Intentional content and the professional educator

IF 2.5 Q1 Social Sciences
M. Lawton
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引用次数: 1

Abstract

ABSTRACT A definition of flipped learning by the Flipped Learning Network identifies ‘The Four Pillars of F-L-I-P™’; Flexible learning environment, a change in Learning cultures, Intentional content, and the Professional educator. This case study concentrates on the ‘I’ and ‘P’, intentional content and the professional educator. Appreciative Inquiry is used to explore, from both a student and staff perspective, the following questions: when does learning and teaching start? what is our role in developing the online environment? what is the impact on our own academic practice in both the online and face-to-face learning environments? what is recognised and respected as ‘teaching’ and what is recognised as ‘learning’? and by whom? This case study will offer some recommendations relating to intentional content and the role of a professional educator that could be interpreted into most flexible learning approaches concluding with a model for a different mind-set for developing the online environment.
意向性内容与职业教育者
通过翻转学习网络对翻转学习的定义确定了“F-L-I-P的四大支柱™”;灵活的学习环境,学习文化的变化,意向性的内容,以及专业的教育者。本案例研究的重点是“I”和“P”、有意内容和专业教育者。欣赏式探究从学生和教师的角度探讨以下问题:学习和教学何时开始?我们在发展网络环境中扮演什么角色?在线和面对面的学习环境对我们自己的学术实践有什么影响?什么被认为是“教”,什么被认为是“学”?谁呢?本案例研究将提供一些与有意内容和专业教育者的角色相关的建议,这些建议可以解释为最灵活的学习方法,并以开发在线环境的不同思维模式为结论。
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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