIED LEARNING ACTIVITIES If redesigning an entire course is too tools, such as Kahoot! or Socrative, to daunting, gamifying only a subset of create a friendly competition among course activities or learning modules is students (individually or in groups) also an interesting option. For instance, during classes, or to offer students a small groups of students can compete more playful way to test their for best participation in a classroom knowledge at home. debate, or compete who has the most creative in-class presentation about a In a flipped learning course, you may previously agreed topic. decide to gamify the out-of-class learning activities to foster friendly You can decide to award special badges competition, to encourage students to to those students who complete the submit their homework on time, to most out-of-class learning activities or reward students that continuously miss the fewest number of classes. complete out-of-class learning activities, etc. Similarly, a leaderboard based on course achievements or effort can provide Also, if you are gamifying a subset of students with important feedback about course activities, using a digital platform their performance in the course. (such as Moodle) can make keeping track of students' learning performances Small game-like activities may be easier, as well as providing timely created for specific in-class assignments feedback and assigning points and as well. For instance, you can use digital badges to students. -76- 6.3 GAME ELEMENTS Points, badges and a leaderboard are probably the first game elements that come to mind when attempting to gamify a course or learning activity, but there are many more. The following table (table 8), provides a more extensive list of game elements that can be considered during the design phase of a gamified course. Table 11. Game elements description (Shi et al., 2019) GAME ELEMENT DESCRIPTION All kinds of feedback that praise the players’ specific actions. Some Acknowledgement examples and synonyms are; badges, medals, trophies. Randomness and probability characteristics to increase or Chance decrease the odds of certain actions or outcomes. Some examples and synonyms are; randomness, luck, fortune. When two or more players compete against each other. Some Competition examples and synonyms are; Player vs Player, scoreboards, conflict. Cooperation When two or more players collaborate to achieve a common goal. Some examples and synonyms are; teamwork, co-op missions. Economy Transactions within the game, monetising game values and other elements. Some examples and synonyms are; markets, transaction, exchange. Choices Decisions that the player is obliged to make in order to advance the game. Some examples and synonyms are; judgements, forced choices. (Not to be confused with the game element narrative). Level Hierarchical layers, which provide a gradual way for the player to obtain new advantages as they advance in the game. Some examples and synonyms are; character levels, skill level. Order of events in a game. These are choices influenced by the players’ actions. Some examples and synonyms are; the strategies Narrative the player uses to go through a level (stealth or action), the good or bad actions that influence the ending, karma system. Novelty New, updated information presented to the player continuously. Some examples and synonyms are; changes, surprises, updates. Guide the players’ actions. Quantifiable or spatial, from short to Objectives long term. Some examples and synonyms are; missions, quests, milestones. Point Unit used to measure users’ performance. Some examples and synonyms are; scores, number of kills, experience points. -77- GAME ELEMENT DESCRIPTION This allows players to locate themselves (and their progress) within Progression a game. Some examples and synonyms are; progress bars, maps, steps. Challenges within the game that should make a player think. Puzzles Some examples and synonyms are; actual puzzles, cognitive tasks, mysteries. Rarity Limited resources and collectables. Some examples and synonyms are; limited items, rarity, collection. Renovation When players are allowed to redo/restart an action. Some examples and synonyms are; extra life, boosts, renewal. Reputation Titles that the player accumulates within the game. Some examples and synonyms are; titles, status, classification. Sensation Use of players’ senses to create new experiences. Some examples and synonyms are; visual stimulation, sound stimulation. Pressure through social interactions with another player (s) Social Pressure (playable and non-playable). Some examples and synonyms are; peer pressure, guilds. Visible information used by the player, related to their outcomes Stats within the game. Some examples and synonyms are; results, health bar, magic bar, HUD, indicators, data from the game presented to the user. It is the way the story of the game is told (as a script). It is told Storytelling within the game, through text, voice, or sensorial resources. Some examples and synonyms are; stories told through animated scenes, audio queues or text queues during the game. Time Pressure Time constraints within the game. Some examples and synonyms are; countdowns, clock, timer. -78- It is also important to keep in mind Collaboration over competition: some general aspects that can