On Monday I did a talk at a National Forum seminar at Athlone Institute of Technology. The theme was the flipped classroom. I focused on the concept of disruptive education and looked at this from four perspectives: the flipped classroom, opening up education, e-pedagogies, and Learning Design. In terms of the flipped classroom I argued that the concept was about ‘flipping’ from a traditional lecture–centric approach to one that was learner-centric and activity-centric. The idea is that learners watch videos in advance covering the key concepts, this frees the face-to-face classroom up for discussion and activities. I argued that the benefits were that this enabled the learning intervention to be more collaborative and problem-based. The diagram below illustrates the components that are associated with the flipped classroom, most importantly it is learner centric.
Opening up education has gained increasing interest in recent years, partly through the emergence of Open Educational Resources, but also more recently through Massive Open Online Courses (MOOCs). These are disruptive in that they are challenging existing business models for traditional educational institutions. In a world where resources and indeed courses are increasingly free, what is the role of a traditional institution, what are the benefits of learners paying for courses? I described the MOOC classification schema and argued that this could be used to describe, design and evaluate MOOCs. For e-pedagogies I described four examples of how technologies could be used to promote different pedagogical approaches. Finally, I argued that design is the key challenge facing education today, teachers need support to make informed design decisions that are pedagogically effective and make appropriate use of digital technologies. I introduced the 7Cs of Learning Design framework as one means of achieving this.