The first chapter of this article presents the theoretical approaches to pedagogical model of Flipped Classroom by referring to previous research and implementation reports on the theme. The attention has been payed especially to the higher education students’ experiences of studying with the methodology. The second chapter introduces the development and experiment process in HAMK and the results and conclusions of the project. The third chapter discusses future actions and future needs for research, education and co-operation with the world of work. The Learning environments includes also relationship and personal dimensions as well as system maintenance and change. Strayer (2007, 28) instead, develops a wider conceptual framework for investigating learning activity in a classroom that is structured using the classroom flip. Also he is emphasizing the extensive use of educational technology to deliver course content outside of class, but he reminds that active learning during class time is the other necessary feature of the classroom flip (Strayer 2007). These two elements influence on student’s learning environments in fundamental ways (see in Figure 2.) Herreid and Schiller (2013) have revealed that there are also challenges and pitfalls in the Flipped Classroom. The two major problems are 1) student resistance and 2) finding good, quality online learning materials casino 8 billings mt, e.g. videos. Students new to the method may be initially resistant because it requires that they do work at home rather than be first exposed to the subject matter in school. Consequently, they may come unprepared to class to participate in the active learning phase of the course. Faculty solve this problem by giving a short quiz either online or in class or by requiring homework that references information that can only be obtained from the outside reading or videos (Herreid & Schiller 2013, 2). The role of the teachers was important in facilitating, activating and assessing the Flipped online learning process. The teachers individualized the students’ learning by offering personal deepening knowledge, for example learning materials, sources and references. However, the students were responsible to collect ilmainen media player, modify and edit their own learning materials in the process. Teachers also encouraged the students to share openly their knowledge with other students. The role of a Professional Educator is even more important, and often more demanding, in a Flipped Classroom than in a traditional one. During class time, teachers continually observe their students, providing them with feedback relevant in the moment ilmaiskierroksia casino lac, and assessing their work. Professional educators are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism, and tolerate controlled chaos in their classrooms (Flipped Learning Network 2014). At first, the entity of the module was re-designed with student-centered, activating and engaging approach. It was realized, that an adult learner must own her own learning process and take actively responsibility of her actions. According to Scrum framework, the students were encouraged to take the roles of the process owners who define themselves the learning goals and the challenge or problem they need to find solutions. Students also planned their own learning processes including concrete timetable ilmaiskierroksia casino king, milestones and assessment of the process. The teachers guided students to create the development teams who, after a shared assignment statement and kick-off, made a concrete plan how and what to study in their next learning sprint section. Miikka Ruusunen has visualized the learning spring section in Figure 4. The visualization presents bot teachers’ and students’ actions during one month studying. The sprint section is implemented three or four times in one module. The constant follow-up and evaluation of the online learning process was very important in the process. The students assessed their own learning projects and also the work of their development teams. Both Finnish and English groups used variety of online tools in their studying. For example Microsoft Office 365 -service was used in shared workspaces, timetabling and milestoning the learning process, as well as in negotiating about the contents and learning achievements. The online learning process was decided to keep as transparent as possible so, that both teachers and students can follow the process openly and comment also the unfinished tasks under processing. Bishop and Vergler (2013) define Flipped Classroom as an educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom. Their definition is represented in Figure 1. This article, together with the pedagogical pilot projects, research and several educational experiments run in the project (see e.g. Mäntylä 2015; Turunen & Valokorpi 2015; Miettinen & Vikberg-Aaltonen 2015; Valokorpi, Mäntyneva, Turunen, Ruusunen & Kullaslahti 2015) aims to offer material for university teachers and developers for studying, implementing and assessing high-quality training, new pedagogical methods and work-based applied research in their work. The article is chosen to be written in English for serving also the international studies and global education of HAMK. It will be implied also in learning material planning and design in near future. Figure 3. Change in Teacher’s Role in Knewton Infographics based on research of Strayer (2011). According to Flipped Classroom model, the students built the knowledge flexibly free joker fonts downloads, independently but also in co-operation with their peers. In their weekly meetings the students collaborated and concentrated on their current challenges and questions. The students’ role as co-learners and peers was important and emphasized in the process. Although the teachers were active and available in online casino fin urban, they didn’t participate in the students’ weekly online meetings.
PL 412 Visiting address: The MPH is a 2-year programme of 120 ECTS credits. It is primarily contact teaching with elements of online learning. We incorporate modern teaching methodologies according to the UEF `s aims, which we are very proud of. The MPH provides a strong foundation for understanding public health and related research online casino suomi k31, and, depending on the choice of track mobile casino games with bonus, issues of global health, public health nutrition, epidemiology online quilt shops, or health promotion in nursing science. The four tracks, from which students choose one after the first semester are: Degree students at the University of Oulu may complete language and minor subject studies included in their degrees at the Open University. These courses are free for the student provided that the his/her faculty has recognised and approved the courses provided by the Open University as part of the degree programme and has committed to paying for the courses on the student's behalf. Students with permission to take free Open University courses must provide information on the Faculty’s commitment to payment and which degree programme (or major subject in the Faculty of Humanities) they are studying at as well as the name of the person who made the commitment to payment. This information should appear in the Open University registration form. If the faculty has not agreed to pay for the courses ilmaista pelirahaa casinot, the students themselves must pay. For more information casinos in california, go to Oulun avoin yliopisto or contact a Chief Academic Officer at one of the faculties. Course contents Grade 1 After completing this course the student Grade 3 The assessment of one’s own learning does not influence the grade. The assignment is the same for all courses/modules and the answers will also be used for course/module development. The assignment is completed online in WinhaOpaali.
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