000 | 08794cam a2201513 i 4500 | ||
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001 | 1953841 | ||
005 | 20240902154954.0 | ||
008 | 190916s20192019ilu a b 000 0 eng | ||
010 | _a 2019943077 | ||
020 |
_a9780999139752 _q(paperback) |
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040 |
_aDLC _beng _erda _cDLC _dTR-IsMEF |
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041 | 0 | _aeng | |
042 | _apcc | ||
049 | _aTR-IsMEF | ||
050 | 0 | 0 |
_aLB1029.F55 _bŞ34 2019 |
906 |
_a0 _bibc _corignew _d2 _eepcn _f20 _gy-gencatlg |
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925 | 0 |
_aacquire _b1 shelf copy _xpolicy default |
|
100 | 1 |
_aŞahin, Muhammed, _d1965-, _eauthor. |
|
245 | 1 | 4 |
_aThe new university model : _bscaling flipped learning in higher education / _cMuhammed Şahin, Caroline Fell Kurban ; foreword by Eric Mazur. |
246 | 3 | 0 | _aScaling flipped learning in higher education |
264 | 1 |
_aLake Forest : _bFL Global Publishing, _c2019. |
|
300 |
_axiv, 254pages : _billustrations ; _c23 cm. |
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336 |
_atext _2rdacontent |
||
337 |
_aunmediated _2rdamedia |
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338 |
_avolume _2rdacarrier |
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490 | 0 | _aAn insanely simple guide | |
504 | _aInlcudes bibliographical references (pages 239-254). | ||
520 | _aYou can learn about flipping a lesson or class from many educators, but only a few people in the world have experienced flipping multiple university departments or an entire university. What could you learn from spending a few hours with the authors who have deep insight into the process of starting, managing and scaling Flipped Learning in higher education? MEF University is the first fully flipped university in the world. The 2018 graduating class included students who earned their degrees through Flipped Learning programs in: mathematics education, guidance and psychological counselling, law, computer engineering, electronics and electrical engineering, industrial engineering, civil engineering, mechanical engineering, economics, business administration, psychology, political science and international relations, architecture, and interior design. In this book, MEF's rector and the director of the Center for Research and Best Practices in Learning and Teaching share invaluable insights that are not available anywhere else. Whether you are a professor considering flipping your class, a dean or a department head considering expanding your Flipped Learning program, or a rector, president or provost considering expanding your Flipped Learning program, this book will put you on a clear and proven fast track. The book also includes the framework and set of best practices recently developed by the Academy of Active Learning Arts and Sciences (AALAS) through a cohort of 100 experienced Flipped Learning practitioners in 49 countries. The framework will help you avoid the big mistakes as you embrace and scale Flipped Learning in higher education. "The book is a must-read for any innovative educator or higher-education administrator." -- Dr. Eric Mazur, School of Engineering and Applied Sciences and School of Education, Harvard University.--Back cover. | ||
650 | 0 | _aFlipped classrooms | |
650 | 0 |
_aFlipped classrooms _zTurkey |
|
650 | 0 | _aEducation, Higher | |
650 | 0 |
_aEducation, Higher _zTurkey |
|
610 | 1 | 0 | _aMEF Üniversitesi |
700 | 1 |
_aKurban, Caroline Fell, _eauthor. |
|
700 | 1 |
_aMazur, Eric, _eauthor of foreword. |
|
830 | 0 |
_aAn insanely simple guide. _936512 |
|
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 |
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970 | 0 | 1 | _tTable of Contents |
970 | 0 | 1 |
_aForeword, _pxiii |
970 | 1 | 2 |
_lChapter 1: _tThe Struggles and Threats to Higher Education, _p1 |
970 | 1 | 1 |
_tIntroduction: Higher Education in One Word, "WHY?", _p1 |
970 | 1 | 1 |
_tHigher Education is in Trouble - Why You Should Care, _p3 |
970 | 1 | 1 |
_tIt's Not About You, _p5 |
970 | 1 | 1 |
_tWhy What Worked Yesterday Won't Work Tomorrow, _p7 |
970 | 1 | 1 |
_tThe Theory of Jobs to Be Done, _p9 |
970 | 1 | 1 |
_tThe Future of Schools, _p11 |
970 | 1 | 1 |
_tThe Structure of Thşs Book, _p12 |
970 | 1 | 1 |
_tA Roadmap to the Future, _p14 |
970 | 1 | 2 |
_lChapter 2: _tTurning Higher Education Upside Down, _p17 |
970 | 1 | 1 |
_tTriying a Contemporary University Model: The MEF Story, _p17 |
970 | 1 | 1 |
_tEasier Said Than Done, _p20 |
970 | 1 | 1 |
_tDefining Flipped Learning, _p25 |