lead to greater outcomes in terms of students In a classroom setting, competition may acceptance of a gamified learning be difficult to manage, and it may also approach, and of students’ motivation undermine the learning process. So, it is and engagement: better to de-emphasise victory and consider competition between groups instead of individuals. Freedom to fail: Students must be free to experiment Feeling of making progress: and to make mistakes. For instance, it can be useful to allow them to retake Seeing their progress, for instance quizzes, pointing out what through completion bars or knowledge/skills they need to improve leaderboards, is highly motivating for in order to achieve a better result. students and can help them see where they stand, even if they are near the bottom. Clear objectives: Games are very good at keeping us Choices: engaged by providing us very specific objectives that can be achieved in the Gamification strategies are more short term. In order to do this, the final motivating when they are perceived as goal of a game is usually divided into allowing students a certain level of several medium-term goals, that in turn freedom, and allowing students to make are divided into more short-term goals. their own choices. Students may choose This way we always know what to do, between different weekly tasks to and we have a clear path to follow in complete, or choose which privilege to order to achieve the final goal. buy with the points they have gained, i.e. the privilege to turn in an assignment a day or two later, or even use their points Immediate feedback: to personalise their avatar in the gamified system. Often, feedback is not given immediately because of the time necessary to grade and return Storytelling elements: assignments. However, rapid feedback during engagement with a game is a Adding narrative elements to a gamified key feature for successful system can lead to a higher level of implementation. In a learning immersion and affective engagement of environment, rapid feedback is crucial students. A well designed narrative can because students clearly understand also motivate students by providing an how well they are performing. The use of ulterior meaning for their actions, such digital tools, such as the previously as leveling up in order to gain more mentioned Kahoot! or Socrative, can be powers and being able to face and a useful resource to help you provide in- defeat an enemy. time feedback in a playful way. -79- Several resources can be used to make a first attempt at gamifying a course. Table 12. Resources to start gamifying your flipped teaching TYPE OF RESOURCE RESOURCE Kahoot! It is a tool that allows you to create question and answer games in a very intuitive way. https://kahoot.com/ Socrative Similar to Kahoot! it allows you to create game- like assessment moments. QUIZ https://www.socrative.com/ LIKE TOOLS Gimkit Allows students to earn in-game cash by answering questions correctly, and lose in-game cash if their answers are incorrect. Students can reinvest their earned digital money by purchasing upgrades and power ups that suit their strengths. https://www.gimkit.com/ Room Escape Maker It allows the creation of games to introduce new ESCAPE learning concepts or to assess students’ ROOM knowledge. You can even ask students to create a game using the information they have learned to share with fellow students. https://roomescapemaker.com/ Classcraft It is probably one of the best games and classroom management solutions for high GAMIFIED school students. Students create their own LEARNING avatars, and then are assigned to groups. By PLATFORMS playing by the classroom rules or by breaking them, they can gain or lose points, and their behaviour affects their whole group. https://www.classcraft.com/ “WE, AS TEACHERS, SHOULD ALWAYS KEEP IN MIND THAT STUDENTS MAY NOT BE INTERESTED IN THE AREAS WE ARE INTERESTED IN. WE SHOULD TRY THEIR PERSPECTIVE.” Quote by anonymous teacher from the 11th Pan-European Conference on Digital Education: Flipped Classroom. -80- C 7 H A P T E R FLIPPED CLASSROOM SCENARIOS -81- After reading the flipped classroom handbook you are probably full of thoughts, insights and ideas. Let’s capitalise on them and make sure that you will remember all the tricks and hacks that were introduced to you. Below you can find several thought-provoking cases. Go through them and record your ideas. The activities aim to use your critical thinking skills to strengthen your understanding of the flipped classroom. If you like, you can give responses to the proposed activities before reading the handbook. At the end, return back to this section to check your statements. After, you can confirm your statements, make adjustments, or completely change them based on what you have learned. Read the flipped classroom scenarios (see worksheets below). Make recommendations on how you would improve these flipped classroom scenarios. -82- Flipped classroom scenarios and your recommendations for improvement : CASE 1 April Lynn Burton, a French teacher at Francis Howell Central High School, learned from the mistakes she made in her first year of using flipped classroom methods. April says that at first she tried to make video assignments using the textbook, without her voice explaining the content of the video. As a