FLIPPED CLASSROOM: REINVENT YOUR TEACHING ...

FLIPPEDCLASSROOM:REINVENT YOURTEACHINGPRACTICEWith teaching cases, exercises, andimplementation hacks

Dr Blanka Tacer, Dr Tine Nagy, Dr GiadaMarinensi, & Rob Senden

W W W . F A C T I V E P R O J E C T . E U

Dr Blanka Tacer, Dr Tine Nagy, Dr Giada Marinensi, & Rob SendenFLIPPED CLASSROOM: Reinvent Your Teaching PracticeWith 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 ELanifícios (Modatex), Step Institute, Link Campus University, Centro Italiano perL'apprendimento Permanente (CIAPE), Institut de Terrassa, Instituut voor Vorming enOnderzoek in de Confectie - Institut pour la Recherche et L'enseignement dans laConfection (IVOC), Creative Thinking Development, Associacio Agrupacio D'empresesInnovadores 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 VETEducation, Erasmus+ KA2, 2020-1-PT01-KA202-078344. This project has been fundedwith support from the European Commission. This publication reflects the views onlyof the author, and the Commission cannot be held responsible for any use, which maybe made of the information contained therein.

CIP - Kataložni zapis o publikacijiNarodna in univerzitetna knjižnica, Ljubljana37.091.3(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 978-961-94542-2-0COBISS.SI-ID 79256579

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Flipped classrooms are more and more used among teachers of differenteducational levels. The word flipped implies the replacement of traditionalschoolwork and homework. In a flipped classroom, the teacher facilitates studentcollaboration and problem solving at school. At home, students watch teacherinstruction using different digital tools and videos and complete reading or someother type of learning activity.

Although the use of flipped methodology is increasing, many teachers stillhesitate because of the belief that a teacher needs high ICT skills in order to flipthe class. With the Flipped Classroom Handbook we show that high digital skillsare not necessary. Many low technology activities create an engaged flippedclassroom with real life problems which motivate students for learning.

To help teachers implement a flipped classroom in a flexible way with respect totheir level of professional development we developed three ways of flipping theclass: Moon, Mars, and Jupiter. The three ways help teachers and students becomeaccustomed to a flipped classroom gradually in order to prevent technologyoverwhelming either teachers or students.

The Moon Flipped Classroom uses external digital and non-digital learningmaterial as pre-class preparation followed by highly structured in-class activities.Most of the learning is guided by worksheets. Its simplicity enables students andteachers 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 butstill adopts only simple apps and screen recordings, whereas the Jupiter FlippedClassroom builds upon open problem-based activities. This requires digital skillsfrom both teachers and students.

The flipped classroom handbook would never have been created without theFACTIVE Erasmus+ KA2 project. The FACTIVE project promotes the adoption offlipped learning and gamification in textile and clothing training. Because of theinternational team, this handbook is not an ordinary handbook. During the writingprocess of this handbook, we combined field research with desk research. InFebruary 2021, we organised an online Pan-European Conference on DigitalEducation devoted to the flipped classroom. Presenters from the FACTIVE projectand schools showed six flipped classroom cases. Teachers from all educationallevels contributed more than 42 poster presentations. 500 teachers participated inthe live conference. The event gained 1.600 subsequent views in the first weekafter the conference. During the conference we also conducted a survey about theflipped classroom. 280 participants shared their experience with the flippedclassroom. We used the oral presentations, poster presentations, and surveyresults from the conference, combined with desk research, as input for writingthis handbook.

Insights by teachers, actual teaching cases, and tricks and implementation hacksare an integral part of this handbook thanks to a broader international audiencewho co-created this practical piece of knowledge.

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EXECUTIVE SUMMARY

W W W . F A C T I V E P R O J E C T . E U

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TABLE OF CONTENTSEXECUTIVE SUMMARY TABLE OF CONTENTSINTRODUCTION

1. FLIPPED CLASSROOM MYTHS AND FACTS 1.1 FLIPPED CLASSROOM IS YOUR TOOL FOR STUDENT ENGAGEMENT 1.2 WHAT THE FLIPPED CLASSROOM IS AND IS NOT 1.3 SWOT ANALYSIS OF THE FLIPPED CLASSROOM 1.4 WHAT EUROPEAN VET EXPERTS ARE SAYING ABOUT THE FLIPPEDCLASSROOM 1.5 WHAT EUROPEAN TEACHERS ARE SAYING ABOUT THE FLIPPEDCLASSROOM 1.6 LITERATURE REVIEW OF THE FLIPPED CLASSROOM IN FASHIONEDUCATION 2. HOW TO FLIP YOUR CLASSROOM

3. MOON FLIPPED CLASSROOM 3.1 MOON FLIPPED CLASSROOM STEP-BY-STEP 3.2 MOON FLIPPED CLASSROOM EXAMPLES

4. MARS FLIPPED CLASSROOM 4.1 MARS FLIPPED CLASSROOM STEP-BY-STEP 4.2 MARS FLIPPED CLASSROOM EXAMPLES

5. JUPITER FLIPPED CLASSROOM 5.1 JUPITER FLIPPED CLASSROOM STEP-BY-STEP 5.2 JUPITER FLIPPED CLASSROOM EXAMPLES 5.3 A FINAL THOUGHT ABOUT THE MOON, MARS AND JUPITERMODELS 6. GAMIFICATION-ENHANCED FLIPPED LEARNING 6.1 GAMIFIED COURSE STRUCTURE 6.2 GAMIFIED LEARNING ACTIVITIES 6.3 GAME ELEMENTS

7. FLIPPED CLASSROOM SCENARIOS

8. FLIPPED CLASSROOM ONLINE RESOURCES

9. A TRIBUTE TO THE FACTIVE PROJECT

LITERATURE

SOURCES

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73757677

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INTRODUCTIONIf you are interested in enhancingyour teaching and students’ learning,this handbook about the flippedclassroom will help. You can learnfrom actual cases and otherteachers’ experiences. Having had inmind the everyday life of teachersand their busy calendars, we haveprepared this practical handbookwhich makes the flipped classroommethodology easy to understand.Insights by teachers, actual teachingcases, and tricks andimplementation hacks are anintegral part of this handbook.

The first chapter defines the flippedclassroom. It also gives scientificevidence on the benefits ofimplementing flipped classroommethodology, and highlights some ofthe experiences of the teachersusing it. This chapter also providesanswers to the most frequentquestions teachers have aboutimplementing the flipped classroom.The second chapter introduces threemodels of the flipped classroom toillustrate how the flipped classroomis appropriate for every teacher,regardless of their digitalcompetency. The following chapters(three to five) describe three flippedclassroom models, Moon, Mars andJupiter, which include actualteaching cases highlighting themodels in practice. The three modelsshow how flipping a classroomactually changes the mindset of theteacher from being a lecturer to

being a facilitator. The sixth chapterreflects upon combining the flippedclassroom with gamification.

The seventh chapter offers variousactivities to encouragebrainstorming about the flippedclassroom methodology. Thefollowing chapter focuses on digitaltools and resources which wererecommended by Europeanteachers, and other participants ofthe Pan-European Conference onDigital Education. In the last chapter,the FACTIVE project is looked at.

This handbook is the result ofteamwork. Not just from themembers of the FACTIVE project,which initiated the creation of thishandbook, but also the numerousteachers who regularly participate inthe monthly Pan-EuropeanConference on Digital Education andshare their knowledge andexperience. Thank you all!

The FACTIVE project promotes theadoption of flipped learning andgamification in textile and clothingtraining. Under the framework of theFACTIVE project, we have managedto complete this handbook incooperation with teachers andpedagogical practitioners fromaround Europe. This gives a specialinternational spirit, respectingdifferent professional developmentstages of teachers.

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During the writing process of thishandbook, we combined fieldresearch with desk research. InFebruary 2021, we organised anonline Pan-European Conference onDigital Education devoted to theflipped classroom. Presenters fromthe FACTIVE project and schoolsshowed six flipped classroom cases.Teachers from all educational levelscontributed more than 42 posterpresentations. 500 teachersparticipated in the live conference.The event gained 1.600 subsequentviews in the first week after theconference. During the conferencewe also conducted a survey aboutthe flipped classroom. 280participants shared their experiencewith using and implementing theflipped classroom. We used the oralpresentations, poster presentations,and survey results from theconference, combined with deskresearch, as input for writing thishandbook. Once the draft version ofthe handbook was completed,additional feedback from partnershelped create the final version.

International effort is what makesthe flipped classroom handbook sorich in content yet easy to read andimplement in every teachingpractice.

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C H A P T E R

FLIPPED CLASSROOMMYTHS AND FACTS

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1.1 FLIPPED CLASSROOM ISYOUR TOOL FOR STUDENT

ENGAGEMENTWe live in a dynamic world in whichknowledge is accessible within a fewclicks. Competencies needed for asuccessful and happy life are changingrapidly. People change their careers,lifestyles, even countries. Learning todayis more important than ever. We live in aworld with too much information, a lackof structure, and infinitive possibilities.We need competencies such as criticalthinking to deal with the vast amount ofinformation we are exposed to, socialskills to collaborate fruitfully with diversepeople, and self-management masteryto put ideas into practice.

Teaching today is crucial, but thecomplexity of teaching is sometimesoverwhelming. If we insist on excathedra, one-way teaching, we producestudents with a lack of initiative, whoaim at finding the easiest way to passcourses. Even if teachers lecturepassionately and use the mostinteresting stories, the students who areexposed to teacher-centred teachingwill find the gap between the demandsin school and the demands in theircurrent and future life will increase.

Drowned in a bundle of everyday tasks,we easily forget the bigger picture: bothstudent and teacher want to succeed.Students want high-quality education.Teachers want to inspire their students.With this handbook, we aim to shedsome light on the complexity ofteaching in the 21st century. Discoverthe beauty of appreciative teachingusing simple tools to engage yourstudents into effective learning.

Yes, you read it right. Simple tools. Theflipped classroom requires work and ahigh level of digital readiness, but webelieve in small changes andcollaboration when transforming theclassroom. If everyone contributes,together we can co-create successfuloutcomes in the classroom. We wrotethis book with teachers for teachers andhave included answers to the mostcommon questions posed by teachersregarding their role in the flippedclassroom.

The flipped classroom is your ally whenyou think about student engagement.When we ask teachers what keeps themawake at night, they usually expresstheir wish to know more about how toincrease student engagement. Itpreoccupies teachers because studentengagement in practice representsactive learning, yielding better learningoutcomes. So it is only logical thatteachers want engaged studentsbecause engaged students are morelikely to perform well on standardisedtests and are less likely to drop out ofschool. When implemented properly theflipped classroom engages students,improves the quality of learningmaterial, capitalises on the studentsexisting knowledge, and shows studentsthe value of knowledge for their currentand future lives. The flipped classroompromotes interaction, teamwork, andreal-world examples - all the thingsstudents want in their learningexperience.

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Figure 1. The flipped classroom increases studentengagement.

“AS A TEACHER, FOCUS FIRST ON CREATING ENGAGEMENTAND 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.

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1.2 WHAT THE FLIPPEDCLASSROOM IS AND IS NOT

European teachers most frequentlyenlist the following synonyms andassociations connected with the flippedclassroom: inverted, blended learning,student engagement, autonomy,reversed, mixed, upside down, hybrid,active learning, more student - lessteacher, classroom with differentactivities, students’ contribution, andinteractive.

The figure below represents a traditionaland flipped classroom. In a traditionalclassroom, the teacher instructs atschool, and then the student completesassignments at home.

In a flipped classroom, the teacherfacilitates student collaboration andproblem solving at school. At home,students watch teacher instructionusing different digital tools and videosand complete reading or some othertype of learning activity. The wordflipped implies the replacement oftraditional schoolwork and homework.The school work becomes homeworkand vice versa. It involves the applicationof video lessons that students use as asource of knowledge in their homes. Inschool, students expand theirknowledge through practical tasks.

FLIPPED CLASSROOMTRADITIONAL CLASSROOM

Figure 2. A traditional and flipped classroom.

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The table below represents different definitions of a flipped classroom.Read the definitions. Draw a star to your favourite definition. Whenreading the definitions, consider how informative they are, and howmany different perspectives they give on a flipped classroom.

Definition

Howinformative

is thedefinition (1 -not at all, 5 -

perfectlyinformative)?

Draw a STAR(★) to yourfavourite

definition.

How manydifferent

perspectivesare shown bythe definition(1 - only one, 5- a lot of new

perspectives)?

The information-transmissioncomponent of a traditional lecture ismoved out of class time and replacedby a range of interactive activitiesdesigned to entice active learning(Abeysekera & Dawson, 2015).

The flipped classroom model redefinesstudent-educator contact in thelearning space. Direct instruction,traditionally in the form of a lecture, ismoved from the group space to theindividual space (Smallhorn, 2017).

move most information-transmission teaching out of classuse class time for learning activitiesthat are active and social andrequire students to complete pre-and/or post-class activities to fullybenefit from in-class work(Abeysekera & Dawson, 2015).

The flipped classroom is a set ofpedagogical approaches that:

In flipped learning, students learn viavideos or multimedia learningmaterials prepared by the teacherbefore class. In the class, they areguided to engage in learning activitiesin which they apply knowledge withthe assistance of the teacher or peers(Hwang & Chu, 2019).

Table 1. Definitions of a flipped classroom

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Definition

Howinformative

is thedefinition (1 -not at all, 5 -

perfectlyinformative)?

Draw a STAR(★) to yourfavourite

definition.

How manydifferent

perspectivesare shown bythe definition(1 - only one, 5- a lot of new

perspectives)?

a change in use of classroom timea change in use of out-of-classtimedoing activities traditionallyconsidered ‘homework’ in classdoing activities traditionallyconsidered as in-class work out ofclassin-class activities that emphasiseactive learning, peer learning,problem-solvingpre-class activitiespost-class activities anduse of technology, especially video

Flipped classroom approaches arecharacterized by:

(Abeysekera & Dawson, 2015).

Flipping the classroom establishes aframework that ensures studentsreceive a personalised educationtailored to their individual needs(Bergman & Sams, 2012).

The flipped classroom usestechnology enhanced pre-classlearning to transmit knowledge,incorporating in-class interaction toenhance higher cognitive learning(Chen et al, 2018)

Video instruction in and of itself doesnot appear responsible for changes inlearning performance, but mayprovide additional time for in-classactivities that enhance learningperformance due to active learning:audience response and openquestions, pair-and-share activities,student presentations, discussion, andindividual or paired quizzes (DeLozier& Rhodes, 2016).

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A flipped classroom is the place wherestudent engagement is increased.However, knowing what a flippedclassroom is will not guarantee itseffectiveness. A flipped classroom is stillnot a fully-evidence based approachbecause of the diversity in itsimplementation.

Some implementations of a flippedclassroom have improved studentmotivation, engagement, and learningoutcomes. But, some implementationshave not shown any differencesbetween a traditional and a flippedclassroom from the perspective oflearning outcomes and studentmotivation. Equally important isknowing what a flipped classroom is andalso being aware of what it is not. Byknowing what a flipped classroom is not,a teacher will be much more likely toimplement it successfully in theirteaching practice.

A flipped classroom is not equalto student autonomy.

Student autonomy cannot be taken forgranted by teachers. Independencedoes not mean teachers can run awayfrom teaching by pre-recording videosand expecting students to learn on theirown. Often, students are so used to theteaching style of their teacher that theycan hardly make sense of their lessonsuntil they learn it directly from theirteacher.

A flipped classroom is not onlyabout watching videos beforeclass.

A flipped classroom can be simplyreading different materials, makingpresentations, quizzes, interacting withdigital resources (with or without video)or even a whole range of non-technological flipped activities such asfieldwork, field trips, interviews, etc. Animportant difference between theflipped classroom and the traditionalclassroom is when the students learntheory and when the students dopractice exercise. In a traditionalclassroom setting students learn theoryin the classroom, whereas practiceexercises are done as homework. In aflipped classroom students learn theoryoutside the classroom, and practicewithin the classroom.

