000 16476cam a2203169 i 4500
001 1953842
003 KOHA
008 190916s20192019txu a b 001 0 eng d
020 _a9780999139769
_q(paperback)
040 _aTR-IsMEF
_beng
_erda
_cTR-IsMEF
041 0 _aeng
049 _aTR-IsMEF
050 0 0 _aLB1029.F55
_bŞ342 2019
100 1 _aŞahin, Muhammed,
_d1965-,
_eauthor.
245 1 4 _aThe new university model :
_bflipped, adaptive, digital and active learning (FADAL) /
_cMuhammed Şahin, Caroline Fell Kurban ; foreword by Eric Mazur.
246 3 0 _aFlipped, adaptive, digital and active learning (FADAL)
246 3 0 _aFADAL
264 1 _aHoustoni Texas :
_bFL Global Publishing,
_c2019.
264 4 _a©2019
300 _a416 pages :
_billustrations ;
_c23 cm.
336 _atext
_2rdacontent
337 _aunmediated
_2rdamedia
338 _avolume
_2rdacarrier
490 1 _aA future perspective
504 _aIncludes bibliographical references (pages 373-397) and index.
520 _aThis book is the academic version of The New University Model with an added focus on Adaptive, Digital and Active Learning (FADAL) and a future perspective on higher education. You 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, Adaptive, Digital and Active 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 looking for a future perspective on higher education, 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, Adaptive, Digital and Active 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.
610 1 0 _aMEF Üniversitesi
650 0 _aFlipped classrooms
650 0 _aFlipped classrooms
_zTurkey
650 0 _aStudent-centered learning
650 0 _aStudent-centered learning
_zTurkey
650 0 _aBlended learning
650 0 _aBlended learning
_zTurkey
650 0 _aActive learning
650 0 _aActive learning
_zTurkey
650 0 _aEducation, Higher
650 0 _aEducation, Higher
_zTurkey
650 0 _aEducational innovations
650 0 _aEducational innovations
_zTurkey
650 0 _aEducational technology
650 0 _aEducational technology
_zTurkey
650 0 _aEducation, Higher
_xAims and objectives
650 0 _aEducation, Higher
_xAims and objectives
_zTurkey
650 0 _aEducation, Higher
_xEffect of technological innovations on
650 0 _aEducation, Higher
_xEffect of technological innovations on
_zTurkey
700 1 _aKurban, Caroline Fell,
_eauthor.
700 1 _aMazur, Eric,
_eauthor of foreword.
830 0 _aA future perspective
_941929
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
_019
970 0 1 _tTable Of Contents
970 0 1 _aForeword,
_pxxiii
970 0 1 _aPreface,
_pxxv
970 1 2 _lChapter 1,
_p1
970 1 2 _tThe Struggles and Threats to Higher Education,
_p1
970 1 1 _l1.1
_tIntroduction: Higher Education in One Word, "WHY?",
_p1
970 1 1 _l1.2
_tHigher Education is in Trouble,
_p3
970 1 1 _l1.3
_tA Tale of Two Students,
_p6
970 1 1 _l1.4
_tWhy That Worked Yesterday Will Not Work Tomorrow,
_p7
970 1 1 _l1.5
_tThe Future of Universities,
_p10
970 1 1 _l1.6
_tThe Structure of This Book,
_p12
970 1 2 _lChapter 2,
_p15
970 1 2 _tFlipped Learning Emerges as a Solution,
_p15
970 1 1 _l2.1
_tFlipped Learning -- A Roadmap to the Future,
_p15
970 1 1 _l2.2
_tThe Evolution of Flipped Learning,
_p16
970 1 1 _l2.3
_tChallenges with the Growth of Flipped Learning,
_p17
970 1 1 _l2.4
_tDefining Flipped Learning,
_p19
970 1 1 _l2.5
_tFlipped Learning Global Terminology,
_p20
970 1 1 _l2.6
_tFlipped Learning 3.0,
_p29
970 1 1 _l2.7
_tWho Is Doing Flipped Learning Well?,
_p31
970 1 1 _l2.8
_tThe Search for Best Practices,
_p32
970 1 1 _l2.9
_tFlipped Learning Goes Global,
