The Flipped Classroom idea is simple: the students consume lecture content as videos or audios individually in their own time, freeing-up lecture time for more interactive and constructive pedagogies, with the students being more engaged and active in class.
Does this fit with the Higher Education context? Specifically anywhere in Warwick (a research-intensive university in the English Midlands)?
This paper reports on the initial phase of a Design Thinking investigation inspired by the basic Flipped Classroom idea, looking for ways in which it may be adopted and/or adapted to fit into existing or changing HE practices, in specific well defined contexts. In doing so, important lessons are learned concerning the diversity and specificity of the disciplines that are considered (english literature, medicine, psychology, teacher training, history, chemistry).
The cases presented in the 7 design studies each illustrates how an academic teacher has designed new practice to address problems encountered in teaching, by applying pedagogy that stands out from the everyday pedagogies of their disciplines. They show how designerly practitioners can reflect upon teaching, identify "threshold concepts" and areas of difficulty (or even liminality), and respond with additional design and development work
