Flipped Classroom. What can you imagine by it?
Up to now, knowledge has been imparted during university face-to-face events and the application of the knowledge has been tested individually and outside the university. At the weekly input lunch in April 2020, the change in learning caused by digitization was examined in more detail, which is also becoming noticeable in the university context. For example, the learning locations of theory and application are swapped (‘flipped’): Students acquire the theoretical knowledge on their own before the course in order to then work together in a solution-oriented and case-based manner. In this way, the knowledge transfer is ideally designed, because the interactive work during the attendance time can increase the learning effect.
In this context, social scientist Katharina Mosene presented a number of possibilities for designing innovative university teaching, from live surveys to interactive presentation formats and collaborative tools. She drew on her wide-ranging experience and used teaching/learning concepts that had actually been implemented to illustrate the effectiveness and meaningfulness of open higher education.
In the discussion that followed, specific questions arose about individual tools. The consensus was that there are already a large number of extraordinary tools, but that most lack the knowledge of how to use them effectively or at least the time to deal with them in depth. This is less the case at universities with e-learning offices, eScouts or digital officers – an appeal to the universities!
The presentation on the input can be found here. We thank Katharina Mosene for her encouraging input.