| 000 | 17410cam a2202833 i 4500 | ||
|---|---|---|---|
| 001 | 816789 | ||
| 003 | KOHA | ||
| 008 | 161221s20162016enka 000 0 eng d | ||
| 020 |
_a9781786357441 _q(hardback) |
||
| 040 |
_aTR-IsMEF _beng _erda _cTR-IsMEF |
||
| 041 | 0 | _aeng | |
| 049 | _aTR-IsMEF | ||
| 050 | 0 | 0 |
_aLB1029.F55 _bF55 2016 |
| 245 | 0 | 0 |
_aThe flipped approach to higher education : _bdesigning universities for today's knowledge economies and societies/ _cby Muhammed Şahin, MEF University, Istanbul, Turkey, Carolibe Fell Kurban, MEF University, Istanbul, Turkey. |
| 250 | _aFirst edition: 2016. | ||
| 264 | 1 |
_aBrighton : _bEmerald Publishing, _c2016. |
|
| 264 | 4 | _a©2016 | |
| 300 |
_axxiv, 229 pages : _billustrations, _c24 cm. |
||
| 336 |
_atext _2rdacontent |
||
| 337 |
_aunmediated _2rdamedia |
||
| 338 |
_avolume _2rdacarrier |
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| 490 | 0 | _aInnovation, technology, and education for growth. | |
| 505 | 0 | _aList of Figures.--List of Tables.--Foreword.--Preface; About the Authors.--Chapter 1 The Socio-Economic and Socio-Technical Nature of Today's World and How This Impacts the Education Sector.--1.1. Employment.--1.2. Education.--1.3. Knowledge, Connectivity, and Cognitive Overload.--1.4. What is Needed from Education Today.--Chapter 2 Flipped Learning: A Transformative Approach Designed to Meet the Needs of Today's Knowledge Economies and Societies.--2.1. What is Flipped Learning?.--2.2. How Did Flipped Learning Develop?.--2.3. How Flipped Learning Meets the Needs of Today's Knowledge Economies and Societies.--Chapter 3 From Current Practice to Future Practice: Making the Decision to Flip.--3.1. Introduction.--3.2. Moving from Current Practice to Future Practice: How the Need for Change Emerged; 3.3. Searching for Future Practice; 3.4. The Big Reveal; Chapter 4 Organizational Design and Transformation; 4.1. Physical and Geographical Infrastructure; 4.2. Human, Social, and Intellectual Capital.--4.3. Technological Infrastructure.--Chapter 5 Flipped Learning Theory, Policies, and Practices.--5.1. Introduction.--5.2. Flipped Learning Theories.--5.3. Flipped Learning Performance Gaps, Causes, and Interventions.--5.4. From Theory to Practice.--5.4.1. A Recommended Course Design Process.--5.4.2. An Instructional Design Handbook.--5.4.3. A Flipped Learning Instructional Design Online Course.--5.4.4. A Flipped Learning Instructional Design Best Practice Checklist.--5.4.5. Support for Students.--5.5. Summary.--Chapter 6 Flipped Leadership: Transparency, Vision, Accountability, and Resources.--6.1. MEF University Rector, Muhammed Şahin. 6.2. Instructors' Expectations6.3. Physical Infrastructure; 6.4. Real-Life Assessment; 6.5. Conclusion; Chapter 7 Supporting Flipped Learning: Digital Pedagogy, Training, and Resources.--7.1. CELT, Caroline Fell Kurban.--7.1.1. Challenges through the Instructors' Eyes.--7.1.2. Challenges through the Students' Eyes.--7.1.3. Challenges through the Institution's Eyes: The Need for an Audit.