result, her flipped classroom failed terribly, and she ended up receiving complaints from her students saying, “You never teach us.” Source: https://elearningindustry.com/4-steep-pitfalls-must-avoid-flipping-a-classroom Your recommendations for improvement: -83- Flipped classroom scenarios and your recommendations for improvement : CASE 2 Genetics, evolution and biodiversity topics. Students prepared for the weekly flipped class by watching short online videos and completing a summative quiz. There were 11 quizzes over the semester, worth 15% of the topic grade. Each quiz was designed to test the surface understanding (the gist) of the topic content. The quizzes consisted of five multiple choice questions, and one non-assessed reflection question. The students accessed the quizzes online. The quizzes closed the day before the first flipped class of the week. This gave the facilitator of the flipped class the opportunity to review the quiz responses, and address any questions or concerns raised by the students at the start of the next flipped class. The remainder of the flipped class was spent working in groups through sets of problems which tested application and analysis of topic content (Smallhorn, 2017). Your recommendations for improvement: -84- Flipped classroom scenarios and your recommendations for improvement : CASE 3 The lab sessions were designed to provide authentic tasks in alignment with the online lectures. The instructor found that some students did not watch the lecture online and thus had difficulty in engaging in the lab sessions, which later resulted in ineffective learning (Kim, Jung, de Siqueira & Huber, 2016). Your recommendations for improvement: -85- The 4Cs of the flipped classroom Now, organise your ideas about the flipped classroom. You can write in this handbook or use a separate sheet of paper. Write as many ideas as possible for each category. After, you can share your ideas with your fellow teachers. Categories: Components are parts, phases and practical details about the implementation of the flipped classroom. Characteristics are features of the flipped classroom. How efficient is the flipped classroom? In which circumstances is the flipped classroom most useful? What factors motivate students and teachers when using the flipped model? Challenges are obstacles associated with the flipped classroom. Characters are people associated with the topic. Where can you get support and help when implementing the flipped classroom? Which of your character strengths will help you implement the flipped classroom? Table 13. 4Cs of the flipped classroom COMPONENTS CHARACTERISTICS CHALLANGES CHARACTERS -86- 100 € test of the flipped classroom In this activity you have an imaginary 100 € to spend to help you set up a flipped classroom. Look at the items you can spend the money on below. Add three more items you would like to be able to finance for your flipped classroom. List the items from most to least important. Then decide how much you would spend on each of your items. Allocate the most money to the item which has the highest priority on your list. There is an additional column where you can justify your reasons. Table 14. 100 € test worksheet 100€ TEST ITEM / TOPIC / ISSUE € WHY? Motivating myself and/or students Upgrading my moderation and facilitation skills Educating students on how to watch videos Designing flipped classroom lessons Recording videos Learning new digital tools -87- SCAMPER your teaching to flip the classroom SCAMPER is a simple brainstorming technique which uses questions to help you to create a flipped classroom. SCAMPER is an acronym for Substitute, Combine, Adapt, Modify, Puropse, Eliminate, and Reverse. Reflect on your teaching with the help of the questions below. Try to think of ways you can flip your classroom. You do not have to answer each question. Add your own ideas as well. SUBSTITUTE What learning materials or resources could you substitute or swap to flip your teaching? What other materials could you use? What rules in your classroom could you substitute to flip your teaching? What would happen if you changed your feelings or attitude toward the flipped classroom? COMBINE What would happen if you combined your current learning material with external material? What would happen if you combined learning objectives in different curricula? What could you do to maximise student motivation? How could you combine students’ talent with resources to create a flipped approach to learning? -88- ADAPT How could you adapt your learning material to the flipped classroom model? Who could be your role model in the flipped classroom? What inspiration could you use in designing your flipped classroom? MODIFY How could you change the duration of your current learning activities, the amount of teaching input, and emotional involvement? What could you add to flip your teaching? What could you emphasise or highlight to create the flipped approach? What element of teaching (planning and assessment, positive environment, setting expectations and promoting inclusion, health and wellbeing, evidence-based strategies) could you strengthen to create flipped teaching? -89- PUT TO ANOTHER USE Can you use your flipped material in some other subjects or teaching opportunities? Who else could use your flipped materials? What would