The Flipped Approach to Higher Education 1st Edition by Muhammed Sahin, Caroline Fell Kurban ISBN 9781786357434 1786357437

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Product details:
ISBN 10: 1786357437
ISBN 13: 9781786357434
Author: Muhammed Sahin, Caroline Fell Kurban

The Flipped Approach to Higher Education 1st Edition Table of contents:

Chapter 1 The Socio-Economic and Socio-Technical Nature of Today’s World and How This Impacts the

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 Knowle

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 Practices

5.1. 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’ Expectations

6.3. 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 Hold

7.1.5. Lessons Learnt from Implementing Technological Mandates

7.1.6. Where Next? Strategic Plan for the Rest of the Academic Year

7.2. 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 Lan

8.1. Director of the School of Foreign Languages, John McKeown

8.1.1. Background and Requirements of MEF ELPP Prior to MEF Opening

8.1.2. Flipped Learning Teacher Training and Development Prior to MEF Opening

8.1.3. Developing a Flipped Learning ELPP Curriculum Prior to MEF Opening

8.1.4. Choosing Resources for a Flipped Program Prior to MEF Opening

8.1.5. Creating an ELPP Assessment Structure Prior to MEF Opening

8.1.6. Creating Resources for the Flip Prior to MEF Opening

8.1.7. Lessons Learnt from the First Year

8.1.7.1. Students are comfortable using technology

8.1.7.2. Assessment weighting

8.1.7.3. Coherence between course books and online consolidation materials

8.1.8. The ELPP Approach in the Second Year

8.1.9. Conclusion

8.2. ELPP Instructor, Joel Compton

Chapter 9 Flipping Language, Literature, and Digital Literacies: Stories from the School of Foreign

9.1. Faculty Academic English Coordinator, Joshua Shannon-Chastain

9.1.1. Approach in Semester One

9.1.2. Approach in Semester Two

9.1.3. Approach in Semester Three

9.1.4. The Results at the End of Semester Three

9.1.5. Looking Forward

9.2. New Media Literacy Skills Elective Course, Daryl Peel

9.2.1. Approach to the First Course

9.2.2. Results at the End of the First Course

9.2.3. Approach to the Second Course

9.2.4. Results at the End of the Second Course

9.2.5. Approach to the Third Course

9.2.6. Conclusion

9.3. Understanding Literature, Understanding Life Elective Course, Eric Beyer and Jonathan Day

9.3.1. Design of the First Course

9.3.2. Design of the Second Course

9.3.3. Comparing the Two Courses

9.3.4. Conclusion

Chapter 10 How the Faculty of Engineering is Developing its Flipped Approach

10.1. Calculus I, Can Fuad Delale

10.2. Approach in the First Semester

10.3. Approach in the Second Semester

10.4. Conclusion

Chapter 11 Creating the Flipped Educators of the Future: Leading by Example in the Faculty of Educat

11.1. Dean of the Faculty of Education, Mustafa Özcan

11.1.1. The University within School Model

11.1.2. Why I Chose MEF University to Implement the University within School Model

11.2. Introduction to Mathematics Teaching Course, Zelha Tun¸c-Pekkan

11.2.1. Developing a Course Framework

11.2.1.1. Videos related to the assigned readings

11.2.1.2. Pre-service teachers’ self-created videos

11.2.1.3. Videos from my previous fifth grade class

11.2.1.4. YouTube videos from mathematics education professor, Jo Boaler, at Stanford University

11.2.2. Lessons Learnt and How These Can Be Addressed

11.3. Calculus, Utkun Aydin

11.3.1. Getting to Understand Flipped Learning

11.3.2. Starting to Flip My Course

11.3.3. Flipped Videos

11.3.4. Flipped Presentations

11.3.5. Flipped Activities

11.4. Conclusion

Chapter 12 Differentiating Flipped Learning Approaches for the Diverse Needs of the Faculty of Econo

12.1. Mathematics for Social Sciences, Murat Öztürk

12.1.1. Aims of the Course

12.1.2. Structure of the Course

12.1.3. Lessons Learnt About The Group

12.1.4. Conclusion

12.2. Digital Resources for Economics and Finance Courses, Nazlı Toraganlı and Levent Güntay

12.2.1. Instructors’ Own Videos

12.2.2. Videos and Test Banks Provided by Publishers

12.2.3. Digital Platforms

12.2.4. Conclusion

Chapter 13 Flipped Learning in Legal Education: A Personal Experience

13.1. Law, Emine Karacaoğlu

13.2. Traditional Teaching Methods on Law Faculties

13.3. Flipped Learning: First Videos, First Classes

13.4. Flipped Learning: Experience in the Second Year

13.5. Conclusion

Chapter 14 How it Emerged that the Approach to Arts, Design, and Architecture Already Contains a Fli

14.1. Architectural Education Overview, Arda İnceoğlu

14.1.1. Course Description and Goals

14.1.2. Organization of the Content

14.1.3. Fall 2014 and Spring 2015 Courses and Results

14.1.4. Fall 2015 Revision and Results

14.1.5. Conclusion

14.2. A Bridge to Dreams, Arda İnceoğlu, Burcu Serdar Köknar, Ahmet Sezgin, Derya Uzal

14.2.1. Design-Build Studio in Architecture Education

14.2.2. The Pedestrian Bridge at AyazaĞa Primary School: Bridge to Dreams

Chapter 15 Flipped Learning through the Eyes of the Students: Tales and Anecdotes

15.1. First Year Mathematics Education Department Student, Mehmet Ali Işık

15.2. Second Year Political Science and International Relations Student, Tarik Ali Sert

15.3. Second Year Political Science and International Relations Student, Nikan Khamisi

Chapter 16 Cultural Aspects Inherent in Flipped Learning

16.1. American Instructor Teaching in a Turkish Flipped Learning Environment, Joel Compton

Chapter 17 Milestones for Success

17.1. Introduction

17.2. Short-Term Milestones for Success: How We Plan to Reach These, and How We will Evaluate the Re

17.2.1. Leadership from the Top

17.2.1.1. Milestone: provide incentives by reinforcing positive performances

17.2.1.2. Milestone: develop an institutional philosophy in order to develop a contemporary assessme

17.2.2. Institutional Commitment and Investment

17.2.2.1. Milestone: allocating more funding for Flipped Learning conferences, memberships, research

17.2.3. Robust and Reliable Infrastructure

17.2.3.1. Milestone: Convert any remaining classrooms in the university into fully functional Flippe

17.2.4. Effective and Available Support for Academic Staff

17.2.4.1. Milestone: effective practices for Flipping large classes will be developed

17.2.4.2. Milestone: provide clear guidelines regarding copyright

17.2.4.3. Milestone: formalizing an instructor development program

17.2.4.4. Milestone: introduce a program for peer observation and collaboration

17.2.5. Ability to Demonstrate the Benefits to the Student and Staff Experience

17.2.5.1. Milestone: provide more information to students about effectively engaging with Flipped co

17.2.6. Evidence-Based Decision-Making and a Continuous Cycle of Improvement

17.2.6.1. Milestone: build capacity and skills in order to enhance evidence-based decision-making

17.2.6.2. Milestone: develop differentiated best practices for Flipped Learning which are specific t

17.2.6.3. Milestone: introduction of more digital platforms

17.3. Looking to the Long Term

17.4. Conclusion

Acknowledgements

References

Index

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Tags: Muhammed Sahin, Caroline Fell Kurban, Flipped Approach, Higher Education