A flipped classroom is not adebate club.

Teachers who assign videos, which mustbe watched before class, followed bygroup discussions in the classroom, willquickly find that students needstructured and problem-based tasks tobenefit from the flipped approach. Astrong connection between before-classand in-class activities is needed. Theconnection also needs to be made clearby the teacher.

A flipped classroom does not justassign YouTube videos tostudents.

Students might perceive external videoresources as additional learning materialand not as an integral part of the course.Consequently, students may not studythem in as much detail as they need toin order to achieve the same learningoutcomes as they would listening totheir teacher. Also, it is not certainwhether students actually watch theonline resources, or merely open theresources and allow them to play whilecompleting other tasks, either online oroffline. If you use external resources,choose them wisely, and only use highquality content.

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STEP INTO THE SHOES OF A TEACHER IN ACLASSROOM DURING THE 15TH CENTURY.

Dr Ulrich Eisenstein, a progressive Latinlanguage teacher at the HeidelbergUniversity, is one of the best professors in hisfield. Students appreciate his vivid teachingstyle, always presenting new perspectives.His friend Johannes Gutenberg, a prominentinventor, wrote him an exciting letter. Heinvented a mechanical movable-typeprinting press. “Just imagine, my dearfriend,” Johannes wrote, “Each and every oneof your students will be able to get their ownbook. They will study at home so yourteaching will be much easier.” As excited asUlrich is, he wants to try immediately howowning books will change his students’learning outcomes. He kindly requests thatJohannes Gutenberg send him copies of ArsMinor, a schoolbook on Latin grammar. Eachstudent gets a copy. For every lecture, Ulrichassigns them a chapter in the book to readas preparation for class. Ulrich expects livelydiscussions during class since the studentswill have gained so much knowledge inadvance. After 3 months Ulrich is sodisappointed that he wants to quit hisposition at the university.

WHAT WENT WRONG? WHAT WOULD YOU RECOMMENDULRICH DO TO PUT THE ADVANTAGES OF HAVING A BOOK AS A

STUDY RESOURCE INTO PRACTICE?

HOW DOES THIS PROBLEM RELATE TO 21ST CENTURYTEACHING PROBLEMS AND THE FLIPPED CLASSROOMS?

Figure 3. The first flipped classroom in the world.Source: Alamy

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“ 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 rf 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 lE 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 onlinecollaboration. Access to digital technologies and their

use can help reduce the learning gap betweenstudents coming from favoured socio-economic

backgrounds and those from more disadvantagedbackgrounds.

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1.3 SWOT ANALYSIS OF THEFLIPPED 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 andthreats (SWOT) of a flipped classroom. A flipped classroom is a tool, and every toolneeds a skilled teacher to use it. Consider the following example. With the help of ahammer, we can hang a picture on a wall, but with that same hammer we can cause alot of damage to an item. In other words, a hammer can be used as a tool that aids usor as a tool that can cause harm- it’s purpose needs to be clear before it is used. SWOTanalysis serves as a device to help people see the different perspectives of a flippedclassroom. SWOT analysis does not provide final solutions, but it does provideimportant information on people’s opinions and perspectives. Student autonomy is forsome an advantage, whereas for others a disadvantage.

STRENGTHSFlexibility, experimentationImproved student engagementMore time for teacher-student andstudent-student interaction inclassStudents are more in control oftheir learningIncreased sense of meaningfullearningPossible to combine withgamificationStudents feel more prepared onthe exam at the end of the courseStudents have to study as thecourse progresses and not just atthe endStudents get frequent feedbackLearning outcomes are better ifthe flipped classroom issuccessfully implementedAppropriate for different learningneedsScaffolding: topics can be brokeninto several subtopics which makelearning easier

WEAKNESSESDiversity of flipped classroomimplementations causes a lack ofscientific evidence about itseffectivenessTime consuming for teachers, alsostudents perceive it as timeconsumingDifficult for students with lack ofautonomyLack of digital skills, both those ofteachers and studentsA lot of planning and designing ofthe courseAdditional competencies requiredfrom teachersIf students skip online activities,they may find it difficult to followin-class activities: these activitiesoften lose their effectiveness andmay result in some students beingleft behindA flipped classroom requires accessto technology, some of the toolsare for free, but some of them arevery expensive

Table 2. SWOT analysis of the flipped classroom

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OPPORTUNITIESMore opportunities to motivatestudents with a combination ofdifferent activitiesPart-time students who work havebetter learning opportunities witha flipped classroom because theydo not have to skip classes so oftenEasier to implement cross-curriculum projects and/orcombine different subjectsLearning material can be used indifferent coursesOpportunities to invite otherexperts during class time. Studentsare ready to ask questions becausethey were exposed to learningmaterial beforeTeachers increased their digitalskills during the pandemic, whichthey can use and therefore moreeasily implement the flippedclassroomImproving time management andplanning skills in the long runBalancing diverse learning needs iseasier when students are exposedto different information inputwhich is the case in the flippedclassroomWith a flipped method it is possibleto change the whole school cultureif school management along withthe majority of teachers decide toimplement itA flipped classroom is also anopportunity to integrate non-technological flipped activities withstudents’ field work

THREATSOverwhelming technology:technology has to be as simple aspossible so that it doesn't becomea barrier for both teacher andstudent. The teacher has to startwith what they feel comfortable A plan for implementing a flippedclassroom that is too ambitious atthe beginning may demotivateboth teachers and students.Implementation needs to begradualLack of parental support at thebeginning, because parents also donot know the flipped classroomapproachStudents might feel they have towork moreTeachers might perceive theflipped classroom as somethingout of their comfort zone. Theflipped method requires a changein the teacher’s role which in somecases is connected with teachingidentity. The teacher is more amoderator than lecturer Students with lack of access tointernet and a computer are at adisadvantageLack of commitment from schoolmanagement or other teachersmight discourage a teacher toimplement a flipped approachLack of high-quality teachingresourcesIncreased screen time for students

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1.4 WHAT EUROPEAN VETEXPERTS ARE SAYING ABOUT

THE FLIPPED CLASSROOM

The FACTIVE project can rely on a solidfoundation, in the form of a survey ofcompanies and VET experts.

We wanted to make a sensible choice ofthe competence domains on which wewould work. The choice fell onsustainability and circularity, clearly oneof the biggest challenges for theEuropean textile and clothing industriestoday, according to more than 100employers we polled. For more details,we refer to the research report that youcan download from the project website.

During the course of the project, we willwork with various VET experts, amongothers to test and fine-tune the trainingmaterials. A training cycle on circularityin the textile and clothing sector is beingtested in all partner countries of theFACTIVE consortium in parallel with thepublication of this report.

In the context of the project foundation,VET experts were also surveyed, inaddition to the companies. In this surveywe discussed the FACTIVE methodology,the flipped classroom in particular. 47VET experts gave us their insights. TheseVET experts usually have someexperience with active learningmethods (7 out of 10) or knowledge ofthe methodologies (8 out of 10) and aretherefore well placed to share theirexperiences. Based on the opinion of

these experts, we can outline the addedvalue of the flipped classroommethodology.

We see that various advantages of themethodology are endorsed, which canonly lead us to the conclusion that theflipped classroom is preferable toclassical knowledge transfer.

But at the same time, we also see thatthere is an important condition forachieving a successful training program,and that is the motivation of thestudents. Moreover, a lack of studentmotivation is cited by the same group ofVET experts as the main issue related todemand-oriented training methods. It ispresented as a condition sine qua non,in addition to the necessity to preparethe training thoroughly as a trainer andto free up time and energy for this.Indeed, a successful flipped classroomrequires a two-sided commitment, but ifit is present, there are only benefits.

In any case, the lack of motivationamong students is a handicap in alleducational contexts. But with the rightinformation and guidance, a sensibleselection of students based on therequired prior knowledge and a clearfocus on the finality of the training,motivation is never far away, even if itremains a working point.

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1.5 WHAT EUROPEANTEACHERS ARE SAYING

ABOUT THE FLIPPEDCLASSROOM

InvertedBlended learningStudent engagement, autonomy

Extra time to practice in theclassroomStudents gain control over thelearning processOpen access to class materialPersonalized lesson planFlexibility

The time needed to make high-quality videosFinding the best resourcesMaking sure students did their partat homePlanning in-class discussionsReinventing myself as a teacher

Asking students to read somethingGiving students YouTube videosOpen discussionsDemonstration focused flippedclassroomProject work

This handbook represents the voice ofseveral hundred European teachers. 281teachers contributed to a survey aboutthe flipped classroom which weconducted during the Pan-EuropeanConference on Digital Education inFebruary 2021. In the analysis of thesurvey we collected the most frequentanswers to questions about the flippedclassroom.

What are the synonyms of the flippedclassroom?

What are the advantages of the flippedclassroom?

What are the disadvantages of theflipped classroom?

Which flipped classroom activities doyou use in your practice?

Which flipped classroom activities arethe most effective in your practice?

Videos with exercises solved andexplainedReal-life assignmentsPractice and answering studentsquestions about what they haven'tunderstoodGamesProject work

Students do not like to learn inadvanceReading textsGiving only written instructions forthe work at homeLessons on YouTubeNew material that is not connectedwith students previous knowledge

Stop controlling your studentsStep aside and allow the students tolearn from each otherBegin with one or two lessons andevaluate the results as you goCarefully plan all the tasksFocus on creating engagement andthen look at structures that cansupport this

EdPuzzleLiveworksheetsVideos recorded by a teacherQuizzizzNearpodPadletCanvaFlipgridLoomScreencast-O-MaticKahoot

Which flipped classroom activities arethe least effective in your practice?

What is your advice to other teacherswhen implementing the flippedclassroom in your practice?

What are the best tools and apps for theflipped classroom? (The list below isfrom the most frequent to the leastfrequent answer.)

Problem Solutions

Before watching the video, the teacher should prepare a problemsolving activity to be done in class. This will help students understandthe type of activity they will be given after watching the video. Prepare a worksheet which the students must complete whilewatching the video.

Note: The problem-based activities need to highlight how important it is towatch the video in advance.

How can Iensure thatstudentsactually watchthe videos?

I don’t knowhow to makevideos, and Ido not havetheequipment.

I think thatthe flippedclassroom isappropriateonly forstudents inhigher grades.

This is one of the most frequent concerns, which has been disprovenby research. From the three proposed models of a flipped classroom(Moon, Mars, Jupiter) select a combination which will work in yourteaching practice. Start with activities which are appropriate for lessautonomous students, gradually include activities which requiremore autonomy from your students. The flipped classroom is aprocess. If your students are less autonomous today, it does not meanthey will remain like this throughout the school year.

If you start with perfection in mind, it will paralyse your creativeprocess and you will struggle to begin.Remember, the goal of creating video content is not to create theperfect video, it is to create a video that teaches something.Equipment can be very basic like your webcam and you can alwaysuse free online software. More important than the equipment is tohave a growth mindset and learn from your mistakes and the wholeprocess.

Can I assignmore videosto mystudents?

Yes, but not more than 15 minutes at once. You can for instanceassign 3 videos, 5 minutes each. Keep in mind that students have tocomplete activities and not just watch the videos. Also, some studentswill need more time to watch the video(s) because they will stop,pause and re-watch some parts.

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Note that on the list above, videos madeby teachers are in third place! Studentstrust their teachers. Sooner or laterteachers become aware of that.Combining this with the time used tofind the best external learning resourceshas led teachers to realise recordingtheir own videos is often the bestanswer in a flipped classroom. Whenteachers come to this conclusion ontheir own they eagerly start recordingtheir own videos. But if we say to themthat in the flipped classroom it isexpected from the teacher to recordtheir own video lessons, teachers arereluctant and feel a great deal ofresistance toward the flipped classroom.

Implementation of the flippedclassroom comes with many dilemmas.In the table below you can find answersto the most common questions teachershave. For more inspiration on how toimplement the flipped classroom seethe following chapters. We will showthree different approaches to theimplementation of the flippedclassroom. Choose your owncombination with respect to yourcurrent professional developmentphase, digital competence, motivation,and students’ needs.

Table 3. Problems and solutions to dilemmas in the flipped classroom

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Table 3. Problems and solutions to dilemmas in the flipped classroom.

Problem Solutions

Read this handbook carefully and choose the right model for yourstudents. The lesson design is crucial in the flipped classroom. Bear inmind that a video has to be an integral part of the learningexperience. Strongly connected with learning activities is the use ofvideo. Lesson plans need to include video in such a way thatunderstanding the topic without learning from the material in a videois difficult. Rome was not built in a day. Your students will need some time toadapt to the flipped model. Persist and give students enough time toget used to it.

My studentsdo not likewatching thevideos.

What licensedo I need touse videos?Are there anylegalrequirements?

Can I usedifferentMOOCplatforms likeUdemy orCoursera?

Sure. All open educational resources are useful in flipped learning.Combine open educational resources with your own videos. Do notuse external videos as the most frequent way of flipped learning.Since MOOC platforms provide structured courses, you will probablyuse only one or two videos from the whole course.

Always cite the resource. Since education is a non-commercial activityyou can use all open resources. If the resource requires a payment orsubscription, you cannot use it without paying. You must use a lawfulcopy of the works (e.g. a movie you purchased legitimately).When creating a video you have the right as the creator to have yourwork protected with copyright. You can also give your own content aCreative Commons license.

?!

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To gain a better understanding of how flipped learning has been adopted so far inTextile, Clothing and Fashion education, we conducted a review of the availableliterature on this subject. The research was conducted in renowned journaldatabases: Scopus, IEEE-Xplore, Science Direct, Scholar.

A total of 30 articles were found in this first stage of the research. Two researchersseparately analysed the title, the abstract and the keywords of each article toidentify the relevant ones, according to the inclusion/exclusion criteria presented intable below.

Scientific journals and conferencepapers

The paper discusses a case studyrelated to the adoption of theflipped learning methodology inthe fashion/textile educationaldomain

INCLUSION CRITERIA EXCLUSION CRITERIA

Table 4. Inclusion and exclusion criteria

The paper is not in English

The paper is a systematic mappingstudy or a systematic literaturereview

Articles are the same but from adifferent journal database

The paper is not available forreading or download

1.6 LITERATURE REVIEW OFTHE FLIPPED CLASSROOM IN

FASHION EDUCATION

Based on the literature review, it is clear that The Flipped Classroom methodology isincreasingly being used in courses and education levels of any kind. However, ourresearch has underlined that there is a limited number of studies in which thismethod has been applied to in the subjects related to Textile, Clothing and Fashioneducation.

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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.

Gupta (2020)

STUDY SUBJECT OF THE COURSE

Table 5. Courses where the Flipped Classroom was applied

Fashion Design

Designing and creating skirtDesigning and creating trousers

Visual merchandising courseBrand management course

It is interesting to note that the types of subjects vary in a significant way, goingfrom very basic and theoretical ones to more specific and practical. The meaningbehind this is that it is a very flexible method, adaptable to several different courseswith different results.

Another significant observation is the one regarding the type of students. Theaddressed target of students for each study is presented in the table below.

Akuamoah-Boateng & Essel (2021) Textile weaving class

Chatelain (2019) Introductory apparel

Dixon (2018) Apparel Construction andEvaluation 1

Dove (2020)

Hasty (2015)

Prototyping of complex shapes ofclothes

Clothing Brand Identification

Jiang (2017) Computer Aided Clothing Drawing

Lavelle (2018) Management and Control of Textileand Apparel Systems course

Nikitina et al (2021)

Tao (2019)

Clothing Design

New Technology of ApparelDigitalization

Ting (2019)

Zhang & Zhang (2019)

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High school

EDUCATION LEVEL REFERENCES

Table 6. Studies divided according to target students

Akuamoah-Boateng & Essel (2021)

Zhang & Zhang (2019)

Dove (2020), Tao (2019), and Ting(2019)

It is clear that the methodology hasbeen applied at a university level in mostof the studies examined. There is justone case in high school and at the post-college degree level, and three cases inprofessional courses.

