Every company wants to be as efficient as possible. To get the very most out of their team employees need to be in the field and on the floor, out getting things done. Which is exactly why learning professionals are feeling the pressure to use less employee time for training & development while still managing to achieve a higher level of results.
To achieve this perfect blend of less time and more results learning professionals have started to adopt a concept called flipped learning, which is already popular in K-12 and higher education.
The flipped learning definition
Although there is no “single model” for flipped learning, an article on ATD’s blog defines it as, “any class structure that provides pre-recorded lectures, reading materials, and self-directed exercises followed by a classroom, workshop-based learning experience. In this way, class becomes the place to work through problems, advance concepts, and engage in collaborative learning.”
The benefits and challenges of flipped learning
The good stuff
Flipped learning is exciting—for learning professionals and the learners—because it combines the very best parts of classroom learning with self-directed learning.
The downside? Flipped learning is easy to get wrong.
It sounds really simple. There are some pre-recorded lectures and readings for the learners to complete, they walk through some exercises alone and then with the group. Before you know it, everything is complete.
It’s almost like you don’t have to do anything!…almost. What’s missing from this explanation is the fact that all of those simple steps take a lot of preparation.
Your flipped learning checklist
When you’re putting together flipped learning, use ATD’s list to make sure you check off all 4 components.
Demonstration and application: How can we develop materials that support learner-generated personalized projects and presentations?
Meaning making: What sort of pre-class activities help learning stick? Should we use blogs, podcasts and videos, and social networking and discussion boards?
Experiential engagement: What sort of hands-on activities maximize in-class time? How can we leverage games, simulations, labs, and other experiments?
Concept exploration: What other media-rich tools, such as video and audio lectures, will reinforce learning, and when should we use them?
Summing it up
If you’re like me, you might not of heard the name flipped learning before, but you’re familiar with the concept. Now’s the time to give it a try and bring your learners and organization one step closer to efficiency.
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