970 | 1 | 1 |
_tGlobal Terminology, _p27 |
970 | 1 | 1 |
_tPhilipped Learning 3.0, _p36 |
970 | 1 | 1 |
_tWho Is Doing Flipped Learning Well?, _p38 |
970 | 1 | 1 |
_tThe Search for Best Practices, _p39 |
970 | 1 | 1 |
_tA Global Phenomenon, _p43 |
970 | 1 | 2 |
_lChapter 3: _tPlan to Flip or Plan to Fail, _p45 |
970 | 1 | 1 |
_tDesigning for Effective Learning, _p45 |
970 | 1 | 1 |
_tPedagogy Versus Andragogy, _p48 |
970 | 1 | 1 |
_tOrganization and Front-loading Planning, _p48 |
970 | 1 | 1 |
_tBackward Design: Start with the End in Mind, _p50 |
970 | 1 | 1 |
_tUsing Bloom's Taxonomy in Planning, _p55 |
970 | 1 | 1 |
_tTwo Simple Planning Methods, _p59 |
970 | 1 | 1 |
_tSummary of Planning Elements, _p61 |
970 | 1 | 1 |
_tEssential Planning Elements of Effective Flipped Learning, _p62 |
970 | 1 | 2 |
_lChapter 4: _tbest Practices in the Individual Space, _p65 |
970 | 1 | 1 |
_tBest Practices for Student Motivation, _p67 |
970 | 1 | 1 |
_tBest Practices for Content, _p72 |
970 | 1 | 1 |
_tBest Practices for Videos, _p75 |
970 | 1 | 1 |
_tMake the Individual Space Social, _p79 |
970 | 1 | 1 |
_tThe Placement and Types of Questions in the Pre-work, _p80 |
970 | 1 | 1 |
_tLearning Analytics, _p81 |
970 | 1 | 1 |
_tFlipping with Text, _p81 |
970 | 1 | 1 |
_tStudent-created Content, _p83 |
970 | 1 | 1 |
_tTwo Traditional Learning Techniques and the Individual Space, _p84 |
970 | 1 | 1 |
_tHelping Students with Incomplete Understanding, _p89 |
970 | 1 | 1 |
_tConclusion, _p91 |
970 | 1 | 1 |
_tEssential Individual Space Elements of Effective Flipped Learning, _p91 |
970 | 1 | 2 |
_lChapter 5: _tThe Technology Piece, _p95 |
970 | 1 | 1 |
_tPrinciples of Good Digital Design, _p96 |
970 | 1 | 1 |
_tTechnology in the Individual Space, _p98 |
970 | 1 | 1 |
_tDigital Platforms, Adaptive Learning and Differentitation in the Individual Space, _p117 |
970 | 1 | 1 |
_tTechnology in the Group Space, _p123 |
970 | 1 | 1 |
_tTech Tools for Assessment, _p126 |
970 | 1 | 1 |
_tEssential Technology Elements of Effective Flipped Learning, _p132 |
970 | 1 | 2 |
_lChapter 6: _tBest Practices in the Group Space, _p133 |
970 | 1 | 1 |
_tThe Role of the Instructor, _p134 |
970 | 1 | 1 |
_tHow to Flip in Large Classes, _p135 |
970 | 1 | 1 |
_tLearning Spaces, _p137 |
970 | 1 | 1 |
_tActive Learning Strategies for the Group Space, _p141 |
970 | 1 | 1 |
_tEssential Group Space Elements of Effective Flipped Learning, _p164 |
970 | 1 | 1 |
_tEssential Learning Spaces Elements of Effectişve Flipped Learning, _p166 |
970 | 1 | 2 |
_lChapter 7: _tFlipping Assessment, _p167 |
970 | 1 | 1 |
_tThe Need to Rethink Assessment, _p168 |
970 | 1 | 1 |
_tThree Keys to Restructuring Assessment for Flipped Learning, _p172 |
970 | 1 | 1 |
_tRebalancing Assessment for Flipped Learning, _p177 |
970 | 1 | 1 |
_tAssessment in Flipped Learning, _p179 |
970 | 1 | 1 |
_tGrading and Feedback, _p180 |
970 | 1 | 1 |
_tPeer Assessment, _p188 |
970 | 1 | 1 |
_tSelf-Assessment, _p192 |
970 | 1 | 1 |
_t21st Century Assessment, _p193 |
970 | 1 | 1 |
_tFlipping Learning: It's a Journey, _p194 |
970 | 1 | 1 |
_tWhat's Next?, _p195 |
970 | 1 | 1 |
_tEssential Assessment Elements of Effective Flipped Learning, _p195 |
970 | 1 | 2 |
_lChapter 8: _tAvoiding the Professional Development Pitfalls, _p197 |
970 | 1 | 1 |
_tThe Three Ages of Flipped Leaerning, _p197 |
970 | 1 | 1 |
_tChallenges with the Global Spread of Flipped Learning, _p201 |
970 | 1 | 1 |
_tThe Journey to Global Standards, _p201 |
970 | 1 | 1 |
_tTransferring Current Research and Global Standars into Practice, _p205 |
970 | 1 | 1 |
_tEssential Professional Development Elements of Effective Flipped Learning, _p208 |
970 | 1 | 2 |
_lChapter 9: _tThe Value of Supplemantal Accredition, _p209 |
970 | 1 | 1 |
_tImplementing Global Standards for Flipped Learning and Obtaining Accreditation, _p209 |
970 | 1 | 1 |
_tGoals of AALAS, _p213 |
970 | 1 | 1 |
_tNow what?, _p214 |
970 | 1 | 2 |
_lChapter 10: _tFlipping Mindset, _p215 |
970 | 1 | 1 |
_tFlipping the Mindset: Getting Buy-in at All Levels, _p216 |
970 | 1 | 1 |
_tInstructor Mindset and Training, _p217 |
970 | 1 | 1 |
_tStudent Mindset, _p223 |
970 | 1 | 1 |
_tEssential Communication and Culture Elements of Effective Flipped Learning, _p227 |
970 | 1 | 1 |
_tEssential Student Feedback Elements of Effective Flipped Learning, _p228 |
970 | 1 | 1 |
_tEssential Student Standarts of Effective Flipped Learning, _p228 |
970 | 1 | 2 |
_lChapter 11: _tClosing Thouts, _p231 |
970 | 0 | 1 |
_aReferences, _p239 |
999 |
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