FLIP-IDEAL - Flipped Learning in Adult Education
Period of implementation:
01.09.2018 – 31.08.2020
Field of activity – formal/informal/non-formal:
Language learning by flipped classroom method and Digital competence development for young adults – formal education
Erasmus + and experimented in CPIA 2 Rome
Adult students, both women and men, aged +16, with a medium-low level of education.
Implementing organization/lead organization:
Lead Organization: Mondodigitale.org: Fondazione Mondo Digitale – FMD is a non-profit foundation founded by the Municipality of Rome and 5 ICT companies
Implemeting organization: CPIA 2 Lazio (Rome) (Centre for Adult Education)
- Email: email@example.com
- Plesso Via Palmiro Togliatti, 979 – Roma
- Contatti: 062154916 Direttore dei Servizi Generali e Amministrativi (DSGA): Dr.ssa Amelia Scotti
- Flipped learning in Adult education Project
- Guidelines: https://www.flipideal.org/_files/ugd/3e3101_fc6d36466de74949b5b44f7ba0fa468b.pdf?index=true
- Flipped classroom and inclusion (ITA): https://www.youtube.com/watch?v=y4is0mme46o
- English: https://www.youtube.com/watch?v=BCIxikOq73Q
Challenge or social need:
Promoting inclusion and difital competences for disadvantaged adult learners is one of the aims for promoting flipped classrooms.
The flipped classroom is prefigured as an excellent methodology aimed at inclusive teaching, as it allows each student to mark their own learning rhythms and to establish a personalized path, which although common to the whole class takes into account the educational needs of each one. The homework is discussed in class and, if the set learning objectives are not achieved by all students in the same time, it is necessary to dwell further on what is treated, ensuring actions to reinforce the notions presented. Only when the goals are reached by the whole class group, it will be possible to move on to the next goal, to a step of higher knowledge to build layer by layer a training course based on the acquisition of effective and effective skills, which can be actively spent in all environments of social life.
The flipped (upside-down) classroom model is student-centered and allows them to process information at their own pace and thus satisfies differentiated learning. Students can review content they have lost or have not fully understood, and can practice a new topic in the classroom, where they are supported by the teacher and their classmates. The flipped classroom approach facilitates cooperative learning and allows you to spend more time collaborating, problem-solving, teamwork, and consolidating knowledge.
One aspect often overlooked in basic adult education programs is the skill set needed to learn online and to implement digital skills. These skills can be acquired using the flipped classroom approach. Introducing online and digital element in a course gives students the opportunity to develop digital skills. In this concrete application, the students were informed that the lesson entitled “promoting art and history in your city” would be “turned upside down” and that to better follow the activities in the classroom they would have to improve their knowledge, using some file in Google Drive (Google Slides, Google Form, Google Maps). A second lesson described how to plan a guided tour using MyMaps. The students checked all the steps together and simulated the guided tour.
The third lesson began by watching a video (like https://www.youtube.com/watch?v=ABMTg1R9cUI&t=42s) to give an idea of how students can help save the planet by recycling. A match with Kahoot! to verify their understanding.
The project develops and tests practical tools, tutorials, guidelines, to support teachers and trainers in the application of the flipped classroom in their daily teaching contexts, with the aim of improving the quality of the didactic and methodological offer and encouraging the use of new technologies to promote learning processes.
This practice, that merges innovative learning methods and digital tools represents one of the strands that must be implemented in Adult Education according to the National (Italian) Digital Plan for education.
Benefits/success factors/ measurement of success:
In the traditional learning environment, new materials are usually introduced in the classroom, while out-of-class activities serve to consolidate learning and deepen the understanding of this new content. The flipped classroom reverses this traditional approach to teaching and learning. Although there is no universally agreed definition, it is commonly believed that within the flipped classroom, students are introduced to a new topic via teaching materials (often online) independently, even before class. This allows teachers to free up lesson time to make sure that the new material has been understood and take part in activities to assimilate that knowledge, deepen understanding and capture new content through active learning with classmates and teacher guidance.
Several studies suggest that the use of interactive learning methods such as flipped classroom may be more effective than traditional classroom approaches. It has also been found to improve communication between teachers and learners and promote critical thinking.
The flipped classroom adapts to a wide range of learning preferences as it incorporates a multiplicity of learning styles. This set of images, sounds, media, and text can provide meaningful context in adult language learning settings. The upside-down classroom model is student-centered and allows them to process information at their own pace and thus satisfies differentiated learning. Students can review content they have lost or have not fully understood, and can practice a new topic in the classroom, where they are supported by the teacher and their classmates. The flipped classroom approach facilitates cooperative learning and allows you to spend more time collaborating, problem-solving, teamwork, and consolidating knowledge.
Some limits are:
- Access to and trust of teachers and students in the use of technology (additional funding for technologies and training may be required).
- Students may not have access to the required technology to access the online “preparatory” contents.
- Students should understand the logic behind this approach and take personal responsibility for pre-lesson preparation.
- It may not be suitable for all courses.
- Both teachers and lecturers need time to adapt to a new classroom configuration.
Despite some additional funding for technologies, time and training may be required this methodology tends to be applied more and more widely in Europe. It’s true, Sonck (2018) found that creating online material takes 3-4 times longer than preparing traditional teaching. It is therefore important that the educational content of the videos is valid over time and can be reused several times. It may be seen it as an investment for the future.
The methodology does not require large investments and can make use of digital tools that are widely used and open source today (G-Suite, Cahoot, etc.).
Inclusive characteristics/Innovative elements:
The flipped classroom is intended as an excellent methodology aimed at inclusive teaching, as it allows each student to mark their own learning rhythms and to establish a personalized path, which although common to the whole class considers the educational needs of each one. It also promotes a participatory approach.
Innovation depends on the complete reversal of the roles in which the student is at the center of the learning process.
In a flipped classroom the responsibility for the teaching process is then transferred to the students significantly more than in the traditional mode. In particular, learners can control access to content directly, have the necessary time available for learning and assessment. The role of the teacher will be that of “guide” who encourages students to personal research and collaboration and sharing of learned knowledge. Therefore, the responsibility for their path is transferred to the learners, which takes place more at home than at school, through videos on the Internet or made “ad hoc” by the teachers, where the latter are mainly responsible for ensuring support.