Page 0013


Read more

Joanna Kori

Global L&D Manager

LEO Learning and Learning

Technologies Group

Flipped Learning - what

it is and why it's still


This is the first in a series of three articles

looking at 'The future present of blended

learning'. Part 2 will look at case studies

and measurement. Part 3 will muse on

the modern blend, including the use of

social and ecosystems, and learning


Technology has revolutionised the way

employees learn, and yet traditional learning

methods continue to be popular. As a

blended learning specialist, I work with both

old and new methods. Working within the

ever-increasing, furiously fast-paced learning

technologies space, sanity has forced me to

accept that we exist within a present day

situation of 'future histories'. We're all playing

catch up with what has already been


Housing those technologies within a

framework of the best of what's been used

before, helps us to familiarise and standardise

their use, within a contemporary blended

learning solution. My own framework for

ensuring that best practice and quality

standards are met, comes from a hybrid

cocktail of tradition and technology that I

mixed while studying (late in my career) for

my Post-Compulsory PGCE.

'Flipped' came from the US and was defined

by Jon Bergman and Aaron Sams around

2007 - essentially in response to the

increasing number of disengaged students in

their classes. There were students who hadn't

known life without the Internet, and didn't see

technology as something separate from their

lives, or from learning.

The flipped classroom inverts traditional

teaching methods so that the core information

is delivered online, before the class (at home)

and the 'homework' moves into the

classroom. It's a form of blended learning that

encompasses the use of technology to move

direct teaching and instruction from the group

teaching space (the classroom) into the selfpaced, individual learning environment. This

enables students to grasp the content at their

own time and pace, releasing classroom time

to concentrate on the application of

understanding through discussions, debates

and other activities that take care of the group

dynamics available in a face-to-face format.



  1. Page 0001
  2. Page 0002
  3. Page 0003
  4. Page 0004
  5. Page 0005
  6. Page 0006
  7. Page 0007
  8. Page 0008
  9. Page 0009
  10. Page 0010
  11. Page 0011
  12. Page 0012
  13. Page 0013
  14. Page 0014
  15. Page 0015
  16. Page 0016
  17. Page 0017
  18. Page 0018
  19. Page 0019
  20. Page 0020
  21. Page 0021
  22. Page 0022
  23. Page 0023
  24. Page 0024
  25. Page 0025
  26. Page 0026
  27. Page 0027
  28. Page 0028

Related Issues