A Technology-Enabled Flipped Classroom Model
This chapter presents the approach taken by LKCMedicine, NTU Singapore to re-imagine the learning and teaching paradigm. Building on the creative and skilful weaving of the strands of technology, curriculum and pedagogy, we create a unique DNA. Central to the development of the LKCMedicine, DNA is the replacement of a lecture-based curriculum via a rich and seamlessly integrated technology-enabled team-based learning (TBL) pedagogy. To that end, we present how our mobile technologies play a key role in ensuring that pedagogy remains at the forefront of the learner experience. The chapter outlines how to exploit mobile and tablet technologies to (i) dispense with face-to-face lectures, (ii) facilitate personalised learning, and (iii) actively engage students through extended communication opportunities.
KeywordsE-Learning Flipped Classroom Team-Based Learning Pedagogy Learning and Teaching DNA TERESA Learning Framework Technology Enabled Learning Blended Learning E-Learning Ecosystem Mobile Learning E-Portfolio Virtual Library Curriculum Management System Learning Activity Management System
- Bonk, C. J., & Graham, C. R. (2006). The handbook of blended learning: Global perspectives, local designs. San Francisco: Wiley.Google Scholar
- Gagne, R. M. (1977). The conditions of learning (3rd ed.). New York: Holt, Rinehart and Winston.Google Scholar
- Maisie, E. (2006). The blended learning imperative. In C. J. B. C. Graham (Ed.), The handbook of blended learning: Global perspectives, local designs (pp. 22–26). San Francisco: Wiley.Google Scholar