happen to the quality of your flipped materials if they were used in another learning setting? Could you reuse the flipped material? ELIMINATE How could you streamline or simplify your teaching through the process of flipping your teaching and establishing a flipped classroom? What features, parts, or rules in your teaching could you eliminate? How could you make flipped learning faster, more engaging, or more fun? What would happen if you took away all the learning materials you use in your teaching? With what would you replace the learning materials? -90- REVERSE What would happen if you reversed the way you taught a topic from the beginning to end? What would happen if you sequenced the activities you used differently? What if you tried to do the exact opposite of what you are trying to do now? What would happen? What roles in teaching could you reverse or swap? -91- C 8 H A P T E R FLIPPED CLASSROOM ONLINE RESOURCES -92 - “BE WILLING TO LEARN, HAVE TRUST IN CHILDREN BECAUSE THEY CAN DO IT, YOU JUST HAVE TO LET THEM. ACCEPT NOT ALL STUDENTS ARE THE SAME SO IT'S NORMAL THEIR ACHIEVEMENTS VARY IN QUALITY.” Quote by anonymous teacher from the 11th Pan-European Conference on Digital Education: Flipped Classroom. “TRUST YOUR STUDENTS, THEY ARE ABLE TO ASSUME LEARNING AND USING THE INFORMATION PROVIDED IN A PROPER MANNER. THEY WILL FEEL EMPOWERED AND ENGAGED IN THE ACT OF EDUCATION.” Quote by anonymous teacher from the 11th Pan-European Conference on Digital Education: Flipped Classroom. -93- Table 13. Useful online resources in alphabetical order PLATFORM DESCRIPTION A minimalistic feedback tool that can be used for real time Answer Garden audience participation, online brainstorming and https://answergarden.ch/ classroom feedback. BBC https://www.bbc.co.uk/le A video library for learning English. arningenglish/ An easy-to-use platform for creating interactive exercises (and automatically graded tests) such as exit slips, games, timelines, photo- and video-based activities, and more. BookWidgets Teachers can choose from more than 40 digital exercise https://www.bookwidgets templates that work on smartphones, tablets, and .com/ computers. Many exercises are automatically graded, which frees up time for the teacher to give quality feedback to students with a click. It integrates with other programs like Google Classroom, Canvas, and Moodle. British Council https://learnenglishkids.b Different material for learning English. ritishcouncil.org/listen- watch A screen recorder and video editor that makes it simple to Camtasia record and create professional-looking videos. With https://www.techsmith.co Camtasia it is possible to create how-to and demo videos, m/video-editor.html meeting recordings, YouTube videos, video lessons, instructional and explainer videos, and presentation recordings. A graphic design platform used to create social media Canva graphics, presentations, posters, documents and other https://www.canva.com/ visual content. A drag and drop interface makes customising thousands of templates (also Jamboard) simple and easy. Canva's wide array of features allows users to design and edit visual content without extensive knowledge or experience. A whiteboard animation program for creating videos that appear to be recorded as if someone drew them on a Doodly whiteboard. It is a drag-and-drop interface for creating https://www.doodly.com/ sketches and easy to use as anyone can use it to create classroom, social media, and other kinds of videos in just minutes. A popular language-learning platform and mobile app. It Duolingo also offers a digital language proficiency assessment https://www.duolingo.co exam. It makes education free, fun, and accessible to all, m/ and it is designed to feel like a game. The Duolingo English Test is an affordable and convenient language certification option that is accepted by over 2000 universities. -94- PLATFORM DESCRIPTION An easy-to-use platform where you can make any video for your lesson. With just one click, you can find video lessons Edpuzzle created by other teachers, including formative assessment. https://edpuzzle.com/ Another click and you can adapt that video by embedding your own questions or audio. You can also use other videos from external platforms or upload your own. A website that allows teachers to create "grids" to facilitate Flipgrid video discussions. Each grid is like a message board where https://info.flipgrid.com/ teachers can pose questions, called topics, and their students can post video responses that appear in a tiled grid display. A media creation platform and an online tool that can be used to create and share still, animated, or interactive Genially visuals, such as posters, videos, images, infographics, https://www.genial.ly/ quizzes, and presentations. To create visuals, students can use pre-made templates (organized into 12 types) or start from scratch. A digital whiteboard that allows for remote or in-person collaboration on a shared space. Students can sketch out Google Jamboard ideas, solve problems, or draw collaboratively and https://jamboard.google.c synchronously. Jamboard makes learning visible and om/ accessible to all collaborators on the jam session. Users can quickly pull in images from a Google search, save work to the cloud automatically, use the easy-to-read handwriting