Of course, the application at a highschool level, or lower, could beproblematic considering a certaindegree of autonomy and self-disciplineis required, which could be difficult toask in underage students. As observedby Chatelain (2019), it would be helpfulto provide students with an incentive toprepare for class. Regarding the technological tools usedin the flipped classes, in most casesvideo lessons were the preferredmethod to prepare the lectures that thestudents were going to watch beforeclass. In most cases, the video lessonswere uploaded on the officialinstitution’s website to make them easilyavailable to everyone.

The videos were often integrated withother materials or resources like blogs,audio recordings, interactive exercises,wikis, studies, but also paper versionsdistributed in class.

Forums were used to improve students’interaction and facilitate the exchangeof ideas and improve peer learning.

University Gupta (2020), Chatelain (2019),Dixon (2018), Hasty (2015), Jiang(2017), Lavelle (2018), and Nikitina etal (2021)

Professional courses

Post-college degree (master orsimilar)

Gupta (2020) used video lessons also asvideo demonstration of practicalaspects of the course. For example,video can be used to show how to set asewing machine and explain its parts orhow stitches should be made.

Dixon (2018) mentioned the use ofBlackboard, a learning managementsystem, to match the course scheduleand help the students organise the dailyobjectives and related materials for theself-study part of the class. Also, Zhang& Zhang (2017) mentioned the use of anexisting teaching platform previouslyused by the institution in their courses.

In at least one study (Nikitina et al, 2019),Moodle was previously used with thetraditional method of teaching, and itwas also the platform where the FlippedClassroom was implemented. It waspossible to analyse the statistics pre-and post- implementation, making acomparison between the two methods.

It is important to note that manycourses listed request to developpractical skills or IT knowledge appliedin fashion.

This means that in addition to thetechnical tools typical of the FlippedClassroom Method (devices to watchvideo lessons, computers to useresources online, etc.), other tools and

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Benefits and risks of adoptingFlipped Learning on Fashion,Textile and Clothing Education

In the studies analysed, several benefitsof the Flipped Classroom method wereobserved. The most common one is thatmany students gave good feedbackabout the new method, especially thepossibility to watch and re-watch thevideo lessons as many times as theyneeded, and the class activities wherethe interaction with others, groupexercises and simulations.

An exception was Chatelain (2019)where the teacher flipped the entirecourse at first, but the students, whileliking the hands-on activities and theprojects, did not like the online lecturesand preferred traditional in-classlectures. This pushed the teacher toadopt a hybrid approach, flipping onlysome parts of the course, resulting inbetter feedback from the students.

equipment were required like:mannequins, sewing machines, dress-forms, fabrics, sketch books, a loom, andso on.

All articles that, usually, are availableonly during classes and, often, need aninstructor to learn at least the basis.

Also, for some courses, like “Computer-Aided Clothing Drawing” (Jiang, 2017),dedicated software, like Coreldraw,Photoshop and Illustrator, were needed,because the entire course focused onlearning their use.

In at least one case (Hasty, 2015), theteacher decided to teach one coursewith a technological aid, and the otherwithout a technological aid. In thissecond case, the flipping was realisedby assigning reading materials from atextbook or journal article and then,completing a worksheet. This is an interesting comparison andallowed the researcher to understand ifa flipped classroom in the absence oftechnological support can work as well,and what the feedback was.

Overall, as observed Dove (2020), “videopresentations allowed students to needless 1-1 assistance and being able tocomplete the tasks with a sense ofsatisfaction. [...] Students were able toachieve high results, not only in thelearning curve but also their level ofcreativity”.

One of the aspects recognised by theteachers is the positive learningenvironment in class, thanks to practicalactivities and group work that improvedproblem-solving and social skills,making learning more fun for studentsand even the teachers themselves.

Besides that, the possibility for teachersto watch activities in class gave themthe chance to intervene in case of theneed of a more personal and directapproach, to correct or help thosestudents who showed difficulties.

Regarding the final performance ofstudents, in many studies the statisticsabout the final exams or tests showedan overall improvement. However,Lavelle (2018) observed that “Statisticallythe flipped course was indifferent fromthe previous course structure as judgedby a common final exam and studentcourse evaluations”, even if “studentsenjoyed the teamwork and groupdiscussion of the Friday sessions, andoverall thought this was an excellentcourse”.

The many potential benefits of theFlipped Learning approach should notovershadow the inevitable risks that thisnew method could entail. The mainpossible issue is given by the difficultiesto adapt to this new method for bothstudents and teachers.

For example, as observed by Chatelain(2019), where students did not like the“online lectures that they were requiredto watch”, if students do not prepare forlessons prior to class, the entire flippedclassroom idea falls apart.

Uncooperative students risk being leftbehind. One solution to this would be tofind incentives to encourage students toprepare for class.

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At the same time, this approach needs avery accurate preparation by theteacher, not just on the materials, butalso about how the method works andsome creativity on how to adapt theconcept of Flipped Learning to thesubject taught. Activities need constantadjustment because it is true thatmaterials prepared can be reused overand over again, but they should also beconstantly updated and improved.

Drivers/barriers to the adoptionof Flipped Learning in Textile,Clothing and Fashion education

The main point in all studies examinedwas to find an alternative method ofteaching Fashion and Textile subjects toimprove the overall quality of coursesand learning efficiency of students.

The Flipped Classroom method isstrongly learner-centred. It focuses onself-study and autonomy, on one side,and cooperation, and hands-on andpractical learning, on the other. Thecontinuous hands-on approach broughta visible improvement in criticalthinking.

Students are put in a situation wherethey can constantly improvethemselves, not just by having thechance to watch the video-lessons, orother materials, as many times as theywant, but also thanks to the constantopportunity to apply what they learnedin class, with other students and theteacher always available to correct andguide.

Another reason for the adoption of thismethod is that many researchers haveobserved that the teaching experienceis much more enjoyable for theteachers, with an improved efficiencyand effectiveness.

One observation was made, where theteacher noticed a reduced time in classfor the classic

explanation/demonstration, with moretime dedicated to apply the techniquesin a group assignment or practicalexercises, with beneficial effects on the students (Dixon, 2018). In this way thereal focus in class is on skilldevelopment, with the assistance of theinstructor that can immediately addressall students doubts and needs.

One important point is the flexibility ofthis method. As we pointed out, FlippedLearning was used in very differentsubjects related to the Textile andClothing industry.

In a study by Nikitina et al (2021),flexibility was emphasised as a keyadvantage, as students were able toaccess course material always, nomatter the time of day. If studentsmissed a key point in a lecture, ormissed a week of classes due to illness,they could log on and learn at theirconvenience.

Some of the examined studieshighlighted that the use of a FlippedClassroom may entail difficulties thatcould prevent its implementation.

Flipped Learning has been applied inmost cases with the support oftechnology. This means that its use ismostly bound to the use of IT and it isassumed that each student hascomplete and efficient access to adevice and internet connection. This is aproblem that is most relevant in a studyby Akuamoah-Boateng & Essel (2021),where the method was applied in a highschool class in Ghana, where theavailability of devices, electricity andinternet connection could be a problem,in particular in homes. This was mostlysolved thanks to the presence, in school,of a ITC Laboratory, where all studentswere able to use computers.

This aspect could be a problem not justin third-world countries, but also inareas of EU countries where internetconnection is poor.

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The same problem is pointed out byLavelle (2018) where it is indicated thatwe should not assume that “eachstudent has access to a connecteddevice such as a computer, tablet orsmartphone”. Beside this, the digitalliteracy of the target should beconsidered in some situations.

Another possible barrier could be thefact that re-organising a course with aFlipped Classroom method is time-consuming and labour intensive forteachers, adding up to the classes heldevery week.

To this aspect is related the fact thatmaterials should be prepared in thebest way possible, with videos thatcannot reflect the same method and

duration of a frontal lecture. Videolessons should be adapted andintegrate other resources to keep thelevel of attention as high as possible.

Students’ responses could be anotherbarrier to implementation. As examinedbefore, the refusal to prepare for thelesson before class could impair theFlipped Classroom method. In the sameway, a lack of motivation and discipline,and a refusal to accept change (fromboth students and teachers) couldprevent its use.

Finally, one more problem to the use ofa Flipped Learning method with the aidof technology could be the constantpresence of technical issues andglitches, as pointed out by Gupta (2020).

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C H A P T E R

HOW TO FLIP YOURCLASSROOM

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We prepared three ways of flipping aclassroom called: Moon, Mars, andJupiter. The complexity raises fromMoon to Jupiter. The three ways will helpyou and your students becomeaccustomed to a flipped classroomgradually in order to prevent technologyoverwhelming you. The three waysconsider your and your studentspsychological safety when going out ofyour comfort zone. We have seen manycases in which an ambitious teacherwanted to implement a flippedclassroom all at once with a bundle ofdigital tools and gamification elements.Their good intentions resulted in theburn-out of the teacher andunmotivated students, all because theywanted too much at once.

Moon, Mars and Jupiter are in factadvancing levels. Going to Mars meansinvolving all the Moon elements, goingto Jupiter means involving all the Moonand Mars elements. The journey fromthe Moon to Jupiter raises not only thecomplexity of lessons and level oflearning but also in changing the role ofthe teacher.

Moon, Mars and Jupiter, on the otherhand, do not limit you in any way. If youalready use the flipped classroom inyour teaching practice, you can freelyjump directly into Jupiter. An importantthing to note is that Moon, Mars, andJupiter are models similar to theconcept of ideal gas in chemistry - theydo not exist. They rather represent astarting point for a teacher to thinkabout the flipped classroom in theirteaching practice. There are no bestflipped classroom models here. It is upto each teacher to find the best solutiongiven the profile of the students andeach teacher’s professionaldevelopment stage.

“WHEN YOU FLIP YOURCLASSROOM NOT EVERY

SUBJECT NEEDS TO BE IN THISFORM OF LEARNING. BEGIN

WITH ONE OR TWO LESSONSAND EVALUATE THE RESULTS AS

YOU GO.”

Quote by anonymous teacher fromthe 11th Pan-European Conference onDigital Education: Flipped Classroom.

Technology

Non-technological flipped activities

Table 7. Characteristics of different types of flipped classroom features and models

FEATURE JUPITERMARSMOON

Other digital tools

Teacher actions

Student actions

Studentcollaboration

Bloom’s TaxonomyBackground

Open resourcesvideos

Reading

Presentation tools,search engines

Tutoring

Forming questions,answering questions

Pairs and smallgroups guidedwith questions

Remember,understand, apply

Screen recordingvideos

Interviews

Collaboratingdigital tools, quizzes

Moderatingdiscussions

Problem solving,discussing

Pairs and smallgroups guided witha set of instructions

Apply, analyse,evaluate

Teacher / studentson the screen video

Field work

Games, contentcreation tools suchas e-books, videos

In-class activities Worksheets Structured discussions,posters, tasks

Problem-basedactivities

Encouraging self-initiative and

inquiry, gamification

Designing,experimenting

Pairs, small groupsand the whole

class creating newmaterial

Analyse, evaluate,create

“IT'S LIKE FACING LEARNING AND EXPERIENCING IT UPSIDEDOWN. IT’S LEARNING THE OTHER WAY ROUND- BEGINNING

WITHIN A GROUP NOT INDIVIDUAL. IT’S LEARNING IN AREFRESHING 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-EuropeanConference on Digital Education: Flipped Classroom.

31-

3-32-

C H A P T E R

MOON FLIPPEDCLASSROOM

Definition: The Moon Flipped Classroom uses external digital and non-digitallearning material as pre-class preparation followed by highly structured in-classactivities.

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3.1 MOON FLIPPEDCLASSROOM STEP-BY-STEP

STEP 1Design a flipped lesson

with a strong connectionbetween pre-class and in-

class activities

STEP 2Choose your video

STEP 3Teach your students how to

follow a video

STEP 5Classroom activities

STEP 4Introduce home activities

to your students

Figure 4. Visualisation of the Moon Flipped Classroom.

teach your students how tofollow a videopre-class and in-class activitiesare strongly connected

Sources of success:

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Design a flipped lesson with astrong connection between pre-class and in-class activities

Simply assigning students videos towatch is not enough for a flippedclassroom to be successful. Studentstend to perceive videos as supplementalmaterial and they often do not realise itis actually part of the curriculum. Also,giving only written instructions for theirhomework is not effective for the samereason. Establishing a strong andevident connection between home andclass activities will design an integrallearning experience in which studentswill see a desirable meaning.

Choose your video wisely

Most teachers teach multiple topics inone lecture, which is fine for live settings.In a flipped classroom there is a goldenrule that we teach one and only onetopic in a video. The attention span whilewatching videos is much shorter. Byintroducing more topics in one video wecreate confusion and decreaseinformation retention.

CLASS ACTIVITIESHOME ACTIVITIES

Figure 5. The connection between home and class activities is crucial to the success of the flipped classroom.

KNOWLE

DGE

RIVER

LEARNING EXPERIENCE

The length of a video is also important.Flipped classroom experts recommendvideos be a maximum of 15 minutes,preferably under 10 minutes (Bergmann& Sams, 2012). Longer videos decreaseattention. If you have a long or fulllength video, choose 10 minutes fromthe video and assign students only a 10minute interval within the whole videoto watch.

Think also about the content of thevideo. Introducing a new topic with avideo does not seem to be the rightchoice. Students hardly understand newtopics from a video and they havedifficulties making connections withexisting knowledge. Choose a topic thatis already familiar to your students.

“FLIPPED CLASSROOMS ARENOT AS EFFECTIVE WHEN THE

STUDENTS FIRST LEARN ABOUTA NEW SUBJECT AT HOME,

ESPECIALLY NOT ONLINE, ANDTHEN HAVE DISCUSSIONS ON IT

IN CLASS.”

Quote by anonymous teacher fromthe 11th Pan-European Conference onDigital Education: Flipped Classroom.

“THE MOST PRACTICAL VIDEOS ARE THE VIDEOS WITH EXERCISES SOLVEDAND EXPLAINED BY OTHER STUDENTS OF MY STUDENTS' AGE OR BY

OTHER TEACHERS. THEY CAN BE RESUMED OR STOPPED DURING THEPRESENTATION TO PROVIDE ADDITIONAL EXPLANATIONS.”

Quote by anonymous teacher from the 11th Pan-European Conference on DigitalEducation: Flipped Classroom.

UNDERSTAND APPLYKNOWLEDGE EVALUATE CREATEANALYZE

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Prepare worksheets for yourstudents

Flipping your classroom is not a newexperience only for you. It is a newexperience also for your students. At thebeginning they will not be used to thiskind of work so they will need a littlehelp from your side. In the Moon modelof the flipped classroom we recommendworksheets for your students in order togive them structure for their homeactivities. They will follow the videoseasier with a worksheet in front of them.

The best way is to create your ownworksheets, but you can also use someexisting worksheets fromLiveworksheets. Liveworksheets allowsyou to transform your traditionalprintable worksheets (doc, pdf, jpg...)into interactive online exercises withself-correction. Students can do theworksheets online and send theiranswers to the teacher.

Figure 6. Examples Of Bloom’s Taxonomy Power Verbs. Source:https://www.teachthought.com/critical-thinking/249-blooms-taxonomy-verbs-for-critical-

thinking/

An alternative to worksheets is quizzes.Obviously, worksheets and quizzes caninclude questions. Here we have in mindquestions in the form of open questions.The idea is to assign a particular video tothe students and give them no morethan 3 to 4 accompanying questions asa source of brainstorming and learningfrom the video. When designing these 3to 4 questions it is important to have inmind Bloom's taxonomy (1956) anddesign questions which reflect differentlevels of educational goals. If we focusour questions only on one level, studentswill be limited with their thinking aboutthe topic.