--7.1.4. Lessons Learnt from the Audit: How the Process Could be Made More Supportive while Still Holding Instructors Accountable.--7.1.5. Lessons Learnt from Implementing Technological Mandates.-- 7.1.6. Where Next? Strategic Plan for the Rest of the Academic Year.--7.2. ITC, Brian Ramey.--7.2.1. The Technological Infrastructure Needed for a Flipped Environment.--7.2.2. Integrating Digital Resources.--7.2.3. Using Data to Effect Change.--7.2.4. The Need for a Secure Video Server.--7.2.5. Conclusion.--7.3. Library Director, Ertuğrul Çimen.--7.3.1. The Architecture of a Library in a Digital World.--7.3.2. The Successes of Using Digital Materials.--7.3.3. The Challenges of Using Digital Materials.--7.3.4. Academic Integrity in a Digital World. | |
| 520 | _aFrom the world's first completely flipped institution, the authors address the socio-economic and socio-technical nature of today's world and how this effects the education sector, outlining how and why they adopted Flipped Learning, and definitively describe the organizational design process needed to establish a Flipped institution. | ||
| 610 | 1 | 0 | _aMEF Üniversitesi |
| 650 | 0 | _aStudent-centered learning | |
| 650 | 0 |
_aStudent-centered learning _zTurkey |
|
| 650 | 0 | _aActive learning | |
| 650 | 0 |
_aActive learning _zTurkey |
|
| 650 | 0 | _aCollege teaching | |
| 650 | 0 |
_aCollege teaching _zTurkey |
|
| 650 | 0 | _aTeaching | |
| 650 | 0 |
_aTeaching _zTurkey |
|
| 650 | 0 | _aIndividualized instruction | |
| 650 | 0 |
_aIndividualized instruction _zTurkey |
|
| 650 | 0 | _aBlended learning | |
| 650 | 0 |
_aBlended learning _zTurkey |
|
| 650 | 0 |
_aBlended learning _xTechnological innovations |
|
| 650 | 0 |
_aBlended learning _xTechnological innovations _zTurkey |
|
| 650 | 0 |
_aEducation _xStudy and teaching (Higher) |
|
| 650 | 0 |
_aEducation _xStudy and teaching (Higher) _zTurkey |
|
| 650 | 0 |
_aEducation _xStudy and teaching (Higher) _xStudy and teaching (Higher) |
|
| 650 | 0 |
_aEducation _xStudy and teaching (Higher) _xStudy and teaching (Higher) _zTurkey |
|
| 650 | 0 | _aEducational innovations | |
| 650 | 0 |
_aEducational innovations _zTurkey |
|
| 650 | 0 | _aVideo tapes in education | |
| 650 | 0 |
_aVideo tapes in education _zTurkey |
|
| 650 | 0 |
_aUniversities and colleges _xAdministration |
|
| 650 | 0 |
_aUniversities and colleges _xAdministration _zTurkey |
|
| 650 | 0 |
_aEducation, Higher _xAdministration |
|
| 650 | 0 |
_aEducation, Higher _xAdministration _xAdministration _zTurkey |
|
| 650 | 0 | _aFlipped classrooms | |
| 650 | 0 |
_aFlipped classrooms _zTurkey |
|
| 650 | 0 |
_aEducation, Higher _xEffect of technological innovations on |
|
| 650 | 0 |
_aEducation, Higher _xEffect of technological innovations on _zTurkey |
|
| 650 | 0 |
_aEducation, Higher _xAims and objectives |
|
| 650 | 0 |
_aEducation, Higher _xAims and objectives _zTurkey |
|
| 650 | 0 | _aKnowledge economy | |
| 650 | 0 |
_aKnowledge economy _zTurkey |
|
| 653 | _aFlipped classroom design | ||
