The flipped approach to higher education : designing universities for today's knowledge economies and societies / by Muhammed Sahin, Caroline Fell Kurban.

Includes bibliographical references and index.

Machine generated contents note: ch. 1 The Socio-Economic and Socio-Technical Nature of Today's World and How This Impacts the Education Sector
1.1.Employment
1.2.Education
1.3.Knowledge, Connectivity, and Cognitive Overload
1.4.What is Needed from Education Today
ch. 2 Flipped Learning: A Transformative Approach Designed to Meet the Needs of Today's Knowledge Economies and Societies
2.1.What is Flipped Learning?
2.2.How Did Flipped Learning Develop?
2.3.How Flipped Learning Meets the Needs of Today's Knowledge Economies and Societies
ch. 3 From Current Practice to Future Practice: Making the Decision to Flip
3.1.Introduction
3.2.Moving from Current Practice to Future Practice: How the Need for Change Emerged
3.3.Searching for Future Practice
3.4.The Big Reveal
ch. 4 Organizational Design and Transformation
4.1.Physical and Geographical Infrastructure
4.2.Human, Social, and Intellectual Capital
4.3.Technological Infrastructure
Contents note continued: ch. 5 Flipped Learning Theory, Policies, and Practices
5.1.Introduction
5.2.Flipped Learning Theories
5.3.Flipped Learning Performance Gaps, Causes, and Interventions
5.4.From Theory to Practice
5.4.1.A Recommended Course Design Process
5.4.2.An Instructional Design Handbook
5.4.3.A Flipped Learning Instructional Design Online Course
5.4.4.A Flipped Learning Instructional Design Best Practice Checklist
5.4.5.Support for Students
5.5.Summary
ch. 6 Flipped Leadership: Transparency, Vision, Accountability, and Resources
6.1.MEF University Rector, Muhammed Sahin
6.2.Instructors' Expectations
6.3.Physical Infrastructure
6.4.Real-Life Assessment
6.5.Conclusion
ch. 7 Supporting Flipped Learning: Digital Pedagogy, Training, and Resources
7.1.CELT, Caroline Fell Kurban
7.1.1.Challenges through the Instructors' Eyes
7.1.2.Challenges through the Students' Eyes
Contents note continued: 7.1.3.Challenges through the Institution's Eyes: The Need for an Audit
7.1.4.Lessons Learnt from the Audit: How the Process Could be Made More Supportive while Still Holding Instructors Accountable
7.1.5.Lessons Learnt from Implementing Technological Mandates
7.1.6.Where Next? Strategic Plan for the Rest of the Academic Year
7.2.ITC, Brian Ramey
7.2.1.The Technological Infrastructure Needed for a Flipped Environment
7.2.2.Integrating Digital Resources
7.2.3.Using Data to Effect Change
7.2.4.The Need for a Secure Video Server
7.2.5.Conclusion
7.3.Library Director, Ertugrul Ciman
7.3.1.The Architecture of a Library in a Digital World
7.3.2.The Successes of Using Digital Materials
7.3.3.The Challenges of Using Digital Materials
7.3.4.Academic Integrity in a Digital World
ch. 8 Engaging Students in a Flipped Language Learning Environment: Stories from the English Language Preparatory Program
Contents note continued: 8.1.Director of the School of Foreign Languages, John McKeown
8.1.1.Background and Requirements of MEF ELPP Prior to MEF Opening
8.1.2.Flipped Learning Teacher Training and Development Prior to MEF Opening
8.1.3.Developing a Flipped Learning ELPP Curriculum Prior to MEF Opening
8.1.4.Choosing Resources for a Flipped Program Prior to MEF Opening
8.1.5.Creating an ELPP Assessment Structure Prior to MEF Opening
8.1.6.Creating Resources for the Flip Prior to MEF Opening
8.1.7.Lessons Learnt from the First Year
8.1.8.The ELPP Approach in the Second Year
8.1.9.Conclusion
8.2.ELPP Instructor, Joel Compton
ch. 9 Flipping Language, Literature, and Digital Literacies: Stories from the School of Foreign Languages