1 2 3 4 5 6

Define,

Identify,

Describe,

Recognize,

Tell,

Explain,

Recite,

Memorize,

Ilustrate,

Quote

Summarise,

Interpret,

Classify,

Compare,

Contrast,

Infer,

Relate,

Extract,

Paraphrase,

Cite

Solve,

Change,

Relate,

Complete,

Use,

Sketch,

Teach,

Articulate,

Discover,

Transfer

Contrast,

Connect,

Relate,

Devise,

Correlate,

Illustrate,

Distill,

Conclude,

Categorise,

Take Apart

Criticise,

Reframe,

Judge,

Defend,

Appraise,

Value,

Prioritise,

Plan,

Grade,

Evaluate

Design,

Modify,

Role-Play,

Develop,

Rewrite,

Pivot,

Create,

Collaborate,

Invent,

Write

Figure 6 is a reminder about Bloom'staxonomy with verbs you can use whenforming the questions.

Quizzes are also popular amongstudents. Like worksheets, you candevelop your own quiz as a simple worddocument or use existing platformssuch as Kahoot, Quizlet, etc.

When students become moreautonomous, you can skip worksheetsand ask them only to take notes usingthe Cornell note taking method (seebelow on page 38). When first starting toimplement a flipped classroom we usemethods which require a low degree ofautonomy from students. Later, weintroduce less structured methodswhere students have to be moreautonomous.

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Figure 7. Students engage with accompanying learning material when watching thevideo.

Arrange the accompanying methods for following the video from thosemethods which require a low degree of autonomy to those which require ahigh degree of autonomy.

METHODS: WORKSHEETS, NOTE TAKING, QUIZZES, ANSWERING OPENQUESTIONS.

Low degree ofself-autonomyrequired

High degree ofself-autonomy

required

Introduce home activities to yourstudents

Use at least 5 minutes to explain homeactivities to your students. By explainingall the activities, including theirpurposes and goals, you make them anintegral part of the learning process. Youcan also explain to the students theactivities which will follow next time inthe classroom so they will understandwhy it is so important to watch thevideos at home and complete theassigned activities.

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Teach your students to follow avideo

So important, but often omitted. In acentury of digital nomads you mightthink following a video is obvious to yourstudents, but it is not. Students watchTik-Tok videos and Instagram postswhich is far from intensive learning.There is a difference between passivelywatching something for entertainmentand engaging or interacting with aninstructional video. Students have tolearn how to watch educational videos.We need to explicitly teach students tolearn from videos. Devote a specialsession on learning from videos beforeimplementing the flipped classroom.

Before watching a video get yourlearning space ready. Turn off anydevices, and remove distractions tobecome more focused on learning.Especially avoid social media, tv andphone notifications. Prepare a notebookto engage your brain in active learning.If you just passively watch the video,your brain will reluctantly follow and youwill not retain much information. Takingnotes helps your brain buildconnections.

During the video, pause and rewind.Pause to take notes or digest what youheard. Rewind when you do notunderstand something. To increasecomprehension, re-watch the video.New information needs time to sink in.Therefore, watching the content once ortwice more will help you understand itbetter. Bergmann & Sams (2012)recommend the Cornell note takingmethod. Draw a line a couplecentimetres from the bottom of thepage. Then draw another line a couple ofcentimetres from the left side, to createthree boxes. The largest section you useto take notes however you would like.The smaller left portion is for shortreminders on what to specifically studylater. The bottom section is where youwrite a summary of what you learned.

After the video, review your notesimmediately. Engage in activitiesassigned by your teacher either after orwhile watching the video. Writequestions for your teacher.

BEFORE

Remove distractions,prepare a notebook

DURING

Pause and rewind, take notes

AFTER

Review your notes,prepare questions

Figure 8. Tips on learning from videos.

TIPS ON LEARNING FROMVIDEOS

Write down key thingsand do not overdo it by

trying to write everydetail in the video.

Draw and visualise, usecolours.

NOTE TAKING TIPS

Use symbols andabbreviations.

Figure 9. Notetaking tips.

A little bit about the Cornell note takingmethod. A student divides the page intothree areas as shown below in Figure 10:two columns with a row across thebottom. The right column is the NoteTaking Area. Take notes which arebetween 5 and 10 words in length. Userecognisable abbreviations and symbols.Write down important concepts, ideas,persons, formulas and graphs in theright-hand column. The left columnrepresents the Cue Column. In the CueColumn write your questions, learninginsights and ideas you get during yourlearning session. The bottom fewcentimetres of each page is reserved fora summary. Summarising the notes inthe bottom row helps you to consolidateyour understanding. This is best doneimmediately after the learning session.This also helps identify gaps inknowledge where students need furtherreview or learning.

Write questions for yourteacher. Figure 10. Cornell note taking method.

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CU

E C

OLU

MN

SUMMARIES

6,4 cm 15,2 cm

NOTE TAKING AREA

5 cm

28 c

m

21,6 cm

Classroom activities

Using the Moon Flipped Classroommodel is the simplest way to flippingyour classroom and developingclassroom activities. Prepare worksheetsand templates using one of theplatforms previously mentioned. Thisway you can devote your in-class time totutoring your students, and to practicalwork and exercises. Minimise your timefor lecturing.

Check in the resources chapter on page92 to get teaching ideas for classroomactivities.

The most important part of classroomtime is to connect home activities withclassroom activities. Never assign ahome activity to students withoutdiscussing it during classroom time andconnecting it with the activities in theclassroom. Students will start toquestion the purpose of watching thevideos at home if you explain andlecture everything in the classroom.They will start deciding when they haveto watch a video at home and whenthey do not have to. To overcome thispossible issue, you might start with anopening activity by asking studentsabout what they learned at home. Youcan also start directly with worksheets. The worksheets should encouragestudents to use the knowledge theyattained from their home activities. Thiswill help students comprehend thetopics in the learning process.

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“I USE DOCUMENTATION SHEETS AND PRACTICAL WORKSHEETS THATSTUDENTS RECEIVE AS HOMEWORK, THEN IN THE CLASSROOM WE USE

THEIR INDEPENDENT OR TEAM WORK, FROM HOME TO FORM ANDDEVELOP SKILLS.”

Quote by anonymous teacher from the 11th Pan-European Conference on DigitalEducation: Flipped Classroom.

Low technology activities in aflipped classroom

When discussing the flipped classroomapproach, we might get the feeling thatit is only about using videos as asupplement for classroom lecturing. Wecould not be more wrong. Flipping isabout putting more interaction into theclassroom by learning the mainconcepts outside the classroom.Reading, field work, study visits,interviews, etc. can all be part of theflipped classroom. When these activitiesare properly introduced into thelearning process, students understandthem as being integral to the learningprocess and not just something withoutvalue.

In the Moon model we recommendreading activities or field work. Other lowtechnology activities are moreappropriate in the Mars and Jupitermodels of the flipped classroom.

When we assign reading as a flippedclassroom activity, follow the sameprocess as described above. Chooseshort reading activities that last about 15minutes, prepare a worksheet to useduring reading, explain the worksheet toyour students, teach them how to readthe assignment, and also prepareworksheets for the classroom activities.

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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 tostudents?

Is the video a maximum of 15 minutes long (preferably under 10minutes)?

Is the video about one and only one topic?

CLASS ACTIVITIES

Have I prepared an opening activity in order to discuss thehome activities?Have I prepared a worksheet for class activities?

Have I planned to explain the connection between home andclass activities?

Figure 11. A Checklist to help you design a flipped classroom learning experience.

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3.2 MOON FLIPPEDCLASSROOM 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 homeand activities at school. They learn how to spot fake news, and develop critical thinkingskills.

Part 1As preparation for the class, students do online research about fake news, and they learnhow to spot this type of news. They create a checklist with criteria (a list of tips) forspotting fake news. Using these criteria, they find examples of fake news.

Part 2During 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 3As part of their work at home, students do online research and find real, truthful andsecure sources of information. They then create a final version of their poster and prepareand deliver an oral presentation. Students can also record an audio presentation abouttheir research and findings. Another option is to have the students prepare a videopresentation.

Why is this activity a good practice example? Students have more time for preparation and revision of their work – it encourages themto come to class prepared. It gives students more collaboration time in the classroomwhere they can learn from one another and consolidate or improve the knowledge theygained while learning at home. At home they can learn at their own pace and explore thesubject more in-depth. Teachers can ensure that students better understand conceptsthrough the use of practical applications.

MOON FLIPPED CLASSROOM: EXAMPLE 2

Source: IVOC, Instituut Voor Vorming En Onderzoek In De Confectie – Institut Pour LaRecherche 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 industrydevelopments? It seems impossible to keep up with the latest hard- and software,production processes and changing industrial standards. Why is that so, and who shoulddo something about it?

In Belgium, fashion teachers are taking matters into their own hands. They do that byworking together. They have created a network of teachers in clothing technology. Theseteachers exchange and compare their materials and insights with each other. They callon industry experts to help them fine-tune their resources and working methods. Theteachers themselves are proactive and find answers to questions by contactingprofessionals in the industry.

The Belgian sectoral training center for the clothing sector IVOC has been coordinatingthis collaboration between industry experts and teachers for some 15 years now. Morethan 200 teachers still participate.

The result is a library of quality training materials tailored to industry standards. Thematerials are all used intensively in the education of the students. The teachers decidewhich materials they can use based on their assignments and the needs of theirstudents.

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Figure 12. The number of teachers included in the network from the years 2008 to 2020.

20082009

20102011

20122013

20142015

20162017

20182019

2020

250 200 150 100

50 0

Reach of teachers in the instruction cards project (IVOC, 2021)

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Figure 13. Fashion teachers working together.

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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 usingteamwork. The teachers develop the learning material together. Later, they are able toincorporate the material in their own classrooms.

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 thecountries from which the languages they are learning originate. For example, if studentsare 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 1As preparation for the class, students do online research of their chosen cities and makenotes at home. They also do online research about signpost language and preparephrases they will be able to use for their oral presentations.

Part 2During a lesson students prepare the text/narration for the oral presentation and they aregiven time to practice their presentations. The teacher monitors their work, providesguidance and assistance, and gives feedback to the students.

Part 3At home, students record audio presentations (e.g. using vocaroo.com) and design adigital poster with a QR code of the audio recording (e.g. using Canva) about their chosencities.

Part 4At school students print their posters (they can also do this at home if possible) and setup 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' postersusing 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 cometo the classroom prepared with ideas and questions. Students can access multiplesources and this diversity can increase their comprehension of the subject. The activityalso encourages students’ creativity and enables them to choose and critically assess theinformation they will use for their presentations. It gives the teacher more time to spendwith each student. Students are active not only as learners, but also as peer-reviewerswhich gives them the opportunity to learn more, consolidate their knowledge and gainskills on providing feedback to their peers.

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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 theprimitives table. They learn how to calculate indefinite integrals and the formulas ofelementary function primitives through practical examples.

Part 1As preparation for the class, students watch a video that presents the linearity of theindefinite integral, the table of primitives of elementary functions, and some practicalexamples using formulas.

Part 2During the lesson, which can be online, in the classroom or in both arenas where half ofthe class is in the classroom and the other half attends class online from home, theteacher presents one of the formulas from the table on the board.Students work individually. Based on an example provided by the teacher, students verify3 formulas from the table. These formulas are from the video and are chosen by theteacher.Students then do the exercises from the first part of the worksheet. They are encouragedto ask questions and seek additional information that will help them understand thetopic and exercises better. The teacher provides support and gives additionalexplanations and clarifications.

Part 3As individual work, students do the exercises from the second part of the worksheet andthen 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 explanationsand individual work (calculating tasks and a quiz). The explanation of the subject is givenfirstly in the video and later is also provided by the teacher, which strengthens thestudents understanding of the topic. When students watch or listen to the explanation athome (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 thenew knowledge they have gained during the lesson, they can get less frustrated withtheir homework. At home students can do the exercises at their own pace. During thelesson, students have the opportunity to ask additional questions and check directly withthe teacher if the exercises are done correctly. Due to the fact that students areacquainted with the topic before the lesson, they can ask questions and get immediatetargeted answers when they do not understand a new concept.

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4-47-

C H A P T E R

MARS FLIPPEDCLASSROOM

As attractive as the Moon flipped classroom is, it has onebig disadvantage. A lot of external resources are availablein English only, which can be a serious problem forstudents with low English language skills, special needsstudents, and students with low grades. Another majorconstraint is the use of too many external videos, whichcan result in a decline in students’ motivation to learn.Therefore, it is important to consider the number ofexternal resources within a given lesson.

The Mars flipped classroom model introduces screenrecording videos prepared by a teacher. As such, it allowsmore flexibility to teaching because the learning materialis tailor-made. The Mars model is especially effective whenteaching maths, physics, or in VET when teaching how tocook, sew, etc. In class, teachers explain procedures onlyonce. With the help of a video, students can rewind,forward, or stop the video until they understand theconcepts better.

The Mars flipped classroom model is an upgrade of theMoon flipped classroom model. Everything valid for theMoon model also applies to the Mars model.

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“FLIPPING SPEAKS THE LANGUAGE OF TODAY’S STUDENTS. FLIPPINGALLOWS FOR REAL DIFFERENTIATION. FLIPPING ALSO EDUCATES

PARENTS.”

Quote by anonymous teacher from the 11th Pan-European Conference on DigitalEducation: Flipped Classroom.

Definition: The Mars flipped classroom uses digital and non-digital learning materialmade by the teacher as a pre-class preparation, followed by semi-structured in-classactivities.

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4.1 MARS FLIPPEDCLASSROOM STEP-BY-STEP

STEP 1Design a Mars flipped

classroom lesson

STEP 2Make videos

STEP 3Prepare pre-class and in-

class activities

STEP 5Evaluate and reflect

STEP 4Deliver your plan and be

persistent

Figure 15. Visualisation of the Mars Flipped Classroom.

help students to extractconclusions out of the videospromote a growth mindset byshowing different learningstrategies

Sources of success:

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Design a Mars flipped classroomlesson

Moving from the Moon model, not onlydo you now have scientific evidence, butyou also have your own experienceregarding how important it is to connectvideo, pre-class activities, and in-classactivities to each other. By doing so, youdesign a holistic learning experiencewhich students can digest in ameaningful manner.

The Mars flipped classroom anticipateshigher Bloom’s taxonomy levels, namely,apply, analyse, and evaluate. Lessondesign follows accordingly to higherBloom’s levels. Activities require openquestions such as how, compare, reflect.The teacher prepares problem solvingtasks. Class time is devoted todiscussions which are skilfullymoderated by the teacher. Class timealso involves practicing new skills.

Making videos

For the Mars flipped classroom you willneed a presentation, microphone andscreen recording software. These videosare digital video recordings of yourcomputer screen and usually includeaudio narration. The screen recordercaptures everything you show on yourcomputer, including voice, annotationsand slides. There are many free screenrecording applications on the marketsuch as Screencast-O-Matic, Loom, etc.(More apps can be found in the table ofresources on page 92.)

narrow topiconly one topic per videoexplain what the video is about, andgo straight to the topic,the maximum length of a video is 10minutes, for younger students 4 to 6minutes

Not all content is appropriate forscreencast videos. The best content isshort instructional videos that focus onteaching a single, narrow topic.Synonyms for these types of videos aretutorials and how-to videos. Theyrepresent a go-to instructional methodfor teaching a process or providing step-by-step instructions. Students benefitbecause they can watch the video asmany times as they want until they fullycomprehend the process.

The simplest way to prepare apresentation is to record a video byusing screencast software. Start here ifyou are a beginner. Later with practiceyou can upgrade. Some platforms, suchas Edpuzzle, allow you to combine yourcontent with the platform’s video libraryin order to meet the needs of yourstudents.

When preparing a narrow topic, thevideo should be no longer than 10minutes. Before recording, a scriptshould be written. A script, even asimple one, will help you be efficientwith what you say, saving you and yourstudents time. You are also far less likelyto forget something.

