an Erasmus+ Project
The Group (Learning) Space in Flipped Learning 3.0 is an essential component where trainees engage in activities that encourage higher-order thinking skills. Trainers need to prepare for the varied levels of understanding trainees bring to the Group Space, ensuring that there is room for questions, clarification, and addressing misconceptions. Key activities such as practice sessions, Read More …
Micro conversations are short, informal interactions between learners and instructors in a flipped classroom setting (or in the frame of Flipped Learning). They can take place in person, online, or through a variety of other channels. The goal of micro conversations is to provide learners with opportunities to ask questions, clarify concepts, and get feedback Read More …
This article explores the growing significance of Flipped Learning 3.0 in Adult Education, highlighting its numerous benefits for adult learners. Flipped Learning revolutionizes conventional classroom structures by prioritizing self-directed learning and active participation. By employing Bloom’s Taxonomy, it strategically divides learning materials into individual study sessions for foundational knowledge and collaborative group learning for more Read More …
A basic approach to Flipped Learning is to split the instructions and use two different learning spaces for them. The one learning space is the so-called individual space. Here, the learner learns alone and focuses on things that fall within the domain of knowledge and understanding. It is no coincidence that these two properties occupy Read More …
Multimedia-based and Interactive content should be standard in today’s technology-enabled courses. It should enable active learning. In this project, we identified a crucial content: Many Adult Education organisations are small and don’t have the human resources to create the expected content. Additionally, many course creators neither have the necessary knowledge to create multimedia content nor Read More …
The Flipped Adult Education guide is available in the German language as well. This version has been enhanced with specific comments and suggestions during the translation process. The guide can be downloaded from the webpage. Link: www.fade-in.eu/web/the-projects-results/the-flipped-learning-guide/
IT plays an extremely important role in Flipped Learning 3.0: Content and activities are using Multimedia; active learning is also deeply connected with the use of technology, and especially the individual space makes intensive use of ICT. Consequently, it can be deduced that digitization occupies an important place in Flipped Learning and therefore different areas, Read More …
The training took place in Syros from July 10th until July 14th. All partners were represented with trainers of their organisation, well-fitting to the COVID-19 restrictions: Either tested or vaccinated. The training was organized using the Flipped Learning 3.0 Framework with a pre-class course, focusing on basics using the “Lower Bloom’s” and the face-to-face training Read More …
In the frame of the “Flipped Adult Education” Project, the project team will implement a training for trainers of the organizations focusing on the Flipped Learning 3.0 Framework. Peter Mazohl, holding a Flipped Learning Master’s II degree, will be responsible for the training. He is currently reflecting material from the course offered by the FLGlobal. Read More …
Backward Design, which is used in education, is a process to design learning experiences and instructional techniques to achieve specific learning outcomes. This method can be counted to the top-down approaches. Top-down versus Bottom-up The top–down approach goes from the general to the specific, and the bottom–up approach begins at the specific and moves to Read More …