A blended classroom (BC) offers both face-to-face and virtual elements while in the flipped classroom (FC) the learning design changes the typical division of student work. For example, lectures or instructional podcasts could be moved on line to be viewed before class, while classroom time is dedicated to learning activities that require students to engage with the concepts at a higher level. The teacher's role 'flips' to become more interactive and provide answers to contextual  and applied questions, give feedback, and prompt reflections of key ideas. Research evidence shows that such approaches increase levels of problem solving structure and practice but also indicates that students may at first be skeptical of such approaches.

Aalborg University has a history of introducing students to another innovative learning approach, namely, PBL. Here it is well-known that students need to be introduced to such approaches and receive support. This project will build on these findings to present 6 selected examples to inspire university teachers across the faculties to apply BL and FC approaches to their teaching. BC and FC have two main advantages in relation to PBL:

1. They free up class time to work progressively more problem oriented i n various courses, and prepare students for independent problem work in thei r projects: and
2. They provide  durable  resources, that the students can revisit during their project work, when this knowledge is most  needed. The examples will present typical teaching scenarios that have been transformed representing different levels and novel teaching solutions. Each  example is contextualised in the PBL environment at AAU and explicitly refers to how it supports AAU's teaching philosophy.

For each example we wilI develop materials on:

1. Background/theory: text material that explains the pedagogical and didactical reasoning for the FC or BL approach used in the example.
2. Practice: a podcasts that shows and shares the details on what  was done and how it was implemented, to iIIustrate and inspire other teacher
3. Tools: podcasts and text material  to provide step-by-step, hands-on  instructions on how to utilise and apply specific IT tools that support FC and BL

The strength of this project lies in the utilisation of existing resources, interdisciplinary expertise and experiences that will make the development of these resources a success.

The six selected cases will be:

• BL - Integration  of video for reflection  and to build  abstract thinking competencies  i n nanotechnology (Eva Petersen)
• FC - Office Mix for podcasti ng i n mass custom isation (Kjeld Nielsen)
• FC - A computer science course on computabi l ity and complexity theory using pencasts and peer reviews (Hans Hüttel)
• BL - Using Google+ for a) sharing video lectures, readings, assignments and materials, b) sharing work in progress submitted by the students, and c) commenting, asking and answering questions between classes (Nicolai Steino)
• BL - Teaching objected-oriented programming to 2nd semester students (Thomas Bogholm)
• FC - Podcasting  in  a course  in  Change  Management,  Language  and  International Business Communication. (Dorina Gnaur) 

PROJEKTANSVARLIG

Kathrin Otrel-Cass, cass@learning.aau.dk

PROJEKTDELTAGERE

Dorina Gnaur, Hans Hüttel og Nikolai Steinø