Characteristics of a good video:

“THE MOST PRACTICAL VIDEOS ARE THE VIDEOS WITH EXERCISES SOLVEDAND EXPLAINED BY OTHER STUDENTS OF MY STUDENTS' AGE OR BY

OTHER TEACHERS. THEY CAN BE RESUMED OR STOPPED DURING THEPRESENTATION TO PROVIDE ADDITIONAL EXPLANATIONS.”

Quote by anonymous teacher from the 11th Pan-European Conference on DigitalEducation: Flipped Classroom.

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Prepare pre-class and in-classactivities

In contrast to the Moon flippedclassroom model, the Mars flippedclassroom model learning activities canbe semi-structured if students arealready used to the flipping model. Ifnot, stick to fully structured material.

Teachers usually give students onlineresearch tasks or questions as anaccompanying activity to videos. Do notlimit yourself with a narrow selection ofactivities. After watching the videos,students can interview people(recommended in pairs in order toreduce anxiety), try field work, prepare achecklist followed by makingobservations, or conduct company visits.

Problem-based in-class activities requireskilful moderation by using coachingand socratic questions in order to sparkthinking. See the table below forresources you can use when thinkingabout how to structure in-class activities.Methods will bring participatory learningand collaboration into your class.

Edward deBonothinking tools

Participatorylearningmethods

Socraticquestioning

Coachingquestions

METHODS SOURCE

https://www.cortthinking.com/

https://www.artofhosting.org/

http://problemsolving.engin.umi

ch.edu/strategy/cthinking.htm

https://www.edutopia.org/sites/default/files/resources/edut

opia-stw-replicatingpbl-21stcacad-reflection-questions.pdf

Table 8. Use interactive methods for in-class activities

Deliver your plan and bepersistent

Your students will probably need sometime to adjust to a flipped model. Maybethey will even rebel at the beginning.Help them to see the value of video inlearning. Promote a growth mindset inyour classroom by testing and showingdifferent learning strategies.

If students do not comprehendsomething or make a mistake, avoidlabelling. Introduce a different learningstrategy instead. Students with a growthmindset seek out better feedback,persist for longer, cope better withtransitions and develop better self-regulation (Dweck, 2006). By promotinga growth mindset in your classroom youhelp your students to value effort,because they believe that they arecapable of learning more challengingthings.

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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. Avoidjudging either yourself or your students. Applying the 4F method will make yourreflection easier. 4F stands for Facts, Feelings, Findings, Future. Reflect from yourperspective and from the perspective of your students. Use a worksheet below foryour guided reflection.

What do I think about a new way ofteaching students? What should Ichange? What did not turn out tobe good? How will it be in thefuture?

Facts

Feelings

Findings

TEACHER PERSPECTIVE STUDENT PERSPECTIVE

Table 9. Worksheet with 4F reflection

What are students’ attitudestowards hard work? Do they skipclasses? How do students feelabout the flipped classroom? How persistent are they in using theflipped model? Which values andvirtues deserve our specialattention/should we focus on?

Facts

Feelings

Findings

Future Future

FIXED MINDSET

We have set doses of each quality.

There is a ceiling on how much we can

achieve.

Not succeeding right away signalsfailure.

If I have to try, I must not be good

enough.

Criticism is a sign of inadequacy.

GROWTH MINDSET

The hand we're dealt is only a startingpoint.

Our true potential is unknown and

unknowable.

Setbacks are ideal opportunities forgrowth.

Effort is what makes us smarter and

better.

Feedback is a powerful vehicle for self-growth.

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3.2 MARS FLIPPEDCLASSROOM 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 bythe teacher. At school and after the lesson, students consolidate their knowledge throughindividual and group work.

Part 1As preparation for the class students watch a video and video lesson about the Americancivil war that the teacher has created using Moviemaker and EdPuzzle. The video lessonis interactive since students have to answer questions in order to watch the video to theend.

Part 2During the lesson, the teacher first implements a short Kahoot quiz to check if thestudents have watched the video and gained knowledge about the American civil war.Group work follows where students address and discuss different topics related toAmerican history (e.g. the issue of slavery in America, the fate of the American Indians,the "gold rush", etc.).

Part 3The teacher creates a virtual Padlet board where students can ask additional questionsrelated to the topic of the lesson. The teacher provides answers, and provides informationabout additional educational material.

Why is this activity a good practice example? It encourages students to get engaged in learning through video, participate in individualand group work and come to class prepared. They can learn at their own pace at homeand they have the opportunity to check their knowledge on several occasions (while theyare watching the video, at the start and after the lesson). They can also learn throughgroup discussion with their peers. It gives the teacher the opportunity to prepare qualityand interactive educational material and also gives the teacher more time to addressdifferent topics in the classroom (that might not be addressed otherwise). Students canalso ask questions or seek extra help after the lesson.

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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 andanalysis of reliable sources of information. Students work in small groups and use IT toolsand skills to do online research and prepare a presentation.

Part 1As preparation for the class, students watch an online video tutorial prepared by theteacher. This tutorial includes instructions for the students’ work and learning process, aswell as basic information about the topic of the lesson. Each group of students (groupscan be formed by the teacher, students or a random draw) chooses one country in theEuro area for their research. They have to find 3 examples of different coin designs: themost popular coins in circulation, commemorative coins and low mintage coins. Thestudents analyse these designs, and find out their meaning and connection to thecountry. Using a shared platform (e.g. Microsoft Teams) each group has to prepare a shortPowerPoint presentation. Every presentation must include 4 elements: results of theonline research and examples of the coins, a brief explanation about the meaning of thecoins’ different designs, a reference to the sources of information and a reflection aboutthe results and also teamwork.

Part 2Each group presents their findings at school. Students are encouraged to ask othergroups questions about their work. They also have to complete a short questionnaireabout the pros and cons of the presentation and the learning/working process.

Part 3All presentations are published using an online tool like Padlet. Students are encouragedto comment and evaluate their own presentations; they are given guidelines that helpthem evaluate their work in a positive and constructive way. Critical positive thinking isencouraged. Every group of students also receives feedback from the teacher aboutdifferent aspects of their learning process and results: technical, research, teamwork andpresentation 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 andcommunication. They can come to the classroom prepared and equipped with specificknowledge. Students can also access multiple sources. This diversity can increase theircomprehension of the subject. The activity also enables them to choose and criticallyassess the information they will use for their presentations. It gives the teacher theopportunity to prepare quality and interactive educational material. The teacher also hasmore time to provide additional support and feedback to the students. Students areactive not only as learners, but also as peer-reviewers which gives them the opportunityto learn more, consolidate their knowledge and gain skills on providing feedback to theirpeers.

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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 ofindividuals, groups, and nations when addressing human rights violations and genocidalacts. They develop critical thinking related to propaganda, stereotypes and prejudices.

Part 1As preparation for the class, students watch a video about Holocaust Remembrance Dayprepared by the teacher. They think about the questions provided in advance by theteacher 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 youfind in these cartoons? 4. Compare this cartoon with the previous one. What happened before the call forviolence?5. Describe the restrictions a Jewish girl or boy faced on a daily basis during World WarTwo.6. Investigate what happened to the Jews in Denmark. 7. Do research on who the "Righteous Among the Nations" are.

Part 2During the lesson the students are divided into small groups. Each group discusses thequestions related to the videos (students can use draft versions of their answers) andprepare a final answer to each question together. They present their answers on Padlet.

Part 3At home, students do online research and present 2 cases of genocide present in theworld today. They need to investigate what has happened and what the internationalcommunity 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 andgroup work. This activity also encourages students to come to class equipped with newknowledge and prepared for discussion. They can learn at their own pace at home as wellas through group discussions with their peers. This gives them also the opportunity toreflect and discuss their own stereotypes and prejudices. The teacher can prepare qualityand interesting educational material on difficult topics. There is more time to address thetopic in-depth. In the classroom, students can ask additional questions and explore thetopic in greater detail with the teacher.

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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 withregard to (raw) materials used. Consistently, this is also the case for the effects of the useof products and what happens to end-of-life products. But transparency is often missingin non-circular business models. With this activity students raise their awareness of theimportance of transparency in the clothing industry.

Part 1At home students choose a random item of clothing and try to find out where the rawmaterials come from. The students should all work on the same item of clothing, forexample a red T-shirt, because they must cooperate with one another and experiencesmust be recognisable / meaningfully exchanged. This research can simply be done viathe internet and by looking up the item of clothing in web stores. Students then can thenlook for the origin of the raw materials used in the specifications of the product: whichmaterials are used, what is the composition of the fabrics, by whom and where are theymanufactured, how does the t-shirt get its red colour, which dyes were used, is it aboutsustainable materials, etc.

In many cases they will not find this information, unless they come across circularproducts. The most enterprising students will request the information from the seller viathe contact button or on the chat. The teacher might even encourage them to contactthe 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 andinclude it in the analyses.

In addition, students have to create either a digital or paper poster with their findings.

Part 2In the classroom students prepare a poster session in which they present their majorfindings. The teacher leads a discussion on the importance of transparency and itsconsequences. The students can also take part in discussion groups around the followingquestions:

Group no 1: What are the major problems of the fashion industry with regards tosustainability?Group no 2: Who is responsible for the sustainability of clothing and what are theiractions?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 possiblesolutions.

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Why is this activity a good practice example? Students not only raise their awareness of different aspects and consequences oftransparency, but they also experience, through their own research, that transparency is areal problem.

5-58-

C H A P T E R

JUPITER FLIPPEDCLASSROOM

From Mars we travel to the Jupiter flipped classroom model, in which students are themost active in learning. The emphasis is on creation of new materials prepared bystudents. By creating new materials, students master the highest Bloom’s taxonomylevels, namely analyse, evaluate, and create.

The role of the teacher in the Jupiter flipped classroom model encourages self-initiativeand inquiry. The Flipped model is combined with gamification, integrated learning andproject work. Videos are made by the teachers or students. We still want to keep itsimple 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 modeland having the teacher on screen under the Jupiter model? This is a legitimatequestion since the focus in the Mars model is on semi-structured activities, whereas inthe Jupiter model, the focus is on problem solving, designing, and experimentingactivities. The explanation is simple. Working with teachers has shown us that the pathout 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 withthemselves on the screen. This is not because of technology, but because of theirpsychological welfare. Technology is basically the same: web camera and microphone. Itcan even be a phone. But seeing yourself on video requires courage and anunderstanding that it is OK to make mistakes. Because of this, we put the videos ofteachers on screen in the Jupiter model. In addition, this allows teachers to developtheir skills gradually. We do not want teachers to feel that a flipped classroom issomething overwhelming and too difficult for them to use.

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Definition: The Jupiter flipped classroom uses digital and non-digital learningmaterial 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.

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5.1 JUPITER FLIPPEDCLASSROOM STEP-BY-STEP

STEP 1Design a Jupiter flipped

classroom lesson

STEP 2Make or delegate

videos

STEP 3Prepare innovation driven

in-class activities

STEP 5Guide student reflection

STEP 4Encourage creation

Figure 17. Visualisation of the Jupiter flipped classroom model.

focus on creating new materialby studentsupgrade your moderating andfacilitating skills

Sources of success:

“THE GREATEST BARRIERFOR ME IN FLIPPING THE

CLASSROOM WAS THEPROCESS OF THE

REIMAGINING OF TEACHINGAND LEARNING, TO BECOMEMORE LIKE A MODERATOR

THAN A TEACHER WHOONLY DELIVERS LECTURES.”

Quote by anonymous teacherfrom the 11th Pan-European

Conference on Digital Education:Flipped Classroom.

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markers and white boards (no powerpoint)a camera setup on a tripod (you canequally use your webcam ortelephone)a chair so she can lean forward andpress start, record, pause and gothrough the information at her ownpacea one take, simple video, and nopost-editing

Design a Jupiter flippedclassroom lesson

The Jupiter model is appropriate whenstudents and teachers have already hadvarious flipped classroom sessions. Thisis not because of technologicaldifficulties but because the Jupitermodel requires the greatest change in ateacher’s attitude. Teachers need tochange their mindset from teaching tofacilitating. Just a reminder that the useof technology can remain simple in theJupiter flipped model.

In designing your session, focus on thegoal that students will have to createsomething new like a text, video, model,item, software, book, etc. Allocateenough time and space for creation.Prepare open and well-definedproblems because closed problems leadto convergent thinking. Open problemsinspire divergent thinking, which lies atthe heart of creativity.

Because of the creation part of theJupiter flipped classroom model, itmight take several sessions to deliverthe activity. Keep that in mind duringthe planning stage.

Make or delegate videos

To gain confidence to be on screen,watch the video by Katie Gimbar, who isalso a teacher with a lack of time andmotivation for technology.

She uses:

Doing videos in such a way creates asimple template that students can alsouse, with their own resources, to maketheir own videos. In this way technologyserves you. The content, not thetechnology shines.

As we emphasised several times,external videos are not always a goodchoice because of language barriers,unsuitable length, inappropriateexamples, etc. Teachers’ own videolectures encompass all the necessarycomponents for changing the paradigmof teaching. Firstly, trust is built betweenteachers and students very early on. Inthe same way as students do not trust asubstitute teacher to deliver the correctinformation for success in yourclassroom, they will also not trustexternal content. Students are notconfident that an external resource willhighlight all the important informationto be a successful student in a certainsubject with a certain teacher. Creatingyour own videos incorporates that trust.Students know that the teacher took thetime to deliver information and contentthat they will need to know to pass thecourse. Accountability is the next factor.Creating your own videos holds youaccountable to your students, parents,and school leaders. Facial cues, eyecontact, and gesturing will help youpoint out the content you would likeyour students to especially pay attentionto. Speaking directly into the camera willengage students more. It is like havingthe whole front row seat in a classroom.

Figure 18. Simplicity of digital teaching.Source:https://www.youtube.com/watch?v=Icn8kMoH28Y

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Your videos will be more personalisedbecause you will use language that isfamiliar to your students. External videoresources use more technical language.Even if the language is in the students’mother tongue, the language of thevideo can be difficult to understand. Inyour own videos, you can point outwhen students have to pay specialattention to important information, youcan pose questions during videos anddiscuss them later in a classroom, andmake video content appropriate to yourstudents’ needs (Gimbar, 2011).

We do not want to turn you againstexternal videos. It is just important toknow that you are a valuable resourcefor your students. Recording your ownvideos allows you more flexibility in yourclassroom and teaching style. Becausethe students trust you, the informationis secure and credible when it comesfrom you.

Prepare innovative in-classactivities

In problem-based learning the teacherchooses an open problem and facilitatesstudents to come up with innovativesolutions. Ideally, a problem is a real-world situation that resemblessomething students may encounter intheir future careers or lives. The teacherfacilitates a process in which studentsare able to provide a well-constructedanswer in a tangible form. Students dofield research, tap into online resources,use their background knowledge, andask critical questions to brainstorm andpresent a solid solution. For example, aproblem-based learning project couldinvolve students pitching ideas andcreating their own plans to solve asocietal need. Students could workindependently or in a group toconceptualise, design, and launch theirinnovative product in front of classmatesand community leaders.

For a teacher, it is sometimes difficult tocome up with open problems. Werecommend teachers look into differentpublications on megatrends and futureissues to come up with relevantproblems. Megatrends are powerful,transformative forces that can changethe trajectory of the global economy byshifting the priorities of societies, drivinginnovation and redefining businessmodels. They have a meaningful impactnot just on how we live and how wespend money, but also on governmentpolicies and corporate strategies.

“I KNOW MY STUDENTS ANDTHEY KNOW ME -

THEREFORE THERE IS AKIND OF CONNECTION

ALREADY ESTABLISHED. IEXPLAIN THINGS TO THEM

IN DIFFERENT WAYS SOTHAT THEY CAN

UNDERSTAND THE LESSON.”

Quote by anonymous teacherfrom the 11th Pan-European

Conference on Digital Education:Flipped Classroom.