and shape recognition tool, and draw with a stylus but erase with their finger – just like a whiteboard. Home Science Tools A website that provides tools and resources for hands-on https://www.homescienc experiences that inspire parents and teachers to nurture etools.com/ children’s love for learning about chemistry, biology, Earth science, physics and engineering. Teachers can find https://learning- different resources, such as lessons, tips, science projects, center.homesciencetools. curriculum, learning kits and instructions, as well as a stores com/ to buy supplies and equipment. InShOt An all-in-one visual content editing app. It allows users to create videos, edit photos, and create image collages. The https://inshot.com/ app also has different features that allow the user to trim clips, change the speed of the footage, and add filters, music, and text. iSLCOLLECTIVE A publishing and sharing platform used by ESL (English as https://en.islcollective.co a second language) teachers with resources (worksheets, m/ PowerPoint presentations and video lessons) available in different languages. The site has 6 platforms for the teaching of English, German, French, Spanish, Portuguese and Russian. -95- PLATFORM DESCRIPTION A website which contains digital jigsaw puzzles that can be Jigsaw Planet assembled using any device with a web browser. It also https://www.jigsawplanet has the capability to upload any image and create a digital .com/ puzzle for someone else to solve. A game-based learning platform that allows users to create, share and play learning games or trivia quizzes in Kahoot! minutes. Kahoot! is a cloud-based quiz platform that is https://kahoot.com/ ideal for students and teachers. It offers more than 40 million games already created that anyone can access, making it quick and easy to get started. Khan Academy Khan Academy’s library of trusted practice and lessons https://www.khanacade covers math, science, arts and humanities, language, and my.org/ life skills. Free for learners and teachers. A web application that supports learning and teaching processes with small interactive modules. Those modules Learningapps can be used directly in learning materials, but also for self- https://learningapps.org/ studying. The app provides different types of templates in different languages. Blocks (called Apps) include no specific framework or a specific learning scenario, so they are not suitable as complete lessons or tasks, but must be embedded in an appropriate teaching scenario. It allows users to transform traditional printable worksheets (doc, pdf, jpg. .) into interactive online exercises Liveworksheets with self-correction. Students can do the worksheets https://www.liveworkshee online and send their answers to the teacher. The ts.com/ interactive worksheets may include sounds, videos, drag and drop exercises, matching (join with arrows), multiple choice and even speaking exercises that the students must do using a microphone. Loom A video messaging tool for classroom (and business) work https://www.loom.com/ that combines the expressiveness of video with the convenience of messaging. With Loom, it is possible to record the screen, voice, and face to create an instantly shareable video in a short time. Mentimeter An easy-to-use presentation software with which users can https://www.mentimeter create fun and interactive presentations. It is a cloud-based .com/ solution that allows teachers to engage and interact with their students online in real-time. Students can do quizzes and answer questions anonymously. National Geographic Education The National Geographic Website includes ready to use https://www.nationalgeo lessons with explanations, images, and free video material. graphic.org/education/ -96- PLATFORM DESCRIPTION A website and app-based digital tool that lets teachers create slide- based learning resources that are interactive for students to engage with and learn from. Nearpod can also use gamification to make learning more Nearpod engaging and fun. It is also built to work well with lots of https://nearpod.com/ pre-existing tools, such as Google Slides, PowerPoint, and YouTube. It offers rich hybrid learning by making it easy to combine media. It has a library of already made videos, and it also provides assessment tools. A free online tool best described as an online notice board. It Padlet can be used by students and teachers to post notes on a https://padlet.com/ common page. The notes posted by teachers and students can contain links, videos, images and document files. A web-based application developed to help students and teachers to study information through interactive tools and games and master what they are learning. Quizlet can figure out what material students are struggling with and just focus on that. It can also verify what students know and Quizlet coach them to only stop studying when it thinks they are https://quizlet.com ready. Online users can create study sets (terms and definitions) or use study sets created by others, including classmates. They then have multiple ways to study the information: virtual flashcards or typing in answers to written or audio prompts. The Quizlet Live tool is for students while working in teams during class. A platform where teachers can find and create free gamified quizzes and interactive