The Australian Government Office for Teaching and Learning (OLT) has funded a project titled Radical Transformation: Reimagining Engineering Education Through Flipping the Classroom in a Global Learning Partnership.

Led by UQ, the project explores transformative course development through flipped classroom models.

Emerging among the many calls to transform engineering education is a push to replace the traditional lecture with online video content, and couple this with collaborative active learning on campus.

The interest in this Flipped Classroom approach is mirrored by the global MOOC phenomenon. Both point to the need to reimagine the online and on-campus environments to ensure successful recruitment and retention of students, whilst maintaining the focus on learning outcomes.

Large-scale (1000+ students) Flipped Classroom implementation has been demonstrated at UQ in 2012/2013 and has generated significant attention due to its unique pedagogical design.

Expertise from six US and Australian universities will now situationally analyse, develop and fast-track dissemination of this transformation in real time.

The process of this work builds on new forms of open scholarly communication, with the goal of accelerating systemic change in engineering education.
 


UQ's Professor Phillip Long explains the approach behind the OLT collaborative project Radical Transformation: Reimagining Engineering Education Through Flipping the Classroom in a Global Learning Partnership.

Anticipated project outcomes

  • Partnership analysis of UQ, USyd, RMIT, Pittsburgh and Purdue Flipped Classroom characteristics, focusing on design methods and design patterns.
  • Description and demonstration of open source development practice models for reconceptualising engineering education flipped course design.
  • Analysis and characterisation of engineering learning design patterns used in Flipped Classroom models, with consideration to their scaling properties.
  • Shared open source code repository (using Git) of software instruments utilised to capture learning interactions in ENGG1200 and Fundamentals of Software Engineering at USyd.
  • Design guidelines for software instrumentation to capture learning interaction patterns.
  • Description of skills required to redesign a unit using a Flipped Classroom model inspired by engineering challenges.
  • Situational and comparative analysis of selected Flipped Classroom initiatives in Australia and the USA.
  • Recommendations for assessment and evaluation practices in Flipped Classroom and online learning engineering design settings.
  • Descriptions of the role of support staff for scaling Flipped Classroom practice.

Learning partnership and project team

The Learning Partnership for the project comprises:

  • University of Queensland
  • Purdue University (USA)
  • RMIT University
  • Stanford University (USA)
  • The University of Sydney
  • University of Pittsburgh (USA)

Members of the project team:

  • Associate Professor Carl Reidsema (Project Leader) (UQ)
  • Associate Professor Robin Adam (Purdue)
  • Associate Professor Mary Besterfield-Sacre (Pittsburgh)
  • Dr Renee Clark (Pittsburgh)
  • Professor Roger Hadgraft (RMIT)
  • Associate Professor Lydia Kavanagh (UQ)
  • Professor Larry Leifer (Stanford)
  • Professor Phillip Long (UQ)
  • Dr Abelardo Pardo (Sydney)

Project output: The Flipped Classroom book

The Flipped Classroom bookThe Flipped Classroom: Practice and Practices in Higher Education (Editors: Reidsema, C., Kavanagh, L., Hadgraft, R., Smith, N.) is a major output of this project.

Teaching and learning within higher education continues to evolve with innovative and new practices, such as flipped teaching. This book contributes to the literature by developing a much deeper understanding of the complex phenomenon of flipped classroom approaches within higher education.

It also serves as a practical guide to implementing flipped classroom teaching in academic practice across different higher educational institutions and disciplines.

For more information, or to purchase the book, visit the Springer website.

eLIPSE

The Centre for eLearning Innovations and Partnerships in Science and Engineering (eLIPSE) was formed by the leaders of this project.

eLIPSE brings together expertise in eLearning and curriculum design to allow learning innovations to be piloted, and research in these areas to be developed and disseminated.