_p38
970 1 2 _lChapter 3,
_p41
970 1 2 _tDigital and Adaptive Learning Emerges as a Strong Support,
_p41
970 1 1 _l3.1
_tIntroduction,
_p41
970 1 1 _l3.2
_tDigital Platforms,
_p42
970 1 1 _l3.3
_tAdaptive Learning,
_p43
970 1 1 _l3.4
_tDigital and Adaptive Learning,
_p44
970 1 1 _l3.5
_tDigital and Adaptive Learning Supports Flipped Learnimg,
_p44
970 1 1 _l3.6
_tChallenges with Digital and Adaptive Learning,
_p46
970 1 1 _l3.7
_tDigital and Adaptive Learning Goes Global,
_p47
970 1 1 _l3.8
_tConclusion,
_p48
970 1 2 _lChapter 4,
_p51
970 1 2 _tFADAL at MEF University,
_p51
970 1 1 _l4.1
_tThe World's First Fully Flipped University,
_p51
970 1 1 _l4.2
_tMEF Embraces Flipped Learning,
_p52
970 1 1 _l4.3
_tMEF Embraces Digital abd Adaptive Learning,
_p56
970 1 1 _l4.4
_tFlipped Learning - The Challenges,
_p56
970 1 1 _l4.5
_tDigital and Adaptive Learning - The Challenges,
_p57
970 1 1 _l4.6
_tThe Theory of Jobs to Be Done,
_p58
970 1 1 _l4.7
_tRoot Causes of Challenges with Flipped Learning,
_p60
970 1 1 _l4.8
_tRoot Causes of Challenges with Digital and Adaptive Learning,
_p63
970 1 1 _l4.9
_tConclusion,
_p64
970 1 2 _lChapter 5,
_p67
970 1 2 _tChallenging Legacies,
_p67
970 1 1 _l5.1
_tIntroduction,
_p67
970 1 1 _l5.2
_tLearning Spaces,
_p58
970 1 1 _l5.3
_tAssessment,
_p69
970 1 1 _l5.4
_tGrading,
_p74
970 1 1 _l5.5
_tCredit Hours,
_p77
970 1 1 _l5.6
_tAccreditation,
_p78
970 1 1 _l5.7
_tAcademic Freedom,
_p81
970 1 1 _l5.8
_tPurchasing Models,
_p84
970 1 1 _l5.9
_tConclusion,
_p85
970 1 2 _lChapter 6,
_p87
970 1 2 _tPreparing for the Future,
_p87
970 1 1 _l6.1
_tIntroduction,
_p87
970 1 1 _l6.2
_tWork,
_p87
970 1 1 _l6.3
_tCitizenship Skills,
_p91
970 1 1 _l6.4
_tCredentials,
_p92
970 1 1 _l6.5
_tConclusion,
_p94
970 1 2 _lChapter 7,
_p95
970 1 2 _tThe New University Model,
_p95
970 1 1 _l7.1
_tIntroduction,
_p95
970 1 1 _l7.2
_tFlip Your Institution and Incorporate Digital and Adaptive Learning,
_p96
970 1 1 _l7.3
_tRelate Degrees to Changes Uptake and Chamges in the Job Market,
_p101
970 1 1 _l7.4
_tProvide Hybridized Education,
_p103
970 1 1 _l7.5
_tIntegrate Local Needs and Forge Links with Industries,
_p104
970 1 1 _l7.6
_tIntegrate Citizenship Skills,
_p108
970 1 1 _l7.7
_tIntegrate Credentials,
_p109
970 1 1 _l7.8
_tImplement a Shared Quality Culture,
_p111
970 1 1 _l7.9
_tConclusion,
_p112
970 1 2 _lChapter 8,
_p113
970 1 2 _tPlanning Flip,
_p113
970 1 1 _l8.1
_tIntroduction,
_p113
970 1 1 _l8.2
_tActive Learning,
_p114
970 1 1 _l8.3
_tBloom's Taxonomy,
_p116
970 1 1 _l8.4
_tMastery Learning,
_p121
970 1 1 _l8.5
_tBloom's Sigma 2 Problem,
_p122
970 1 1 _l8.6
_tAndragogy,
_p124
970 1 1 _l8.7
_tBackward Design/Understanding,
_p125
970 1 1 _l8.8
_tLearning with Understanding,
_p126
970 1 1 _l8.9
_tGagne's Nine Events of Instruction,
_p128
970 1 1 _l8.10
_tConclusion,
_p130
970 1 2 _lChapter 9,
_p131
970 1 2 _lFlipping Curricula,
_p131
970 1 1 _l9.1
_tIntroduction,
_p131
970 1 1 _l9.2
_tDefining Curricula,
_p132
970 1 1 _l9.3
_tDesigning Curricula for Effective Learning,
_p133
970 1 1 _l9.4
_tPrinciples for Designing Curricula,
_p133
970 1 1 _l9.5
_tOrganization and Frontloading Planning,
_p135
970 1 1 _l9.6
_tA Flipped Learning Curriculum Planning Framework,
_p136
970 1 1 _l9.7
_tTwo Simple Planning Methods,
_p140
970 1 1 _l9.8
_tSummary of Planning Events,
