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The flipped approach to higher education : designing universities for today's knowledge economies and societies /
From the world's first completely flipped institution, the authors address the socio-economic and socio-technical nature of today's world and how this effects the education sector, outlining how and why they adopted Flipped Learning, and definitively describe the organizational design proc...
| Clasificación: | Libro Electrónico |
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| Autores principales: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bingley, UK :
Emerald Group Publishing Limited,
2016.
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| Colección: | Innovation, technology, and education for growth.
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| Temas: | |
| Acceso en línea: | Texto completo Texto completo |
Tabla de Contenidos:
- Front Cover; The Flipped Approach to Higher Education: Designing Universities for Today's Knowledge Economies and Societies; Copyright Page; Contents; List of Figures; List of Tables; Foreword; Preface; About the Authors; Chapter 1 The Socio-Economic and Socio-Technical Nature of Today's World and How This Impacts the Education Sector; 1.1. Employment; 1.2. Education; 1.3. Knowledge, Connectivity, and Cognitive Overload; 1.4. What is Needed from Education Today; Chapter 2 Flipped Learning: A Transformative Approach Designed to Meet the Needs of Today's Knowledge Economies and Societies.
- 2.1. What is Flipped Learning?2.2. How Did Flipped Learning Develop?; 2.3. How Flipped Learning Meets the Needs of Today's Knowledge Economies and Societies; Chapter 3 From Current Practice to Future Practice: Making the Decision to Flip; 3.1. Introduction; 3.2. Moving from Current Practice to Future Practice: How the Need for Change Emerged; 3.3. Searching for Future Practice; 3.4. The Big Reveal; Chapter 4 Organizational Design and Transformation; 4.1. Physical and Geographical Infrastructure; 4.2. Human, Social, and Intellectual Capital; 4.3. Technological Infrastructure.
- Chapter 5 Flipped Learning Theory, Policies, and Practices5.1. Introduction; 5.2. Flipped Learning Theories; 5.3. Flipped Learning Performance Gaps, Causes, and Interventions; 5.4. From Theory to Practice; 5.4.1. A Recommended Course Design Process; 5.4.2. An Instructional Design Handbook; 5.4.3. A Flipped Learning Instructional Design Online Course; 5.4.4. A Flipped Learning Instructional Design Best Practice Checklist; 5.4.5. Support for Students; 5.5. Summary; Chapter 6 Flipped Leadership: Transparency, Vision, Accountability, and Resources; 6.1. MEF University Rector, Muhammed Şahin.
- 6.2. Instructors' Expectations6.3. Physical Infrastructure; 6.4. Real-Life Assessment; 6.5. Conclusion; Chapter 7 Supporting Flipped Learning: Digital Pedagogy, Training, and Resources; 7.1. CELT, Caroline Fell Kurban; 7.1.1. Challenges through the Instructors' Eyes; 7.1.2. Challenges through the Students' Eyes; 7.1.3. Challenges through the Institution's Eyes: The Need for an Audit; 7.1.4. Lessons Learnt from the Audit: How the Process Could be Made More Supportive while Still Holding Instructors Accountable; 7.1.5. Lessons Learnt from Implementing Technological Mandates.
- 7.1.6. Where Next? Strategic Plan for the Rest of the Academic Year7.2. ITC, Brian Ramey; 7.2.1. The Technological Infrastructure Needed for a Flipped Environment; 7.2.2. Integrating Digital Resources; 7.2.3. Using Data to Effect Change; 7.2.4. The Need for a Secure Video Server; 7.2.5. Conclusion; 7.3. Library Director, Ertuğrul Çiman; 7.3.1. The Architecture of a Library in a Digital World; 7.3.2. The Successes of Using Digital Materials; 7.3.3. The Challenges of Using Digital Materials; 7.3.4. Academic Integrity in a Digital World.
- Chapter 8 Engaging Students in a Flipped Language Learning Environment: Stories from the English Language Preparatory Program.