Can 'flipping' my technical training classes facilitate more student-centred learning?
My intervention involved ‘flipping’ technical classes so that what was typically done in class was done at home and what was usually 'homework' became class work...
Since the revelations of the ‘Learning and Teaching for Art and Design’ unit I have been keen to find a better balance between how much time I spend talking at the head of the class and how much time students spend actively learning, without compromising the amount of technical material that I need to 'cover' with students on the MA Character Animation.
The intervention raised a host of interesting discussion points that I anticipate could only really be developed with a more extensive study, but as a whole I concluded that ‘flipping’ these classes did indeed facilitate and encourage more student centered learning. However, this positive outcome is tempered by various caveats, considerations and implications for the learning environment that may not make it the pedagogical revolution that some might argue it is, but rather another tool in the bag of tricks that educators and instructors can use to address various teaching and learning issues.