Flipped classroom in higher Norwegian IT education

In recent years, Flipped Classroom has been a well described approach to organizing a learning environment. The approach is, and has been, in use at many levels of educational systems in many parts of the world and within different subject areas. In this study, we narrow the scope and focus on the use of Flipped Classroom within higher Information Technology (IT) education in Norway. We want to investigate if Flipped Classroom is in use, and if so, to what degree? What are the stories from educators who have tried Flipped Classroom when teaching IT related courses in higher education? Through semi structured interviews we want to investigate the motivation behind choosing this pedagogical method, and the results of course deliveries in a Flipped Classroom setting. The findings suggest that the use of Flipped Classroom in higher Norwegian IT education is limited. The experiences of using the approach, conveyed through the interviews, are positive. Most students are satisfied. The teacher is happy. The academic results are as good or even better than those achieved prior to flipping the classroom. So why is the use of Flipped Classroom limited when the results are good? The interviewees have their opinions on that question also. The study provides a look into the current status of Flipped Classroom usage in the higher Norwegian IT education. It also provides good tips to those who are planning to flip the classroom for the first time

Transitioning to Flipped Classroom - an experience report

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Quiz for diskusjon og samarbeid i store klasser

Quiz er vorte populært som eit middel for å aktivit læring, og for å auka engagementet åt studentane på førelesing. Mange har teke til orde for quiz som eit nytt, innovativt og positivt verkemiddel, men det meste som er skrive tek utgangspunkt i at quiz er quiz, og alle veit kva det er. I denne artikkelen problematiserer med fenomenet, og drøftar ulike måtar å bruka quiz på, med utgangspunkt i ein fallstudie frå eit emne i grunnleggjande matematikk.&nbsp