| 653 | _aFlipped classroom design | ||
| 653 | _aFlipped learning | ||
| 653 | _aFlipped learning | ||
| 653 | _aFlipping | ||
| 653 | _aFlipping | ||
| 653 | _aStudent learning support | ||
| 653 | _aStudent learning support | ||
| 700 | 1 |
_aŞahin, Muhammed, _d1965-, _eeditor, _eauthor. |
|
| 700 | 1 |
_aKurban, Caroline Fell, _eeditor, _eauthor. |
|
| 710 | 2 |
_aMEF Üniversitesi _9618 |
|
| 830 | 0 |
_aInnovation, technology, and education for growth. _941942 |
|
| 900 | _aMEF Üniversitesi Kütüphane katalog kayıtları RDA standartlarına uygun olarak üretilmektedir / MEF University Library Catalogue Records are Produced Compatible by RDA Rules | ||
| 920 |
_aŞahin, Muhammed, _edonor. |
||
| 942 |
_2lcc _cBKS _013 |
||
| 970 | 0 | 1 |
_aList of figures, _pxiii. |
| 970 | 0 | 1 |
_aList of tables, _pxv. |
| 970 | 0 | 1 |
_aForeword, _pxvii. |
| 970 | 0 | 1 |
_aPreface, _pxix. |
| 970 | 0 | 1 |
_aAbout the authors, _pxxiii. |
| 970 | 1 | 2 |
_tThe socio-economic and socio-technical nature of today's world and how this impacts the education sector, _p1. |
| 970 | 1 | 1 |
_tEmployment, _p1. |
| 970 | 1 | 1 |
_tEducation, _p4. |
| 970 | 1 | 1 |
_tKnowledge, connectivity, and cognitive overload, _p8. |
| 970 | 1 | 1 |
_tWhat is needed from education today, _p11. |
| 970 | 1 | 2 |
_tFlipped learning: a transformative appoach designed to meet the needs of today's knowledge economies and societies, _p15. |
| 970 | 1 | 1 |
_tWhat is flipped learning?, _p15. |
| 970 | 1 | 1 |
_tHow did flipped learning develop?, _p17. |
| 970 | 1 | 1 |
_tHow flipped learning meets the needs of Today's knowledge economies and societies, _p23. |
| 970 | 1 | 2 |
_tFrom current practice to future practice: making the decision to flip, _p25. |
| 970 | 0 | 1 |
_aIntroduction, _p25. |
| 970 | 1 | 1 |
_tMoving from current practice to future practice: how the need for change emerged, _p26. |
| 970 | 1 | 1 |
_tSearching for future practice, _p29. |
| 970 | 1 | 1 |
_tThe big reveal, _p35. |
| 970 | 1 | 2 |
_tOrganizational design and transformation, _p37. |
| 970 | 1 | 1 |
_tPhysical and geographical infrastructure, _p37. |
| 970 | 1 | 1 |
_tHuman, social and intellectual capital, _p40. |
| 970 | 1 | 1 |
_tTechnological infrastructure, _p43. |
| 970 | 1 | 2 |
_tFlipped learning theory, policies and practices, _p45. |
| 970 | 0 | 1 |
_aIntroduction, _p45. |
| 970 | 1 | 1 |
_tFlipped learning theories, _p46. |
| 970 | 1 | 1 |
_tFlipped learnin performance gaps, causes and interventions, _p46. |
| 970 | 1 | 1 |
_tFrom theory to practice, _p51. |
| 970 | 1 | 1 |
_tA recommended course design process, _p51. |
| 970 | 1 | 1 |
_tAn instructional design handbook, _p51. |
| 970 | 1 | 1 |
_tA flipped learning instructional design online course, _p58. |
| 970 | 1 | 1 |
_tA flipped learning instructional design best practice checklist, _p59. |
| 970 | 1 | 1 |
_tSupport for students, _p59. |
| 970 | 0 | 1 |
_aSummary, _p63. |
| 970 | 1 | 2 |
_tFlipped leadership: transparencyi vision, accountability, and resources, _p65. |