“STUDENTS ARE USED TOYOUR METHOD OF WORKAND YOUR VOICE. ONCE I

SENT THEM A VIDEO FROMANOTHER TEACHER. THE

STUDENTS ASKED ME:TEACHER, WHAT ARE WE

GOING TO LEARN TODAY?”

Quote by anonymous teacherfrom the 11th Pan-European

Conference on Digital Education:Flipped Classroom.

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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):

Figure 19. Global megatrends.

Demographic change: growing global population, ageing population,increasing migration streams, declining population in the west

Individualisation reaches a new stage: individualism as a globalphenomenon, changing relationships, complex biographies andidentities, from mass markets to micro markets

Changes in gender roles: breakdown of traditional gender roles,increasingly important role of women in the workplace, appreciation ofsocial skills, growing importance of a healthy work-life balance, newfamily structures and lifestyles

A new pattern of mobility: mobility increases worldwide, barriers tomobility increase, digital networking of traffic, new vehicle concepts,intelligent logistics solutions

Digital culture: digital technologies in all aspects of life, greaterdifferentiation between digital lifestyles, a new form of socialcommunication, 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 workingpractices, new managerial and organizational patterns, collaborativemethods of working, advances in automation

New consumption patterns: shifts in consumer spending and consumerpreferences, third world countries enjoying greater prosperity, catch-upconsumption in newly-industrialised countries, sustainable consumptionin the west (eco, bio, fair trade), change in buying habits, growingimportance of collaborative consumption.

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Encourage creation

The megatrends above can help you todesign problem-based activities for yourstudents in which you encourage themto analyse data, evaluate the content andcreate something new based on theirown research.

A design thinking process might helpyou in leading your students throughproblem-based learning. It takes severallogical phases in which studentsexperience all aspects of transformingproblems into solutions. Design Thinkingis an iterative process in which we seek tounderstand the user, challengeassumptions, and redefine problems inan attempt to identify alternativestrategies and solutions that might notbe instantly apparent with our initial levelof understanding. At the same time,design thinking provides a solution-based approach to solving problems. It isa way of thinking and working as well asa collection of hands-on methods (Brown& Katz, 2009).

The process is structured into five phases:discovery, interpretation, ideation,experimentation, and evolution. In thediscovery phase, the teacher presents achallenge to the students. The studentsdig deep into various aspects of thechallenge using internet resources, fieldwork, observation, and interviews in orderto understand the problem. In the nextphase, interpretation, the studentsgather together the information theycollected during the discovery phase.They share learning insights, data andmaterial, discuss possible conclusionsand hypotheses. Next is the ideationphase. In ideation students can usedifferent brainstorming techniques tocreate a number of possible solutions tothe problem. In the experimentationphase, students choose among thepossible solutions and create prototypesof their chosen solutions. In the evolutionphase, students start an iterative processof presenting their solution andimplementation plan, collectingfeedback, and improving their initial plan.This process is carried out until a solidanswer to the initial challenge can beproposed.

DISCOVERY:use different methods to

understand yourchallenge from various

perspectives.

INTERPRETATION:share your results with

other students.

IDEATION:

PHASES OF DESIGNTHINKING

EXPERIMENTATION:

EVOLUTION:

show your solutions as aprototype.

brainstorm possiblesolutions.

find feedback to yourprototypes, upgrade it

and develop animplementation plan,

repeat prototyping andplanning several times.

Figure 20. Phases of design thinking.

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 metacognitionin all the phases of learning. Below you can find a table with a set of questions touse 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 thesubject you are teaching.

What are the goals ofthe class session goingto be?

What do I already knowabout this topic?

PLANNING EVALUATING

Table 10. Sample questions to encourage students to think about their own learning(Tanner, 2012)

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What insights am Ihaving as I experiencethis class session?

MONITORING

Whatmisunderstandings do Ihave?

How could I bestprepare for the classsession?

Where should I sit andwhat should I be doing (ornot doing) to best supportmy learning during class?

What questions do Ialready have about thistopic that I want to findout more about?

Do I find thisinteresting? Why or whynot? How could I makethis material personallyrelevant?

What questions arearising for me duringthe class session? Am Iwriting them down?

What did I hear todaythat is in conflict withmy priorunderstanding?

What was today’s classsession about?

Can I distinguishimportantinformation fromdetails? If not, how will Ifigure this out?

What do I need toactively do now to getmy questions answeredand my confusionsclarified?

How did the ideas oftoday’s class sessionrelate to previous classsessions?

What did I find mostinteresting about classtoday?

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5.2 JUPITER FLIPPEDCLASSROOM 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 theUSA. They strengthen their legal English (oral and written) vocabulary and areencouraged to use it in a situation that recreates an authentic experience. They prepare ascript for a mock trial, organise a classroom court, and role-play the mock trial. Theactivity strengthens students’ skills of analytical and critical thinking, creativity,leadership, time management, active listening, teamwork, and it enables them to buildself-confidence.

Part 1As preparation for the class students read the novel and do research on the Americanlegal system (using EdPuzzle). They also practice legal vocabulary –meaning andpronunciation using YouTube videos, Quizlet and interactive videos with questions atEdPuzzle.

Part 2In the classroom, the students analyse the novel together with the teacher using a mindmap. 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 3At home, students practice the legal vocabulary using Kahoot! They also analyse anexample of a mock trial. Students work in teams and prepare for the mock trial usingGoogle Disk.

Part 4At school, students have the opportunity to make final preparations and rehearse for themock 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 isto provide guidance, monitor students’ work, and provide feedback and assistance. It is acombination of content-focused and process-focused methods. It encourages studentsto 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 inthe classroom provides additional opportunities to learn from one another andstrengthen skills such as communication, teamwork, organisation and planning, flexibilityand persistence. The teacher monitors the whole process and assesses the students’ workbased on the assessment criteria that was given, also to the students, at the beginning ofthe 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 activityalso enables students to critically assess the information provided at the mock trial bytheir peers. It gives the teacher more time to monitor the work of the students and toprovide additional support and feedback.

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JUPITER FLIPPED CLASSROOM: EXAMPLE 2

Source: IVOC, Instituut Voor Vorming En Onderzoek In De Confectie – Institut Pour LaRecherche 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 thetechniques of leadership, such as motivating workers, conflict management and givingfeedback, in an original way.After a few days of classroom training with many cases and exercises, the classroom flipsand coaching replaces training. Individual questions and any difficulties that thesupervisors 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. Theycan further supplement what has been learned with the experiences of fellow supervisorswho work in the textile and clothing sector. This (social) network is supported via aWhatsapp group with peers. In this way, members receive additional information (videos,articles, assignments, etc.) about team leadership between sessions. Also, this is anopportunity to exchange insights and knowledge with others who work in the samedomain.

Figure 21. The average satisfaction with the applicability of the acquired skills in the job inclassical 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 weare too worried about our digital competence and overrate the value of digital tools. Thelearning 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 digitalcompetence.

CLASSICAL ONLY FLIPPED

5

4

3

2

1

0

Applicability of the acquired skills in the job (Evaluations of 59 trainers in classroom training and 32 trainees in flipped classroom situations in 2021.) .

4,46 5,00

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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 aninteractive virtual game – a tour of their town conducted in a foreign language. Studentsdevelop organisational and problem solving skills. In addition, they strengthen andpromote multilingualism.

Part 1As 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 thesites that are part of the tour. They take photographs (or find them on the internet) ofthese sites.They also study the app TaleBlazer and learn how to use it.

Part 2In the classroom, students prepare questions and information about the sites in theirtown 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, theyprovide 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 todo field research and explore their own town in a different way. Students learn abouttheir town, use a foreign language, and also learn about the app TaleBlazer. Throughoutthe process, the teacher provides assistance and feedback. In addition, the students arepeer reviewers. They have to test their classmates games and give them feedback. Thisactivity also encourages students’ creativity, and it ensures efficient use of class time.

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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 todistinguish between the plans and programmes of the parties. They are encouraged tothink critically about these parties. Students explore political speeches and learn aboutelection procedures. In addition, students create short movies about the political conflictbetween the two parties, and develop ICT skills through recording videos, making postersand writing political content through applications.

Part 1As preparation for the class, students analyse and study the two parties of the 19thcentury, Narodna stranka and Stranka prava. They also study the political speeches of theparties leaders, Ante Starčević and J. J. Strossmayer.

Part 2In the classroom, students do several tasks. First, they compare facts about the twoparties and read aloud parts of the speeches. Students assign themselves different rolesbased on the two political parties and then create political content online (using theCanva platform). The roles include: two students, who represent the two presidents of theparties, prepare and give a political speech and there is a team creates a movie about thepolitical conflict between the political leaders. At the end, all students prepare a plan forthe elections and voting process.

Part 3At home, students prepare and design political pamphlets and slogans using Canva. Twostudents prepare and practice the political speech. The video team creates a movie aboutthe political conflict.

Part 4At school, students organise elections and prepare the necessary things for the votingprocess. Before the voting starts the two chosen students give their speeches to convincevoters to vote for their political party. Students also revise the pamphlets and then decidewhich party will receive their vote. Elections are simulated, and the winning party isdeclared.

Why is this activity a good practice example? This activity enables students to be active and engaged learners throughout the processthrough individual and teamwork. They prepare for the class in advance. Students havethe opportunity to choose some of the tasks and roles of the activity, which means usingdifferent methods and tools (e.g. video, role play, design, public speaking). Students haveto cooperate to simulate elections and they also build their communication andteamwork skills. Furthermore, the teacher has more time in the classroom to guidestudents, give feedback on the students work (pamphlets, movie, speech), and provideadditional information about the topic. Through interactive and interesting tasks, thecontent of the lesson is richer, and students can better understand the history,programmes, and activities of both political parties from the 19th century.

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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 gainknowledge about how to connect their current design challenge with globalmegatrends. In addition to creativity, they also develop a sense of initiative andentrepreneurship.

Part 1At home students have to do desk research about different forms and usage of aprons. Assupport material, the teacher prepares a worksheet with the following questions:How popular are aprons? How are aprons displayed in the kitchen? What are theadvantages of different designs of kitchen aprons? What materials are used for kitchenaprons?

Part 2In the classroom we first discuss their findings with simple questions such as: Whatsurprised you the most? What are the facts you did not know before your research? Afterthe discussion students form groups of 4 to 6 students who will redesign a traditionalapron using inspiration from one of the global megatrends. The teacher presents threeglobal megatrends: digitalisation, circular economy, and green and sustainability. Thetask for students is to be inspired by one of the global megatrends and redesign aclassical 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 acircular apron? What other materials could you use? What designing rules could yousubstitute to design a circular apron? What would happen if you changed your feelingsor 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 inspirationcould 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 acircular apron?PUT TO ANOTHER USE: Can you use your circular apron on other occasions? Who elsecould use your circular apron? What would happen to the quality of your aprons if theywere used in another setting? Could you reuse the apron?ELIMINATE: How could you simplify an apron with circularity? What features, parts, orrules in designing aprons could you eliminate? How could you make circular apronselegant, more engaging, or more fun? What would happen if you took away all theclassical 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?

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Part 3At home students build a prototype of a new apron using simple material such as oldpaper, clips, tape, etc.

Part 4They present their prototype as a video commercial for their new apron. After thepresentation, 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 suchstudents combine work at school with work at home to deliver new creative solutions. Itis also an example of cross-curricular activity because it teaches students different skills.

The planets are not just heavenly bodies in space. They are part of the universe readyfor us to journey to, investigate and explore. The Moon, Mars, and Jupiter flippedclassroom models aim at encouraging teachers to start or continue their journey ofprofessional development, and to investigate and explore what they can do to helptheir students gain knowledge.

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5.3 A FINAL THOUGHT ABOUTTHE MOON, MARS AND

JUPITER MODELS

Figure 22. Upward and downward spirals of development.

But how to persevere? Sometimes ateacher tries something new andrealises it does not work with theirstudents. As a consequence, the teachermight feel unsuccessful anddisappointed. This can easily happenalso when implementing the flippedclassroom. On our professionaldevelopment journey it is thusimportant to be aware how our mindworks and responds when we aresuccessful or unsuccessful. We canexplain this with the idea of upward anddownward spirals. When we experiencean initial success we are proud andexperience pleasant emotions andthoughts. This puts us in an upwardspiral. We feel encouraged by our initialsuccess and are ready to try andexperiment more.

But when we do not have success in thebeginning, this might lead us in adownward spiral. This initial unpleasantexperience might result in negativethoughts and anxiety which will preventus from trying more or experimenting indifferent ways.

Do not stop trying if you experienceinitial resistance, doubts, lack ofmotivation or lack of teamwork. Keeptrying. Sooner or later you will find yourown way of flipping the class. When youwill accumulate several positiveexperiences, you will be motivated tocontinually upgrade and advance yourteaching ideas, and you will see yourstudents’ motivation grow.

6

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C H A P T E R

GAMIFICATION-ENHANCED FLIPPED

LEARNING

Gamify the course structureGamify specific learning activities

Flipped learning is a powerful instructional strategy, butone of its main critical aspects is the fact that, for it to beeffective, students should not skip out-of-class learningactivities. Here is where gamification, that is the “use ofgame design elements to motivate user behavior innon-game contexts” (Deterding, 2011), can be helpful. The use of some selected game elements (e.g. points,badges, boss fight, level, leaderboards) and game designtechniques for educational purposes might motivatethe new generations of digital natives, that have grownup in the age of video games (Glover, 2013) for whomtraditional learning methodologies are less and lessappealing and motivating (Prensky, 2001).

The use of gamification in education, which hasincreased considerably over the past years, seems tohave increased students’ motivation, and specifically, itseems to have promoted student engagement in theout-of-class learning activities of flipped courses.

To gamify your flipped course, you may follow twoapproaches:

Let’s see how to proceed in each of these scenarios.

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6.1 GAMIFIED COURSESTRUCTURE

To gamify the entire course structure isthe most complex and ambitious routeto follow. In this scenario you have to re-design the structure of the course andgive it a game-like structure.

For instance, if your course is dividedinto several topics, each topic willrepresent a level of your gamifiedcourse. In order to progress through thedifferent levels, students will have toreach a certain amount of points. Togain points, students will have tocomplete missions (carrying outlearning activities), defeat mini-bosses(successfully completing quizzes),explore the game world (readinglearning materials), etc.

It may be useful to imagine a gamenarrative (a game world with characters,locations, conflict, a final goal, etc.) tofoster the students’ affectiveengagement and curiosity. The gamenarrative should be present in all courseelements, from the syllabus to theassessment, and should progressaccording to the students’ learningprogress.

In a flipped learning course which isentirely gamified, out-of-class learningactivities should allow students to gainpoints and/or other in-game rewards tobe used during class-time (e.g. thestudent or team achieving the highestscore in an out-of-class activity can havesome extra time to complete an in-classlearning activity, or earn the privilege ofretaking a quiz) or shown a success incompleting different tasks (i.e. a badgeattesting that a students was the first tosubmit a homework assignment or aleaderboard).

Some learning management systems,such as the open source LearningManagement System Moodle can helpyou manage your gamified coursethanks to some plug-ins specificallydesigned for gamification, such usLevelUp and Stash.

Since designing and gamifying an entirecourse can be challenging and timeconsuming, it can be better to startsmall, gamifying single learningactivities or course learning modules, asdescribed in the next paragraph.

“TRY MULTIPLE GAMIFIED ACTIVITIES TO SEE WHICH ONE WORKS BEST INYOUR CLASS.”

Quote by anonymous teacher from the 11th Pan-European Conference on DigitalEducation: Flipped Classroom.

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6.2 GAMIFIED LEARNINGACTIVITIES

If redesigning an entire course is toodaunting, gamifying only a subset ofcourse activities or learning modules isalso an interesting option. For instance,small groups of students can competefor best participation in a classroomdebate, or compete who has the mostcreative in-class presentation about apreviously agreed topic.

You can decide to award special badgesto those students who complete themost out-of-class learning activities ormiss the fewest number of classes.

Similarly, a leaderboard based on courseachievements or effort can providestudents with important feedback abouttheir performance in the course.

