Abstract
This chapter focuses on the design of a flipped learning experience and, in particular, focuses on the types of activities and their scheduling. The problem can be described as how to stratify the type of activities and how they are distributed in time such that students are provided a gradual and engaging approach to achieve the learning outcomes. The flipped learning design model described in this section has been deployed in a first-year engineering course on computer systems at a higher education institution. In the remainder of the chapter, we assume that students with respect to a topic need to traverse the levels of the revised Bloom’s taxonomy starting with acquiring basic knowledge about a concept and then making a transition to the point where they can evaluate or create artefacts within that area.
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Notes
- 1.
See http://arduino.cc.
- 2.
ReStructuredtext is a plaintext mark-up syntax that can be automatically translated to HTML http://docutils.sourceforge.net/rst.html.
- 3.
Sphinx Python Documentation Generator http://sphinx-doc.org.
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Pardo, A., Mirriahi, N. (2017). Design, Deployment and Evaluation of a Flipped Learning First-Year Engineering Course. In: Reidsema, C., Kavanagh, L., Hadgraft, R., Smith, N. (eds) The Flipped Classroom. Springer, Singapore. https://doi.org/10.1007/978-981-10-3413-8_11
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