Flipped pedagogy is a pedagogical approach that is part of Blended Learning. In a flipped learning setup, learners review training materials or watch video content prior to in-person sessions. Face-to-face sessions are dedicated to exchange and interactive exercises. In this dynamic, the “instruction” part takes place in individual space and the “exercises” part takes place in a dynamic group context. So in concrete terms, what can we do to switch to flipped pedagogy?
Step 1: Understand the 4 principles of FLIP learning
Called FLIP learning in English, flipped pedagogy applied to a blended learning strategy is based on 4 pillars, whose initials make up the word FLIP:
- Flexible environment : trainers reorganize their learning spaces for group work or alone. They create flexible spaces in which students choose when and where they learn.
- Learning culture : Flipped pedagogy moves teaching towards an approach centered on the learner instead of the trainer. Class time is spent exploring topics in greater depth and in situations. Learners are actively involved in building knowledge.
- Intentional content : Flipped learning helps learners develop their ability to understand concepts. Educators use intentional content to maximize classroom time that focuses on active learning.
- Professional educator : The role of a professional trainer is more important in flipped training. In person, they observe to give feedback and assess. They have a less visible role in flipped training but remain an essential ingredient in this pedagogy. Moreover, do not hesitate to preparing trainers for blended learning.
-> How to translate these 4 main principles?
1 - Define the spaces, deadlines and supports that allow learners to learn, interact and reflect on their learning
2 - Involve learners in face-to-face activities without the teacher being central
3 - Prioritize the concepts usually taught in person in person in “solo” learning. Develop formats that allow broad accessibility to all learner profiles
4 - The trainer is available to everyone and at any time, in an individual and face-to-face learning context. He continuously evaluates his pedagogy in a logic of continuous improvement.
Step 2: identify courses or training portions for which flipped pedagogy can be applied
To get started, it is important to identify where the use of the flipped pedagogy model is most justified in the training plan. For that, You have to ask yourself a number of questions : in which courses do we currently rarely have time to complete activities or applications, requiring learners to complete the application exercises on their own? What concepts do learners have the most difficulty learning? What are the topics on which learners would benefit from applying the concepts under the supervision of a trainer?
-> What actions should be put in place?
1 - Identify training courses for which the time to implement the concepts learned is often cut or truncated due to a lack of face-to-face time
2 - Identify concepts that are difficult to assimilate that would benefit from being implemented or challenged in person
Step 3: Devote in-person time to implementation activities
The challenge of this part is to reallocate face-to-face time in order to bring implementation challenges, while positioning the trainer as a coach. It's about determine the type of activity that best suits learners, while providing them with the necessary support and feedback in real time.
-> What actions should be put in place?
1 - Determine the profile of the learners and the type of exercises or scenarios that would allow them to be engaged
2 - involve learners by collecting their feelings and feedback on the exercises in order to adjust for the following sessions
Step 4: Clarify how in-person and offline learning fit together
The whole point of flipped pedagogy is to move the “homework” and the application of what has been learned into the face-to-face phase, while replacing the “lectures” part on personal working time beforehand. To get started in this process, you need to visualize what learners need to be able to do after completing each course of the course.. It is also necessary to recognize the training sequences in which the implementation phases are often truncated in order to transform this content into a framework of flipped pedagogy. It is also necessary to clarify the content that the learners must have seen, read or heard before the session. in person to be able to participate in implementation activities.
-> What actions should be put in place?
1 - Visualize what learners should be able to do after completing each course sequence
2 - Clarify the content that learners must have seen, read, or heard prior to the in-person session in order to be able to participate in the implementation activities
Step 5: Determine the materials and formats used to deliver the “class” preparation content
Once it has been clarified how learners will be invited to apply their knowledge and skills during the in-person session, you have to think about what they should read or consult in advance in preparation. In a context of flipped pedagogy, video is the most often used medium to deliver training content, as well as content to be read depending on the complexity of the concepts to be learned. For example, these may be short video sequences delivered in the form of microlearning. In addition, The context in which learners access the content must be kept in mind. In this context, it is rather wise to think of a solution that adapts to all contexts of “consumption” of content, such as the Mobile learning.
-> What actions should be put in place?
1 - Determine the content and format of the training provided prior to face-to-face training according to the objectives set for the course
2 - Think of a support adapted to all learner profiles and all learning contexts, at home as well as in mobility (transport etc.).