Small game-like activities may becreated for specific in-class assignmentsas well. For instance, you can use digital

tools, such as Kahoot! or Socrative, tocreate a friendly competition amongstudents (individually or in groups)during classes, or to offer students amore playful way to test theirknowledge at home.

In a flipped learning course, you maydecide to gamify the out-of-classlearning activities to foster friendlycompetition, to encourage students tosubmit their homework on time, toreward students that continuouslycomplete out-of-class learning activities,etc.

Also, if you are gamifying a subset ofcourse activities, using a digital platform(such as Moodle) can make keepingtrack of students' learning performanceseasier, as well as providing timelyfeedback and assigning points andbadges to students.

Guide the players’ actions. Quantifiable or spatial, from short tolong term. Some examples and synonyms are; missions, quests,milestones.

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GAME ELEMENT

Table 11. Game elements description (Shi et al., 2019)

Acknowledgement

DESCRIPTION

6.3 GAME ELEMENTSPoints, badges and a leaderboard are probably the first game elements that come tomind when attempting to gamify a course or learning activity, but there are manymore. The following table (table 8), provides a more extensive list of game elementsthat can be considered during the design phase of a gamified course.

Chance

Competition

Cooperation

Economy

Choices

Level

Narrative

Novelty

Objectives

Point

All kinds of feedback that praise the players’ specific actions. Someexamples and synonyms are; badges, medals, trophies.

Randomness and probability characteristics to increase ordecrease the odds of certain actions or outcomes. Some examplesand synonyms are; randomness, luck, fortune.

When two or more players compete against each other. Someexamples and synonyms are; Player vs Player, scoreboards,conflict.

When two or more players collaborate to achieve a common goal.Some examples and synonyms are; teamwork, co-op missions.

Transactions within the game, monetising game values and otherelements. Some examples and synonyms are; markets,transaction, exchange.

Decisions that the player is obliged to make in order to advancethe game. Some examples and synonyms are; judgements, forcedchoices. (Not to be confused with the game element narrative).

Hierarchical layers, which provide a gradual way for the player toobtain new advantages as they advance in the game. Someexamples and synonyms are; character levels, skill level.

Order of events in a game. These are choices influenced by theplayers’ actions. Some examples and synonyms are; the strategiesthe player uses to go through a level (stealth or action), the goodor bad actions that influence the ending, karma system.

New, updated information presented to the player continuously.Some examples and synonyms are; changes, surprises, updates.

Unit used to measure users’ performance. Some examples andsynonyms are; scores, number of kills, experience points.

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GAME ELEMENT

Progression

DESCRIPTION

Puzzles

Rarity

Renovation

Reputation

Social Pressure

Stats

Storytelling

Time Pressure

Sensation

This allows players to locate themselves (and their progress) withina game. Some examples and synonyms are; progress bars, maps,steps.

Challenges within the game that should make a player think.Some examples and synonyms are; actual puzzles, cognitive tasks,mysteries.

Limited resources and collectables. Some examples and synonymsare; limited items, rarity, collection.

When players are allowed to redo/restart an action. Someexamples and synonyms are; extra life, boosts, renewal.

Titles that the player accumulates within the game. Someexamples and synonyms are; titles, status, classification.

Visible information used by the player, related to their outcomeswithin the game. Some examples and synonyms are; results, healthbar, magic bar, HUD, indicators, data from the game presented tothe user.

Use of players’ senses to create new experiences. Some examplesand synonyms are; visual stimulation, sound stimulation.

Pressure through social interactions with another player (s)(playable and non-playable). Some examples and synonyms are;peer pressure, guilds.

Time constraints within the game. Some examples and synonymsare; countdowns, clock, timer.

It is the way the story of the game is told (as a script). It is toldwithin the game, through text, voice, or sensorial resources. Someexamples and synonyms are; stories told through animated scenes,audio queues or text queues during the game.

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It is also important to keep in mindsome general aspects that can lead togreater outcomes in terms of studentsacceptance of a gamified learningapproach, and of students’ motivationand engagement:

Freedom to fail:

Students must be free to experimentand to make mistakes. For instance, itcan be useful to allow them to retakequizzes, pointing out whatknowledge/skills they need to improvein order to achieve a better result.

Clear objectives:

Games are very good at keeping usengaged by providing us very specificobjectives that can be achieved in theshort term. In order to do this, the finalgoal of a game is usually divided intoseveral medium-term goals, that in turnare divided into more short-term goals.This way we always know what to do,and we have a clear path to follow inorder to achieve the final goal.

Immediate feedback:

Often, feedback is not givenimmediately because of the timenecessary to grade and returnassignments. However, rapid feedbackduring engagement with a game is akey feature for successfulimplementation. In a learningenvironment, rapid feedback is crucialbecause students clearly understandhow well they are performing. The use ofdigital tools, such as the previouslymentioned Kahoot! or Socrative, can bea useful resource to help you provide in-time feedback in a playful way.

Collaboration over competition:

In a classroom setting, competition maybe difficult to manage, and it may alsoundermine the learning process. So, it isbetter to de-emphasise victory andconsider competition between groupsinstead of individuals.

Feeling of making progress:

Seeing their progress, for instancethrough completion bars orleaderboards, is highly motivating forstudents and can help them see wherethey stand, even if they are near thebottom.

Choices:

Gamification strategies are moremotivating when they are perceived asallowing students a certain level offreedom, and allowing students to maketheir own choices. Students may choosebetween different weekly tasks tocomplete, or choose which privilege tobuy with the points they have gained, i.e.the privilege to turn in an assignment aday or two later, or even use their pointsto personalise their avatar in thegamified system.

Storytelling elements:

Adding narrative elements to a gamifiedsystem can lead to a higher level ofimmersion and affective engagement ofstudents. A well designed narrative canalso motivate students by providing anulterior meaning for their actions, suchas leveling up in order to gain morepowers and being able to face anddefeat an enemy.

Kahoot!It is a tool that allows you to create question andanswer games in a very intuitive way.https://kahoot.com/ SocrativeSimilar to Kahoot! it allows you to create game-like assessment moments.https://www.socrative.com/ GimkitAllows students to earn in-game cash byanswering questions correctly, and lose in-gamecash if their answers are incorrect. Students canreinvest their earned digital money bypurchasing upgrades and power ups that suittheir strengths.https://www.gimkit.com/

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TYPE OF RESOURCE

Table 12. Resources to start gamifying your flipped teaching

GAMIFIEDLEARNING

PLATFORMS

RESOURCE

Several resources can be used to make a first attempt at gamifying a course.

ESCAPE ROOM

QUIZ LIKE

TOOLS

“WE, AS TEACHERS, SHOULD ALWAYS KEEP IN MIND THAT STUDENTS MAYNOT 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 DigitalEducation: Flipped Classroom.

Room Escape MakerIt allows the creation of games to introduce newlearning concepts or to assess students’knowledge. You can even ask students to createa game using the information they have learnedto share with fellow students.https://roomescapemaker.com/

ClasscraftIt is probably one of the best games andclassroom management solutions for highschool students. Students create their ownavatars, and then are assigned to groups. Byplaying by the classroom rules or by breakingthem, they can gain or lose points, and theirbehaviour affects their whole group.https://www.classcraft.com/

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C H A P T E R

FLIPPED CLASSROOMSCENARIOS

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After reading the flipped classroom handbook you areprobably full of thoughts, insights and ideas. Let’scapitalise on them and make sure that you willremember all the tricks and hacks that were introducedto you. Below you can find several thought-provokingcases. Go through them and record your ideas. Theactivities aim to use your critical thinking skills tostrengthen your understanding of the flippedclassroom.

If you like, you can give responses to the proposedactivities before reading the handbook. At the end,return back to this section to check your statements.After, you can confirm your statements, makeadjustments, or completely change them based onwhat you have learned.

Read the flipped classroom scenarios (see worksheetsbelow). Make recommendations on how you wouldimprove these flipped classroom scenarios.

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Your recommendations for improvement:

Flipped classroom scenarios and your recommendations forimprovement : 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 classroommethods. April says that at first she tried to make video assignments using thetextbook, without her voice explaining the content of the video. As a result, herflipped classroom failed terribly, and she ended up receiving complaints fromher students saying, “You never teach us.” Source: https://elearningindustry.com/4-steep-pitfalls-must-avoid-flipping-a-classroom

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Your recommendations for improvement:

Flipped classroom scenarios and your recommendations forimprovement : CASE 2

Genetics, evolution and biodiversity topics. Students prepared for the weeklyflipped class by watching short online videos and completing a summativequiz. 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 topiccontent. The quizzes consisted of five multiple choice questions, and one non-assessed reflection question. The students accessed the quizzes online. Thequizzes closed the day before the first flipped class of the week. This gave thefacilitator of the flipped class the opportunity to review the quiz responses, andaddress any questions or concerns raised by the students at the start of thenext flipped class. The remainder of the flipped class was spent working ingroups through sets of problems which tested application and analysis of topiccontent (Smallhorn, 2017).

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Your recommendations for improvement:

Flipped classroom scenarios and your recommendations forimprovement : CASE 3

The lab sessions were designed to provide authentic tasks in alignment withthe online lectures. The instructor found that some students did not watch thelecture online and thus had difficulty in engaging in the lab sessions, whichlater resulted in ineffective learning (Kim, Jung, de Siqueira & Huber, 2016).

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Components are parts, phases and practical details about the implementationof the flipped classroom.Characteristics are features of the flipped classroom. How efficient is the flippedclassroom? In which circumstances is the flipped classroom most useful? Whatfactors 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 andhelp when implementing the flipped classroom? Which of your characterstrengths will help you implement the flipped classroom?

The 4Cs of the flipped classroom

Now, organise your ideas about the flipped classroom. You can write in thishandbook or use a separate sheet of paper. Write as many ideas as possible for eachcategory. After, you can share your ideas with your fellow teachers.

Categories:

COMPONENTS

Table 13. 4Cs of the flipped classroom

CHARACTERISTICS

CHALLANGES CHARACTERS

100 € test of the flipped classroom

In this activity you have an imaginary 100 € to spend to help you set up a flippedclassroom. Look at the items you can spend the money on below. Add three moreitems you would like to be able to finance for your flipped classroom. List the itemsfrom most to least important. Then decide how much you would spend on each ofyour items. Allocate the most money to the item which has the highest priority onyour list. There is an additional column where you can justify your reasons.

Table 14. 100 € test worksheet

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Motivating myselfand/or students

Upgrading mymoderation andfacilitation skills

ITEM / TOPIC / ISSUE WHY?€

Educating students onhow to watch videos

Designing flippedclassroom lessons

Recording videos

100€ TEST

Learning new digitaltools

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SCAMPER your teaching to flip the classroom

SCAMPER is a simple brainstorming technique which uses questions to help you tocreate 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 waysyou can flip your classroom. You do not have to answer each question. Add yourown ideas as well.

What learning materials or resources could you substitute orswap to flip your teaching? What other materials could you use?

What rules in your classroom could you substitute to flip yourteaching? What would happen if you changed your feelings or

attitude toward the flipped classroom?

SUBSTITUTE

What would happen if you combined your current learningmaterial with external material? What would happen if you

combined learning objectives in different curricula? What couldyou do to maximise student motivation? How could you

combine students’ talent with resources to create a flippedapproach to learning?

COMBINE

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How could you adapt your learning material to the flippedclassroom model? Who could be your role model in the flippedclassroom? What inspiration could you use in designing your

flipped classroom?

ADAPT

How could you change the duration of your current learningactivities, the amount of teaching input, and emotional

involvement? What could you add to flip your teaching? Whatcould you emphasise or highlight to create the flipped

approach? What element of teaching (planning andassessment, positive environment, setting expectations andpromoting inclusion, health and wellbeing, evidence-basedstrategies) could you strengthen to create flipped teaching?

MODIFY

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Can you use your flipped material in some other subjects orteaching opportunities? Who else could use your flipped

materials? What would happen to the quality of your flippedmaterials if they were used in another learning setting? Could

you reuse the flipped material?

PUT TO ANOTHER USE

How could you streamline or simplify your teaching through theprocess of flipping your teaching and establishing a flipped

classroom? What features, parts, or rules in your teaching couldyou eliminate? How could you make flipped learning faster,

more engaging, or more fun? What would happen if you tookaway all the learning materials you use in your teaching? With

what would you replace the learning materials?

ELIMINATE

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What would happen if you reversed the way you taught a topicfrom the beginning to end? What would happen if you

sequenced the activities you used differently? What if you triedto do the exact opposite of what you are trying to do now?

What would happen? What roles in teaching could you reverseor swap?

REVERSE

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C H A P T E R

FLIPPED CLASSROOMONLINE RESOURCES

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“TRUST YOUR STUDENTS, THEY ARE ABLE TO ASSUME LEARNING ANDUSING 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 DigitalEducation: Flipped Classroom.

“BE WILLING TO LEARN, HAVE TRUST IN CHILDREN BECAUSE THEY CANDO 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 DigitalEducation: Flipped Classroom.

A minimalistic feedback tool that can be used for real timeaudience participation, online brainstorming andclassroom feedback.

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PLATFORM

Table 13. Useful online resources in alphabetical order

Answer Gardenhttps://answergarden.ch/

DESCRIPTION

BBChttps://www.bbc.co.uk/le

arningenglish/

BookWidgetshttps://www.bookwidgets

.com/

British Councilhttps://learnenglishkids.b

ritishcouncil.org/listen-watch

Camtasiahttps://www.techsmith.co

m/video-editor.html

Canvahttps://www.canva.com/

Doodlyhttps://www.doodly.com/

Duolingohttps://www.duolingo.co

m/

A popular language-learning platform and mobile app. Italso offers a digital language proficiency assessmentexam. It makes education free, fun, and accessible to all,and it is designed to feel like a game. The DuolingoEnglish Test is an affordable and convenient languagecertification option that is accepted by over 2000universities.

A video library for learning English.

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.Teachers can choose from more than 40 digital exercisetemplates that work on smartphones, tablets, andcomputers. Many exercises are automatically graded,which frees up time for the teacher to give qualityfeedback to students with a click. It integrates with otherprograms like Google Classroom, Canvas, and Moodle.

Different material for learning English.

A screen recorder and video editor that makes it simple torecord and create professional-looking videos. WithCamtasia it is possible to create how-to and demo videos,meeting recordings, YouTube videos, video lessons,instructional and explainer videos, and presentationrecordings.

A graphic design platform used to create social mediagraphics, presentations, posters, documents and othervisual content. A drag and drop interface makescustomising thousands of templates (also Jamboard)simple and easy. Canva's wide array of features allowsusers to design and edit visual content without extensiveknowledge or experience.

A whiteboard animation program for creating videos thatappear to be recorded as if someone drew them on awhiteboard. It is a drag-and-drop interface for creatingsketches and easy to use as anyone can use it to createclassroom, social media, and other kinds of videos in justminutes.

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PLATFORM

Edpuzzlehttps://edpuzzle.com/

DESCRIPTION

Flipgridhttps://info.flipgrid.com/

Geniallyhttps://www.genial.ly/

Google Jamboardhttps://jamboard.google.c

om/

Home Science Toolshttps://www.homescienc

etools.com/

https://learning-center.homesciencetools.

com/

InShOthttps://inshot.com/

iSLCOLLECTIVEhttps://en.islcollective.co

m/

An easy-to-use platform where you can make any video foryour lesson. With just one click, you can find video lessonscreated by other teachers, including formative assessment.Another click and you can adapt that video by embeddingyour own questions or audio. You can also use other videosfrom external platforms or upload your own.

A website that allows teachers to create "grids" to facilitatevideo discussions. Each grid is like a message board whereteachers can pose questions, called topics, and theirstudents can post video responses that appear in a tiledgrid display.

A media creation platform and an online tool that can beused to create and share still, animated, or interactivevisuals, such as posters, videos, images, infographics,quizzes, and presentations. To create visuals, students canuse pre-made templates (organized into 12 types) or startfrom scratch.