_p143
970 1 2 _lChapter 10,
_p147
970 1 2 _tIndividual Space Best Practices,
_p147
970 1 1 _l10.1
_tIntroduction,
_p147
970 1 1 _l10.2
_tBest Practices for Student Motivation,
_p149
970 1 1 _l10.3
_tBest Practices for Content,
_p154
970 1 1 _l10.4
_tBest Practices for Videos,
_p1546
970 1 1 _l10.5
_tMake the Individual Space Social,
_p160
970 1 1 _l10.6
_tThe Placement and Types of Questions in Pre-work,
_p161
970 1 1 _l10.7
_tLearning Analytics,
_p163
970 1 1 _l10.8
_tFlipping with Text,
_p163
970 1 1 _l10.9
_tStudent-created Content,
_p164
970 1 1 _l10.10
_tTwo Traditional Learning Techniques and the Individual Space,
_p165
970 1 1 _l10.11
_tHelping Students with Incomplete Understanding,
_p169
970 1 1 _l10.12
_tConclusion,
_p171
970 1 2 _lChapter 11,
_p175
970 1 2 _tThe Technology Piece,
_p175
970 1 1 _l11.1
_tIntroduction,
_p175
970 1 1 _l11.2
_tPrinciples of Good Digital Design,
_p176
970 1 1 _l11.3
_tTechnology in the Indivudual Space,
_p179
970 1 1 _l11.4
_tDigital Platforms, Adaptive Learning and Differentiation in the Individual Space,
_p196
970 1 1 _l11.5
_tTips for Digital Learning Strategies,
_p200
970 1 1 _l11.6
_tTechnology in the Group Space,
_p200
970 1 1 _l11.7
_tTech Tools for Assessment,
_p203
970 1 1 _l11.8
_tConclusion,
_p208
970 1 2 _lChapter 12,
_p211
970 1 2 _tGroup Space Best Practices,
_p211
970 1 1 _l12.1
_tIntroduction,
_p211
970 1 1 _l12.2
_tThe Role of the Instructor,
_p212
970 1 1 _l12.3
_tInclude a Start-of-Unit Review Activity,
_p213
970 1 1 _l12.4
_tHow to Flip in Large Classes,
_p214
970 1 1 _l12.5
_tLearning Spaces,
_p215
970 1 1 _l12.6
_tActive Learning Strategies for the Group Space,
_p220
970 1 1 _l12.7
_tConclusion,
_p241
970 1 2 _lChapter 13,
_p245
970 1 2 _tFlipping Assessment,
_p245
970 1 1 _l13.1
_tThe Need to Rethink Assessment,
_p245
970 1 1 _l13.2
_tThree Keys to Restructuring Assessment for Flipped Learning,
_p247
970 1 1 _l13.3
_tRebalancing Assessment for Flipped Learning,
_p252
970 1 1 _l13.4
_tAssessment in Flipped Learning,
_p255
970 1 1 _l13.5
_tGrading and Feedback,
_p256
970 1 1 _l13.6
_tPeer Assessment,
_p264
970 1 1 _l13.7
_tSelf-assessment,
_p267
970 1 1 _l13.8
_t21st Century Assessment,
_p269
970 1 1 _l13.9
_tFlipping Learning: It is a Journey,
_p270
970 1 2 _lChapter 14,
_p273
970 1 2 _tAvoiding the Pitfalls of Flipped Learning,
_p273
970 1 1 _l14.1
_tThe Three Ages of Flipped Learning,
_p273
970 1 1 _l14.2
_tChallenges with the Global Spread of Flipped Learning,
_p277
970 1 1 _l14.3
_tThe Journey to Global Standards,
_p277
970 1 1 _l14.4
_tThe Global Elements of Effective Flipped Learning (GEEFL),
_p278
970 1 1 _l14.5
_tGlobal Standards for Flipped Learning Professional Development,
_p279
970 1 1 _l14.6
_tTransferring Current Research and Global Standards into Practice,
_p281
970 1 1 _l14.7
_tFlipped Learning 3.0 Higher Ed Level - I Certification,
_p282
970 1 1 _l14.8
_tGlobal Standars and Professional Development at MEF University,
_p283
970 1 2 _lChapter 15,
_p285
970 1 2 _tSupplemental Accreditation,
_p285
970 1 1 _l15.1
_tIntroduction,
_p285
970 1 1 _l15.2
_tImplementing Global Standards for Flipped Learning and Obtaining Accreditation,
_p286
970 1 1 _l15.3
_tGoals of AALAS,
_p289
970 1 1 _l15.4
_tConclusion,
_p290
970 1 2 _lChapter 16,
_p293
970 1 2 _tUnderpinning FADAL,
_p293
