000 08794cam a2201513 i 4500
001 1953841
005 20240902154954.0
008 190916s20192019ilu a b 000 0 eng
010 _a 2019943077
020 _a9780999139752
_q(paperback)
040 _aDLC
_beng
_erda
_cDLC
_dTR-IsMEF
041 0 _aeng
042 _apcc
049 _aTR-IsMEF
050 0 0 _aLB1029.F55
_bŞ34 2019
906 _a0
_bibc
_corignew
_d2
_eepcn
_f20
_gy-gencatlg
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.
336 _atext
_2rdacontent
337 _aunmediated
_2rdamedia
338 _avolume
_2rdacarrier
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
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 _c8020
_d8020
003 KOHA