A digital whiteboard that allows for remote or in-personcollaboration on a shared space. Students can sketch outideas, solve problems, or draw collaboratively andsynchronously. Jamboard makes learning visible andaccessible to all collaborators on the jam session. Users canquickly pull in images from a Google search, save work tothe cloud automatically, use the easy-to-read handwritingand shape recognition tool, and draw with a stylus buterase with their finger – just like a whiteboard.

A website that provides tools and resources for hands-onexperiences that inspire parents and teachers to nurturechildren’s love for learning about chemistry, biology, Earthscience, physics and engineering. Teachers can finddifferent resources, such as lessons, tips, science projects,curriculum, learning kits and instructions, as well as a storesto buy supplies and equipment.

An all-in-one visual content editing app. It allows users tocreate videos, edit photos, and create image collages. Theapp also has different features that allow the user to trimclips, change the speed of the footage, and add filters,music, and text.

A publishing and sharing platform used by ESL (English asa second language) teachers with resources (worksheets,PowerPoint presentations and video lessons) available indifferent languages. The site has 6 platforms for theteaching of English, German, French, Spanish, Portugueseand Russian.

A website which contains digital jigsaw puzzles that can beassembled using any device with a web browser. It alsohas the capability to upload any image and create a digitalpuzzle for someone else to solve.

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PLATFORM

Jigsaw Planethttps://www.jigsawplanet

.com/

DESCRIPTION

Kahoot!https://kahoot.com/

Khan Academyhttps://www.khanacade

my.org/

Learningappshttps://learningapps.org/

Liveworksheetshttps://www.liveworkshee

ts.com/

Loomhttps://www.loom.com/

National GeographicEducation

https://www.nationalgeographic.org/education/

Mentimeterhttps://www.mentimeter

.com/

The National Geographic Website includes ready to uselessons with explanations, images, and free video material.

A game-based learning platform that allows users tocreate, share and play learning games or trivia quizzes inminutes. Kahoot! is a cloud-based quiz platform that isideal for students and teachers. It offers more than 40million games already created that anyone can access,making it quick and easy to get started.

Khan Academy’s library of trusted practice and lessonscovers math, science, arts and humanities, language, andlife skills. Free for learners and teachers.

A web application that supports learning and teachingprocesses with small interactive modules. Those modulescan be used directly in learning materials, but also for self-studying. The app provides different types of templates indifferent languages. Blocks (called Apps) include nospecific framework or a specific learning scenario, so theyare not suitable as complete lessons or tasks, but must beembedded in an appropriate teaching scenario.

It allows users to transform traditional printableworksheets (doc, pdf, jpg...) into interactive online exerciseswith self-correction. Students can do the worksheetsonline and send their answers to the teacher. Theinteractive worksheets may include sounds, videos, dragand drop exercises, matching (join with arrows), multiplechoice and even speaking exercises that the studentsmust do using a microphone.

A video messaging tool for classroom (and business) workthat combines the expressiveness of video with theconvenience of messaging. With Loom, it is possible torecord the screen, voice, and face to create an instantlyshareable video in a short time.

An easy-to-use presentation software with which users cancreate fun and interactive presentations. It is a cloud-basedsolution that allows teachers to engage and interact withtheir students online in real-time. Students can do quizzesand answer questions anonymously.

A website and app-based digital tool that lets teacherscreate slide- based learning resources that are interactive forstudents to engage with and learn from.Nearpod can also use gamification to make learning moreengaging and fun. It is also built to work well with lots ofpre-existing tools, such as Google Slides, PowerPoint, andYouTube. It offers rich hybrid learning by making it easy tocombine media. It has a library of already made videos, andit also provides assessment tools.

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PLATFORM

Nearpodhttps://nearpod.com/

DESCRIPTION

Padlethttps://padlet.com/

Quizlethttps://quizlet.com

Quizzizhttps://quizizz.com/

Science Buddieshttps://www.sciencebud

dies.org/

A collection of hands-on science resources for home andschool. It is the go-to site for anyone heading into a scienceor engineering project. Teachers will find checklists,handouts, and grading rubrics. It provides teachers a varietyof lesson plans, science fair tools (e.g. teacher's guides,science fair project grading rubrics, posters, success stories,etc.) and STEM classroom kits.

A free online tool best described as an online notice board. Itcan be used by students and teachers to post notes on acommon page. The notes posted by teachers and studentscan contain links, videos, images and document files.

A web-based application developed to help students andteachers to study information through interactive tools andgames and master what they are learning. Quizlet canfigure out what material students are struggling with andjust focus on that. It can also verify what students know andcoach them to only stop studying when it thinks they areready. Online users can create study sets (terms anddefinitions) or use study sets created by others, includingclassmates. They then have multiple ways to study theinformation: virtual flashcards or typing in answers towritten or audio prompts. The Quizlet Live tool is forstudents while working in teams during class.

A platform where teachers can find and create free gamifiedquizzes and interactive lessons to engage any learner. It isalso an online assessment tool that allows teachers andstudents to create and use one another's quizzes. Afterproviding students with a unique access code, a quiz can bepresented live as a timed competition or used forhomework with a specific deadline.

An essential guide to advances in science and technology,explaining how they change our understanding of theworld. It is the oldest continuously published magazine inthe United States and reaches more than 10 million peoplearound the world each month through its website, print anddigital editions, newsletters and app. Engaging features,news, opinion and multimedia stories from journalists andexpert authors (including more than 200 Nobel Prizewinners) provide need-to-know coverage, insights andillumination of the most important developments at theintersection of science and society.

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PLATFORM

Scientific Americanhttps://www.scientificam

erican.com

https://www.scientificamerican.com/education/

DESCRIPTION

Screencastifyhttps://www.screencastify

.com/

Screencast-O-Matichttps://screencast-o-

matic.com/

Teach Engineeringhttps://www.teachengine

ering.org

TEDhttps://www.ted.com/

A tool for blended and remote learning. Teachers can makelearning more personal in their blended and flippedclassrooms by recording lessons, assignment solutions andexplanations, and verbal student feedback. It also enablesstudents to do activities such as speech and languagepractice, comprehension and reflection exercises, andinteractive slide presentations. Teachers can also useScreencastify to record professional development trainings,lesson plans, and parent communication.

A free online screen capture tool. This tool records adesignated area of your screen as well as audio andwebcam input. This tool can be used to record and editnarrated presentations or demonstrations, and produce therecordings as videos for online courses.

A digital library of more than 1500 K-12 STEM curricularitems such as lessons, hands-on activities, maker challengesand living labs. It is an easy and accessible tool for alleducators to bring engineering into their classroom.

TED is a nonprofit devoted to spreading ideas, usually in theform of short, powerful talks. TED stands for Technology,Entertainment, Design. TED Talks are influential videos fromexpert speakers on education, business, science, tech andcreativity, with subtitles in 100+ languages.

TED-Ed — TED's youth and education initiative — aimsto spark and celebrate the ideas and knowledge-sharingof teachers and students around the world.TED-Ed Originals are a signature content: short, award-winning animated videos about ideas and research thatspark the curiosity of learners everywhere.The TED-Ed Clubs program supports students indiscovering, researching, exploring and presenting theirbig 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 lessonplan of customized questions and discussions. Users canthen distribute these lessons, publicly or privately, and tracktheir impact on the world, a class or an individual student.

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PLATFORM

TED-EDhttps://ed.ted.com/

DESCRIPTION

Vimeohttps://vimeo.com/

Triciderhttps://www.tricider.com/

Vookshttps://www.vooks.com/

Wordwallhttps://wordwall.net/

WordArt.comhttps://wordart.com/

Templates for different games and activities such as quizzes,match ups, unjumbles, matching pairs, random wheels,rank orders, true or false, labelled diagrams, etc. Pick atemplate, enter your content, and print or play on screen.

A website that offers a free brainstorming and votingplatform (a "social voting tool") to help people makedecisions. It offers a platform on which teacher andstudents can brainstorm together and find solutionseither if they are or aren't together in the classroom. Theteacher can put a question in the appropriate box andthen select students eligible to comment and vote.Everyone can propose ideas either anonymously or withhis/her name.

A hosting, sharing, and services platform, and anoptimized online video streaming and sharing websitethat allows users to view, upload, share and promotetheir videos with a high degree of customisation.

A streaming library of animated children's booksdesigned to inspire the love of reading. It is a carefullycurated, ad-free platform that promotes a balancedapproach to literacy with read along animatedstorybooks that help support development and createengagement with students.

An online word cloud art creator that enables users tocreate amazing and unique word cloud art with ease. Noprior knowledge of graphic design is required.

9

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C H A P T E R

A TRIBUTE TO THEFACTIVE PROJECT

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The flipped classroom handbook wouldnever have been created without theFACTIVE Erasmus+ KA2 project. FACTIVEis an abbreviation for Flipped ClassroomTraining Approach for Clothing andTextile Innovative VET Education. We aregrateful not only for the financialsupport but also the moral support forindividuals involved in teaching and alsothose who are interested in thecontinuous reinvention of the teachingpractice. The FACTIVE project planreflects the situation and needs of theEuropean textile and clothing industries.The project also includes teachers froma variety of backgrounds andexperience. The flipped classroomhandbook attempts to introduce flippedclassroom methodology with vividteaching examples from variouseducational settings and levels. As otherFACTIVE project results offer learningmaterials for the textile and clothingindustry specifically, the flippedclassroom handbook offers learningmaterials for teachers regardless of theeducational level of their students.

You might be curious about theFACTIVE project. The following is a briefpresentation of the project. Traditionally,our training systems are based onknowledge and skills that aretransferred by a trainer to a student.Think of the teacher with a textbook atthe front of the classroom, think of theconsultant / trainer with a PowerPointpresentation in the training room, thinkof the instructor, with a manual in hand,explaining to a new employee how tooperate a machine.

In all these situations, the student is therecipient of knowledge, and is expectedto practice what they have learned tothe best of their ability. Of course, thestudent can ask questions and isassisted when necessary, but thestarting point remains the training offeras mastered and provided by theteacher or trainer. Demand-orientedtraining reverses the roles. The startingpoint is no longer the training offer, butthe situation of the student and thecompetence deficits as he/sheexperiences. The hypothesis is thatresponding in a targeted manner to thequestions and needs of the student

would increase training effectiveness,save time and reduce costs. Forexample, in order to teach the team of apattern department to work with a newversion of CAD software, in our old logicit is almost natural to collectively freehalf a day for a thorough explanation byan IT specialist from the softwaresupplier. This would then be followed bysome exercises, and a question hour toconclude. Demand-oriented training,however, starts at question time. Indeed,each student has a different startingposition, the learning rhythm and theassimilation of new contents can varywidely. One trainee will need just a fewtips to use the new software, for anothertrainee, starting from scratch issometimes the best option (FACTIVE,2021).

The FACTIVE project, which is carriedout by an international team of trainingexperts on the one hand and expertsfrom the textile and clothing sector onthe other, is looking for the best formulato concretize and implement demand-oriented training. In the first step, theFACTIVE project conducts field researchof the most relevant training needs inthe textile and clothing industry. In thesecond step, the FACTIVE project hascreated this flipped classroomhandbook with ideas on implementingthe flipped classroom approach toteaching practice. The FlippedClassroom Handbook is complementedby the FACTIVE Handbook, whichexplains the guidelines for textile andclothing VET teachers and trainers onadopting the FACTIVE approach,organising learning activities, andevaluating learning outcomes. Apossible way to deliver the FACTIVEproject is to develop an open onlinecourse focused on sustainability in thetextile and clothing industry, which isone of the key topics for present andfuture developments. All the learningand teaching materials developed underthe FACTIVE project framework gothrough piloting and testing in teachingpractice, resulting in a Compendium ofPilot Testing. As a committed networker,the FACTIVE project also informs thosewho are interested and have a stake inthis type of learning with relevant newsand events.

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LITERATURE

Abeysekera, L., & Dawson, P. (2015).Motivation and cognitive load in theflipped classroom: definition, rationaleand a call for research. Higher EducationResearch & Development, 34(1), 1-14.

Akuamoah-Boateng, A., & Essel, H. B.(2021). The Effect of Flipped Classroomon Students’ Academic Achievements inTextile Weaving: The Case ofPresbyterian Senior High School,Bompata [Doctoral dissertation].

Bergman, J., & Sams, A. (2012). Flip YourClassroom: Reach Every Student inEvery Class Every Day. Eugene, Oregon:International Society for Technology inEducation.

Bloom, B. S., Engelhart, M. D., Furst, E. J.,Hill, W. H., & Krathwohl, D. R. (1956).Taxonomy of educational objectives:The classification of educational goals.Handbook I: Cognitive domain. NewYork: David McKay Company.

Brown, T., & Katz, B. (2009). Change bydesign: how design thinking transformsorganizations and inspires innovation(1st ed.). New York, USA: HarperBusiness.

Chatelain, A. (2019). Flipping theClassroom in Introductory ApparelStudies. In International Textile andApparel Association Annual ConferenceProceedings, 76(1). Iowa State UniversityDigital Press.

DeLozier, S. J., & Rhodes, M. G. (2017).Flipped Classrooms: A Review of KeyIdeas and Recommendations forPractice. Educational PsychologyReview, 29, 141-151.

Deterding, S., Dixon, D., Khaled, R., &Nacke, L. (2011). From game designelements to gamefulness: defininggamification. Paper presented at the15th International Academic MindTrekConference: Envisioning Future MediaEnvironments.

Dixon, D. L. (2018). Steps to Develop aFlipped Apparel Construction Course.NACTA Journal, 62(3), 285-286.

Dove, T. (2020). Facilitating teaching andlearning with made to measure fashiondesign and creation MOOC courses.International Journal of Informationand Education Technology 10(10), 792-796.

Dweck, C. S. (2006). Mindset: The NewPsychology of Success. New York:Random House.

FACTIVE (2021). About real skills needs inEuropean textile and clothingcompanies. Project report publishedonline onhttp://factiveproject.eu/outputs/

Glover, I. (2013). Play as you learn:gamification as a technique formotivating learners. Paper presented atthe World Conference on EducationalMultimedia, Hypermedia andTelecommunications.

Gupta, R. (2020). Hybrid-Flippedclassroom Approach for Fashion DesignStudents: Mitigating impacts toLearning Activities due to Emergence ofCOVID-19. In 2020 11th InternationalConference on Computing,Communication and NetworkingTechnologies (ICCCNT) (1-6). IEEE.

Hasty, A. (2015). She didn't teach. We hadto learn it ourselves: Flipping the apparelclassroom with and without technology.In International Textile and ApparelAssociation Annual ConferenceProceedings, 72(1). Iowa State UniversityDigital Press.

HITS, High Impact Teaching Strategies:Excellence in teaching and learning.(2020). East Melbourne, Victoria.

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Hwang, G.-J., Yin, C., & Chu, H.-C. (2019).The era of flipped learning: promotingactive learning and higher orderthinking with innovative flipped learningstrategies and supporting systems.Interactive Learning Environments,27(8), 991-994.

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Nikitina, L., Gavrilova, O., Kovalenko, Y.,Fatkhullina, L., Bil, V., & Zhukovskaya, T.(2021). Flipped Learning and LMSMoodle in the Clothing Designers'Training. In EDULEARN21 Proceedings(12455-12460). IATED.

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SOURCESGimbar, K. (2011). Katie Gimbar's Flipped Classroom - Why It Has to Be Me! Retrieved 31May, 2021, from https://www.youtube.com/watch?v=jMfSLXluiSE

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ERASMUS+KA2 – Cooperation for innovation and the exchange of good practiceKA202 - 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 notconstitute an endorsement of the contents which reflects the views only of theauthors, and the Commission cannot be held responsible for any use which may bemade of the information contained therein.

© 2020-2022 FACTIVE Consortium Partners. All rights reserved. All trademarks andother rights on third party products mentioned in this document are acknowledgedand owned by the respective holders.

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