970 1 1 _l16.1
_tIntroduction,
_p293
970 1 1 _l16.2
_tFlipping the Mindset: Getting Buy-in at All Levels,
_p294
970 1 1 _l16.3
_tInstructor Mindset and Training,
_p295
970 1 1 _l16.4
_tProvide Mentorship and Incentives for Instructors,
_p296
970 1 1 _l16.5
_tProvide Professional Development in Flipped Learning and Online Course Design,
_p298
970 1 1 _l16.6
_tFaculty Buy-in,
_p299
970 1 1 _l16.7
_tDevelop Centers for Research and Best Practices in Learning and Teaching,
_p300
970 1 1 _l16.8
_tStay Current,
_p301
970 1 1 _l16.9
_tConclusion,
_p302
970 1 2 _lChapter 17,
_p305
970 1 2 _lUnderpinning Student Support,
_p305
970 1 1 _l17.1
_tStudent Mindset,
_p305
970 1 1 _l17.2
_tLearner Development for Students,
_p306
970 1 1 _l17.3
_tStudent Buy-in,
_p306
970 1 1 _l17.4
_tProvide a Range of Non-academic Student Support,
_p307
970 1 1 _l17.5
_tIntegrate Career Support,
_p308
970 1 1 _l17.6
_tDiversify Career Center Staff,
_p310
970 1 1 _l17.7
_tIntroduce Technologies for Networking Partnerships,
_p310
970 1 1 _l17.8
_tMake Students' Jobs Meaningful,
_p311
970 1 1 _l17.9
_tDraw on Alumni to Support Current Students,
_p313
970 1 1 _l17.10
_tOffer Lifetime Membership of an Alma Mater for Reskilling,
_p314
970 1 1 _l17.11
_tConclusion,
_p315
970 1 2 _lChapter 18,
_p319
970 1 2 _tVision for the Future,
_p319
970 1 1 _l18.1
_tIntroduction,
_p319
970 1 1 _l18.2
_tProvide Reskilling Initiatives, Stackable Pathways and Faster Times to Completion,
_p320
970 1 1 _l18.3
_tPool Resources,
_p322
970 1 1 _l18.4
_tProvide Freemium Education,
_p323
970 1 1 _l18.5
_tHire Tenured Professors with Industry Experience,
_p323
970 1 1 _l18.6
_tTrack Amalytics,
_p325
970 1 1 _l18.7
_tPurchase or Develop Customer Relationship Management Systems,
_p328
970 1 1 _l18.8
_tDevelop Open Educational Resources,
_p330
970 1 1 _l18.9
_tDevelop Educational Technologies,
_p331
970 1 1 _l18.10
_tEncourage Publishers to Better Integrate LMSs and Provide Collaborative Digital Platforms,
_p334
970 1 1 _l18.11
_tIntroduce Embodied and Remote Labs,
_p336
970 1 1 _l18.12
_tImplement Next Generation Mobile Applications,
_p338
970 1 1 _l18.13
_tIncorporate Artificial Intelligence,
_p339
970 1 1 _l18.14
_tIncorporate Virtual Immersive, Mixed, and Augmented Learning,
_p341
970 1 1 _l18.15
_tIncorporate Robotics,
_p343
970 1 1 _l18.16
_tTrack Learning Outcomes and Implement Predictive Analytics,
_p344
970 1 1 _l18.17
_tDecrease Office Space, Increase Learning Spaces,
_p347
970 1 1 _l18.18
_tDevelop Smart Campuses,
_p348
970 1 1 _l18.19
_tHarvest Data Fields,
_p351
970 1 1 _l18.20
_tEnsure Data Protection, Ethics, Privacy and Online Security,
_p352
970 1 1 _l18.21
_tMove Toward Blokchain,
_p355
970 1 1 _l18.22
_tPrepare for Disintermediation,
_p359
970 1 1 _l18.23
_tChallence the Demands of External Accreditation Bodies,
_p361
970 1 1 _l18.24
_tChallenge How Universities are Judged,
_p363
970 1 1 _l18.25
_tConclusion,
_p364
970 1 2 _lChapter 19,
_p365
970 1 2 _tClosing Thoughts,
_p365
970 1 1 _l19.1
_tThe New university Model - FADAL,
_p365
970 1 1 _l19.2
_tWhy Flipped and Active Learning Works,
_p366
970 1 1 _l19.3
_tWhy Digital and Adaptive Learning Works,
_p367
970 1 1 _l19.4
_tRenovate or Evaporate!,
_p368
970 0 1 _aAcknowledgements,
_p371
970 0 1 _aReferences,
_p373
970 0 1 _aIndex,
_p399
999 _c8021
_d8021