| 970 | 1 | 1 |
_tMEF University Rector, Muhammed Şahin, _p65. |
| 970 | 1 | 1 |
_tInstructor's expectations, _p66. |
| 970 | 1 | 1 |
_tPhysical infrastructure, _p68. |
| 970 | 1 | 1 |
_tReal-life assessment, _p69. |
| 970 | 0 | 1 |
_aConclusion, _p71. |
| 970 | 1 | 2 |
_tSupporting flipped learning: digital pedagogy, training, and resources, _p73. |
| 970 | 1 | 1 |
_tCELT, Caroline Fell Kurban, _p73. |
| 970 | 1 | 1 |
_tChallenges through the instructors' eyes, _p74. |
| 970 | 1 | 1 |
_tChallenges through the students' eyes, _p74. |
| 970 | 1 | 1 |
_tChallenges through the institution's eyes: the need for an audit, _p75. |
| 970 | 1 | 1 |
_tLessons learnt from the audit: how the process could be made more supportive while still holding instructors accountable, _p77. |
| 970 | 1 | 1 |
_tLessons learnt from implementing technological mandates, _p78. |
| 970 | 1 | 1 |
_tWhere next? Strategic plan for the rest of the academic year, _p79. |
| 970 | 1 | 1 |
_tITC, Brian Ramey, _p80. |
| 970 | 1 | 1 |
_tThe technological infrastructure needed for a flipped environment, _p80. |
| 970 | 1 | 1 |
_tIntegrating digital resources, _p82. |
| 970 | 1 | 1 |
_tUsing data to effect change, _p83. |
| 970 | 1 | 1 |
_tThe need for a secure video server, _p83. |
| 970 | 0 | 1 |
_tConclusion, _p85. |
| 970 | 1 | 1 |
_tLibrary Director, Ertuğrul Çiman, _p85. |
| 970 | 1 | 1 |
_tThe architecture of Library in a digital worl, _p85. |
| 970 | 1 | 1 |
_tThe successes of using digital materials, _p86. |
| 970 | 1 | 1 |
_tThe challenges of using digital materials, _p86. |
| 970 | 1 | 1 |
_tAcademic integrity in a digital world, _p88. |
| 970 | 1 | 2 |
_tEngaging students in a flipped language learning environment: stories from the English language preparatory program, _p89. |
| 970 | 1 | 1 |
_tDirector of the School of Foreign languages, John McKeown, _p89. |
| 970 | 1 | 1 |
_tBackground and requirements of MEF ELPP prior to MEF opening, _p90. |
| 970 | 1 | 1 |
_tFlipped learning teacher training and development prior to MEF opening, _p90. |
| 970 | 1 | 1 |
_tDeveloping a flipped learning ELPP curriculum prior to MEF opening, _p91. |
| 970 | 1 | 1 |
_tChoosing resources for a flipped program prior to MEF opening, _p92. |
| 970 | 1 | 1 |
_tCreating an ELPP assessment structure prior to MEF opening, _p93. |
| 970 | 1 | 1 |
_tCreating resources for the flip prior to MEF opening, _p93. |
| 970 | 1 | 1 |
_tLessons learnt from the first year, _p94. |
| 970 | 1 | 1 |
_tThe ELPP approach in the second year, _p96. |
| 970 | 0 | 1 |
_aConclusion, _p98. |
| 970 | 1 | 1 |
_tELPP instructor, Joel Compton, _p98. |
| 970 | 1 | 2 |
_tFlipping language, literature, and digital literacies: stories from the school of foreign languages, _p103. |
| 970 | 1 | 1 |
_tFaculty academic english coordinator, Joshua Shannon-Chastain, _p103. |
| 970 | 1 | 1 |
_tApproach in semester one, _p103. |
| 970 | 1 | 1 |
_tApproach in semester two, _p105. |
| 970 | 1 | 1 |
_tAprooach in semester three, _p107. |