lessons to engage any learner. It is Quizziz also an online assessment tool that allows teachers and https://quizizz.com/ students to create and use one another's quizzes. After providing students with a unique access code, a quiz can be presented live as a timed competition or used for homework with a specific deadline. A collection of hands-on science resources for home and Science Buddies school. It is the go-to site for anyone heading into a science https://www.sciencebud or engineering project. Teachers will find checklists, dies.org/ handouts, and grading rubrics. It provides teachers a variety of lesson plans, science fair tools (e.g. teacher's guides, science fair project grading rubrics, posters, success stories, etc.) and STEM classroom kits. -97- PLATFORM DESCRIPTION An essential guide to advances in science and technology, explaining how they change our understanding of the Scientific American world. It is the oldest continuously published magazine in the United States and reaches more than 10 million people https://www.scientificam around the world each month through its website, print and erican.com digital editions, newsletters and app. Engaging features, news, opinion and multimedia stories from journalists and https://www.scientificam expert authors (including more than 200 Nobel Prize erican.com/education/ winners) provide need-to-know coverage, insights and illumination of the most important developments at the intersection of science and society. A tool for blended and remote learning. Teachers can make learning more personal in their blended and flipped classrooms by recording lessons, assignment solutions and Screencastify explanations, and verbal student feedback. It also enables https://www.screencastify students to do activities such as speech and language .com/ practice, comprehension and reflection exercises, and interactive slide presentations. Teachers can also use Screencastify to record professional development trainings, lesson plans, and parent communication. Screencast-O-Matic A free online screen capture tool. This tool records a designated area of your screen as well as audio and https://screencast-o- webcam input. This tool can be used to record and edit matic.com/ narrated presentations or demonstrations, and produce the recordings as videos for online courses. Teach Engineering A digital library of more than 1500 K-12 STEM curricular https://www.teachengine items such as lessons, hands-on activities, maker challenges ering.org and living labs. It is an easy and accessible tool for all educators to bring engineering into their classroom. TED TED is a nonprofit devoted to spreading ideas, usually in the form of short, powerful talks. TED stands for Technology, https://www.ted.com/ Entertainment, Design. TED Talks are influential videos from expert speakers on education, business, science, tech and creativity, with subtitles in 100+ languages. -98- PLATFORM DESCRIPTION TED-Ed — TED's youth and education initiative — aims to spark and celebrate the ideas and knowledge-sharing of teachers and students around the world. TED-Ed Originals are a signature content: short, award-winning animated videos about ideas and research that spark the curiosity of learners everywhere. The TED-Ed Clubs program supports students in TED-ED discovering, researching, exploring and presenting their https://ed.ted.com/ big ideas in the form of short, TED-style talks. The TED-Ed platform allows users to take any TED Talk, TED-Ed Lesson or educational video and easily create a lesson plan of customized questions and discussions. Users can then distribute these lessons, publicly or privately, and track their impact on the world, a class or an individual student. A website that offers a free brainstorming and voting platform (a "social voting tool") to help people make decisions. It offers a platform on which teacher and students can brainstorm together and find solutions Tricider either if they are or aren't together in the classroom. The https://www.tricider.com/ teacher can put a question in the appropriate box and then select students eligible to comment and vote. Everyone can propose ideas either anonymously or with his/her name. A hosting, sharing, and services platform, and an Vimeo optimized online video streaming and sharing website https://vimeo.com/ that allows users to view, upload, share and promote their videos with a high degree of customisation. A streaming library of animated children's books Vooks designed to inspire the love of reading. It is a carefully https://www.vooks.com/ curated, ad-free platform that promotes a balanced approach to literacy with read along animated storybooks that help support development and create engagement with students. WordArt.com An online word cloud art creator that enables users to https://wordart.com/ create amazing and unique word cloud art with ease. No prior knowledge of graphic design is required. Wordwall Templates for different games and activities such as quizzes, https://wordwall.net/ match ups, unjumbles, matching pairs, random wheels, rank orders, true or false, labelled diagrams, etc. Pick a template, enter your content, and print or play on screen. -99- C 9 H A P T E R A TRIBUTE TO THE FACTIVE PROJECT -100 - The flipped classroom handbook would would increase training