Flipped learning experiences propose the creation of tasks so that students
review basic material before a face-to-face session. The increasing availability
of resources opens new possibilities for these tasks. But flipped learning is
not just providing some videos for students to watch before a lecture.
Preparation and lecture tasks need now to be considered part of an overall
learning design that offers students a more effective way to achieve
learning outcomes. How should preparation tasks be designed? What happens with
the lecture? What if students do not engage with the preparation tasks? Can
I still use the flipped learning strategy with a large class? In this talk we
will explore these questions and review how academics are tackling these issues.