| 970 | 1 | 1 |
_tThe results at the end of semester three, _p108. |
| 970 | 1 | 1 |
_tLooking forward, _p110. |
| 970 | 1 | 1 |
_tNew media literacy skills elective course, Daryl Peel, _p110. |
| 970 | 1 | 1 |
_tApproach to the first course, _p110. |
| 970 | 1 | 1 | _p113. |
| 970 | 1 | 1 |
_tApproach to the second course, _p114. |
| 970 | 1 | 1 |
_tResults at the end of the second course, _p115. |
| 970 | 1 | 1 |
_tApproach to the third course, _p116. |
| 970 | 0 | 1 |
_aConclusion, _p117. |
| 970 | 1 | 1 |
_tUnderstanding literature, understanding life elective course, Eric Beyer and Jonathan Day, _p117. |
| 970 | 1 | 1 |
_tDesign of the first course, _p118. |
| 970 | 1 | 1 |
_tDesign of the second course, _p120. |
| 970 | 1 | 1 |
_tComparing the two course, _p120. |
| 970 | 0 | 1 |
_aConclusion, _p122. |
| 970 | 1 | 2 |
_tHow the faculty of engineering is developing its flipped apprach, _p123. |
| 970 | 1 | 1 |
_tCalculus I, Can Fuad Delale, _p123. |
| 970 | 1 | 1 |
_tApproach in the first semester, _p123. |
| 970 | 1 | 1 |
_tApproach in the second semester, _p126. |
| 970 | 0 | 1 |
_tConclusion, _p126. |
| 970 | 1 | 2 |
_tCreating the flipped educators of the future: leading by example in the faculty of education, _p129. |
| 970 | 1 | 1 |
_tDean of the faculty of education, Mustafa Özcan, _p129. |
| 970 | 1 | 1 |
_tThe university within school model, _p130. |
| 970 | 1 | 1 |
_tWhy i chose MEF University to implement the university within School model, _p131. |
| 970 | 1 | 1 |
_tIntroduction to mathematics teaching course, Zelha Tunç-Pekkan, _p132. |
| 970 | 1 | 1 |
_tDeveloping a course framework, _p132. |
| 970 | 1 | 1 |
_tLessons learnt and how these can be addressed, _p138. |
| 970 | 1 | 1 |
_tCalculus, Utkun Aydın, _p138. |
| 970 | 1 | 1 |
_tGetting to understand flipped learning, _p139. |
| 970 | 1 | 1 |
_tStarting to flip my course, _p140. |
| 970 | 1 | 1 |
_tFlipped videos, _p140. |
| 970 | 1 | 1 |
_tFlipped presentations, _p141. |
| 970 | 1 | 1 |
_tFlipped activities, _p142. |
| 970 | 0 | 1 |
_aConclusion, _p144. |
| 970 | 1 | 2 |
_tDifferentiating flipped learning approaches for the diverse needs of the faculty of economics, administrative, and social sciences, _p147. |
| 970 | 1 | 2 |
_tMathematics for social sciences, Murat Öztürk, _p147. |
| 970 | 1 | 1 |
_tAims of the course, _p148. |
| 970 | 1 | 1 |
_tStructure of the course, _p148. |
| 970 | 1 | 1 |
_tLessons learnt about the group, _p149. |
| 970 | 0 | 1 |
_aConclusion, _p150. |
| 970 | 1 | 1 |
_tDigital resources for economics and finance courses, Nazlı Toraganlı and Levent Güntay, _p151. |
| 970 | 1 | 1 |
_tInstructors' own videos, _p151. |
| 970 | 1 | 1 |
_tVideos and test banks provided by publishers, _p152. |
| 970 | 1 | 1 |
_tDigital platforms, _p153. |
| 970 | 0 | 1 |
_aConclusion, _p155. |
| 970 | 1 | 2 |
_tFlipped learning in legal education: a personal experience, _p157. |
| 970 | 1 | 1 |
_tLaw, Emine Karacaoğlu, _p157. |
| 970 | 1 | 1 |
_tTraditional teaching methods on law faculties, _p157. |