effectiveness, never have been created without the save time and reduce costs. For FACTIVE Erasmus+ KA2 project. FACTIVE example, in order to teach the team of a is an abbreviation for Flipped Classroom pattern department to work with a new Training Approach for Clothing and version of CAD software, in our old logic Textile Innovative VET Education. We are it is almost natural to collectively free grateful not only for the financial half a day for a thorough explanation by support but also the moral support for an IT specialist from the software individuals involved in teaching and also supplier. This would then be followed by those who are interested in the some exercises, and a question hour to continuous reinvention of the teaching conclude. Demand-oriented training, practice. The FACTIVE project plan however, starts at question time. Indeed, reflects the situation and needs of the each student has a different starting European textile and clothing industries. position, the learning rhythm and the The project also includes teachers from assimilation of new contents can vary a variety of backgrounds and widely. One trainee will need just a few experience. The flipped classroom tips to use the new software, for another handbook attempts to introduce flipped trainee, starting from scratch is classroom methodology with vivid sometimes the best option (FACTIVE, teaching examples from various 2021). educational settings and levels. As other FACTIVE project results offer learning The FACTIVE project, which is carried materials for the textile and clothing out by an international team of training industry specifically, the flipped experts on the one hand and experts classroom handbook offers learning from the textile and clothing sector on materials for teachers regardless of the the other, is looking for the best formula educational level of their students. to concretize and implement demand- oriented training. In the first step, the You might be curious about the FACTIVE project conducts field research FACTIVE project. The following is a brief of the most relevant training needs in presentation of the project. Traditionally, the textile and clothing industry. In the our training systems are based on second step, the FACTIVE project has knowledge and skills that are created this flipped classroom transferred by a trainer to a student. handbook with ideas on implementing Think of the teacher with a textbook at the flipped classroom approach to the front of the classroom, think of the teaching practice. The Flipped consultant / trainer with a PowerPoint Classroom Handbook is complemented presentation in the training room, think by the FACTIVE Handbook, which of the instructor, with a manual in hand, explains the guidelines for textile and explaining to a new employee how to clothing VET teachers and trainers on operate a machine. adopting the FACTIVE approach, organising learning activities, and In all these situations, the student is the evaluating learning outcomes. A recipient of knowledge, and is expected possible way to deliver the FACTIVE to practice what they have learned to project is to develop an open online the best of their ability. Of course, the course focused on sustainability in the student can ask questions and is textile and clothing industry, which is assisted when necessary, but the one of the key topics for present and starting point remains the training offer future developments. All the learning as mastered and provided by the and teaching materials developed under teacher or trainer. Demand-oriented the FACTIVE project framework go training reverses the roles. The starting through piloting and testing in teaching point is no longer the training offer, but practice, resulting in a Compendium of the situation of the student and the Pilot Testing. As a committed networker, competence deficits as he/she the FACTIVE project also informs those experiences. The hypothesis is that who are interested and have a stake in responding in a targeted manner to the this type of learning with relevant news questions and needs of the student and events. -101- LITERATURE Abeysekera, L., & Dawson, P. (2015). Dixon, D. L. (2018). Steps to Develop a Motivation and cognitive load in the Flipped Apparel Construction Course. flipped classroom: definition, rationale NACTA Journal, 62(3), 285-286. and a call for research. Higher Education Research & Development, 34(1), 1-14. Dove, T. (2020). Facilitating teaching and learning with made to measure fashion Akuamoah-Boateng, A., & Essel, H. B. design and creation MOOC courses. (2021). The Effect of Flipped Classroom International Journal of Information on Students’ Academic Achievements in and Education Technology 10(10), 792- Textile Weaving: The Case of 796. Presbyterian Senior High School, Bompata [Doctoral dissertation]. Dweck, C. S. (2006). Mindset: The New Psychology of Success. New York: Bergman, J., & Sams, A. (2012). Flip Your Random House. Classroom: Reach Every Student in Every Class Every Day. Eugene, Oregon: FACTIVE (2021). About real skills needs in International Society for Technology in European textile and clothing Education. companies. Project report published online on Bloom, B. S., Engelhart, M. D., Furst, E. J., http://factiveproject.eu/outputs/ Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Glover, I. (2013). Play as you learn: The classification of educational goals. gamification as a technique for Handbook I: Cognitive domain. New motivating learners. Paper presented at York: David McKay Company. the World Conference on Educational Multimedia, Hypermedia and Brown, T., & Katz, B. (2009). Change by Telecommunications. design: how design thinking transforms organizations and inspires innovation Gupta, R. (2020). Hybrid-Flipped (1st ed.). New York, USA: HarperBusiness. classroom Approach for Fashion Design Students: Mitigating impacts to Chatelain, A. (2019). Flipping the Learning Activities due to Emergence of Classroom in Introductory Apparel COVID-19. In 2020 11th International Studies. In International Textile and Conference on Computing, Apparel Association Annual Conference Communication and Networking Proceedings, 76(1). Iowa State University Technologies (ICCCNT) (1-6). IEEE. Digital Press. Hasty, A. (2015). She didn't teach. We had DeLozier, S. J., & Rhodes, M. G. (2017). to learn it ourselves: Flipping the apparel Flipped Classrooms: A Review of Key classroom with and without technology. Ideas and Recommendations for In International Textile and Apparel Practice. Educational Psychology Association Annual Conference Review, 29, 141-151. Proceedings, 72(1). Iowa State University Digital Press. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design HITS, High Impact Teaching Strategies: elements to gamefulness: defining Excellence in teaching and learning. gamification. Paper presented at the (2020). East Melbourne, Victoria. 15th International Academic MindTrek Conference: Envisioning Future Media Environments. -102- Hwang, G.-J., Yin, C., & Chu, H.-C. (2019). Schneider, A. (2020). Megatrends The era of flipped learning: promoting Update: Understanding the Dynamics of active learning and higher order Global Change. thinking with innovative flipped learning strategies and supporting systems. Shi, L., Toda, A., Bittencourt, I., Palomino, Interactive Learning Environments, P., Oliveira, W., & Isotani, S. (2019). A 27(8), 991-994. taxonomy of game elements for gamification in educational contexts: IVOC, Instituut Voor Vorming En Proposal and evaluation. Paper Onderzoek In De Confectie – Institut presented at the 19th International Pour La Recherche Et L'enseignement Conference on Advanced Learning Dans La Confection, (2021). Internal Technologies. learning material and report. www.ivoc.be Smallhorn, M. (2017). The flipped classroom: A learning model to increase Jiang, R. N. (2017). Flipped Classroom student engagement not academic Teaching Research on the Excellent achievement. Student Success, 8(2), 43- Resource-sharing Course of Computer 53. Aided Clothing Drawing. In 2016 2nd International Conference on Economics, Tanner, K. (2012). Promoting Student Management Engineering and Metacognition. CBE life sciences Education Technology (ICEMEET 2016) education, 11, 113-120. (512-516). Atlantis Press. Tao, N. (2019) Cultivation of innovative Kim, M., Jung, E., Siqueira, A. d., & Huber, talents under the Internet+ mode-- L. (2016). An Investigation into Effective taking the course of clothing brand Pedagogies in a Flipped Classroom: A identification as an example. Case Study. International Journal of E- International Journal of Science, 6(4), 61- Learning & Distance Education, 32(2). 66. Lavelle, J. P. (2018). A Flipped Course in Ting, S. (2019). The Research of Clothing Operations Management. In IIE Annual Design Classroom Teaching under Conference. Proceedings (1247-1252). Project Driven Mode. In 7th Institute of Industrial and Systems International Education, Economics, Engineers (IISE). Social Science, Arts, Sports and Management Engineering Conference Nikitina, L., Gavrilova, O., Kovalenko, Y., (IEESASM 2019). Fatkhullina, L., Bil, V., & Zhukovskaya, T. (2021). Flipped Learning and LMS Zhang, H., & Zhang, X. (2017). Flipped Moodle in the Clothing Designers' Classroom” Teaching Design of the Training. In EDULEARN21 Proceedings Course of “New Technology of Apparel (12455-12460). IATED. Digitalization. In International Conference on Education Science and Prensky, M. (2001). Digital Game-Based Economic Management (ICESEM 2017). Learning. New York: McGraw-Hill. Atlantis Press. -103- SOURCES Gimbar, K. (2011). Katie Gimbar's Flipped Classroom - Why It Has to Be Me! Retrieved 31 May, 2021, from https://www.youtube.com/watch?v=jMfSLXluiSE Gimbar, K. (2011). How Do You Make Your Videos? Why? - FAQ - Katie Gimbar's Flipped Classroom. Retrieved 31 May, 2021, from https://www.youtube.com/watch? v=Icn8kMoH28Y Sanford, A. (2015). 4 Steep Pitfalls You Must Avoid When Flipping A Classroom. Retrieved 20 May, 2021, from https://elearningindustry.com/4-steep-pitfalls-must- avoid-flipping-a-classroom -104- ERASMUS+ KA2 – Cooperation for innovation and the exchange of good practice KA202 - Strategic Partnerships for vocational education and training Grant Agreement: 2020-1-PT01-KA202-078344 Project duration: 01st October 2020 – 30th September 2021 The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. © 2020-2022 FACTIVE Consortium Partners. All rights reserved. All trademarks and other rights on third party products mentioned in this document are acknowledged and owned by the respective holders. PARTNERS W W W . F A C T I V E P R O J E C T . E U -105-