| 970 | 1 | 1 |
_tFlipped learning: first videos, first classes, _p158. |
| 970 | 1 | 1 |
_tFlipped learning: experience in the second year, _p160. |
| 970 | 0 | 1 |
_aConclusion, _p162. |
| 970 | 1 | 2 |
_tHow it emerged that the approach to arts, design and architecture already contains a flip, _p165. |
| 970 | 1 | 1 |
_tArchitectural education overview, Arda İnceoğlu, _p165. |
| 970 | 1 | 1 |
_tCourse description and goals, _p166. |
| 970 | 1 | 1 |
_tOrganization of the content, _p167. |
| 970 | 1 | 1 |
_tFall 2014 and Spring 2015 courses and results, _p168. |
| 970 | 1 | 1 |
_tFall 2015 revision and results, _p170. |
| 970 | 0 | 1 |
_aConclusion, _p171. |
| 970 | 1 | 1 |
_tA bridge to dreams, Arda İnceoğlu, Burcu Serdar Köknar, Ahmet Sezgin, Derya Uzal, _p172. |
| 970 | 1 | 1 |
_tDesign-build studio in architecture education, _p172. |
| 970 | 1 | 1 |
_tThe pedestrian bridge at Ayazağa primary school: bridge to dreams, _p173. |
| 970 | 1 | 2 |
_tFlipped learning through the eyes of the students: tales and anecotes, _p177. |
| 970 | 1 | 1 |
_tFirs year mathematics education department student, Mehmet Ali Işık, _p177. |
| 970 | 1 | 1 |
_tSecond year political science and international relations student, Tarık Ali Sert, _p181. |
| 970 | 1 | 1 |
_tSecond year political science and international relations student, Nikan Khamisi, _p183. |
| 970 | 1 | 2 |
_tCultural aspects inherent in flipped learning, _p187. |
| 970 | 1 | 1 |
_tAmerican instructor teaching in a Turkish flipped learning environment, Joel Compton, _p187. |
| 970 | 1 | 2 |
_tMilestones for success, _p191. |
| 970 | 0 | 1 |
_aIntroduction, _p191. |
| 970 | 1 | 1 |
_tShort-term milestones for success: how we plan to reach these and how we will evaluate the results, _p192. |
| 970 | 1 | 1 |
_tLeadership from the top, _p192. |
| 970 | 1 | 1 |
_tInstitutional commitment and investment, _p194. |
| 970 | 1 | 1 |
_tRobust and reliable infrastructure, _p195. |
| 970 | 1 | 1 |
_tEffective and available support for academic staff, _p196. |
| 970 | 1 | 1 |
_tAbility to demonstrate the benefits to the student and staff experience, _p198. |
| 970 | 1 | 1 |
_tEvidence-based decision-making and a continuous cycle of improvement, _p199. |
| 970 | 1 | 1 |
_tLooking to the long term, _p202. |
| 970 | 0 | 1 |
_aConclusion, _p203. |
| 970 | 0 | 1 |
_aAcknowledgements, _p205. |
| 970 | 0 | 1 |
_aReferences, _p207. |
| 970 | 0 | 1 |
_aIndex, _p215. |
| 970 | 0 | 1 | _aLIST OF FIGURES. |
| 970 | 1 | 1 |
_tFigure 1.1 Rate of tertiary student increase from 1955 to 1994, _p5. |
| 970 | 1 | 1 |
_tFigure 1.2 Student in tertiary education by 2012, _p6. |
| 970 | 1 | 1 |
_tApects of traditional and flipped learning mapped against bloom's taxonomy, _p16. |
| 970 | 1 | 1 |
_tMEF Flipped learning classroom design by b-design architects, _p39. |
| 970 | 1 | 1 |
_tDesign of MEF University Library, _p40. |
| 970 | 1 | 1 |
_tBuilding the pedestrian bridge at Ayazağa primary shcool-before and after, _p175. |
| 999 |
_c1124 _d1124 |
||