9.1.Faculty Academic English Coordinator, Joshua Shannon-Chastain
9.1.1.Approach in Semester One
9.1.2.Approach in Semester Two
9.1.3.Approach in Semester Three
Contents note continued: 9.1.4.The Results at the End of Semester Three
9.1.5.Looking Forward
9.2.New Media Literacy Skills Elective Course, Daryl Peel
9.2.1.Approach to the First Course
9.2.2.Results at the End of the First Course
9.2.3.Approach to the Second Course
9.2.4.Results at the End of the Second Course
9.2.5.Approach to the Third Course
9.2.6.Conclusion
9.3.Understanding Literature, Understanding Life Elective Course, Eric Beyer and Jonathan Day
9.3.1.Design of the First Course
9.3.2.Design of the Second Course
9.3.3.Comparing the Two Courses
9.3.4.Conclusion
ch. 10 How the Faculty of Engineering is Developing its Flipped Approach
10.1.Calculus I, Can Fuad Delale
10.2.Approach in the First Semester
10.3.Approach in the Second Semester
10.4.Conclusion
ch. 11 Creating the Flipped Educators of the Future: Leading by Example in the Faculty of Education
11.1.Dean of the Faculty of Education, Mustafa Ozcan
Contents note continued: 11.1.1.The University within School Model
11.1.2.Why I Chose MEF University to Implement the University within School Model
11.2.Introduction to Mathematics Teaching Course, Zelha Tunc-Pekkan
11.2.1.Developing a Course Framework
11.2.2.Lessons Learnt and How These Can Be Addressed
11.3.Calculus, Utkun Aydin
11.3.1.Getting to Understand Flipped Learning
11.3.2.Starting to Flip My Course
11.3.3.Flipped Videos
11.3.4.Flipped Presentations
11.3.5.Flipped Activities
11.4.Conclusion
ch. 12 Differentiating Flipped Learning Approaches for the Diverse Needs of the Faculty of Economics, Administrative, and Social Sciences
12.1.Mathematics for Social Sciences, Murat Ozturk
12.1.1.Aims of the Course
12.1.2.Structure of the Course
12.1.3.Lessons Learnt about the Group
12.1.4.Conclusion
12.2.Digital Resources for Economics and Finance Courses, Nazli Toraganli and Levent Guntay
12.2.1.Instructors' Own Videos
Contents note continued: 12.2.2.Videos and Test Banks Provided by Publishers
12.2.3.Digital Platforms
12.2.4.Conclusion
ch. 13 Flipped Learning in Legal Education: A Personal Experience
13.1.Law, Emine Karacaoglu
13.2.Traditional Teaching Methods on Law Faculties
13.3.Flipped Learning: First Videos, First Classes
13.4.Flipped Learning: Experience in the Second Year
13.5.Conclusion
ch. 14 How it Emerged that the Approach to Arts, Design, and Architecture Already Contains a Flip
14.1.Architectural Education Overview, Arda Inceoglu
14.1.1.Course Description and Goals
14.1.2.Organization of the Content
14.1.3.Fall 2014 and Spring 2015 Courses and Results
14.1.4.Fall 2015 Revision and Results
14.1.5.Conclusion
14.2.A Bridge to Dreams, Arda Inceoglu, Burcu Serdar Koknar, Ahmet Sezgin, Derya Uzal
14.2.1.Design-Build Studio in Architecture Education
14.2.2.The Pedestrian Bridge at Ayazaga Primary School: Bridge to Dreams
Contents note continued: ch. 15 Flipped Learning through the Eyes of the Students: Tales and Anecdotes
15.1.First Year Mathematics Education Department Student, Mehmet Ali Isik
15.2.Second Year Political Science and International Relations Student, Tarik Ali Sert
15.3.Second Year Political Science and International Relations Student, Nikan Khamisi
ch. 16 Cultural Aspects Inherent in Flipped Learning
16.1.American Instructor Teaching in a Turkish Flipped Learning Environment, Joel Compton
ch. 17 Milestones for Success
17.1.Introduction
17.2.Short-Term Milestones for Success: How We Plan to Reach These, and How We will Evaluate the Results
17.2.1.Leadership from the Top
17.2.2.Institutional Commitment and Investment
17.2.3.Robust and Reliable Infrastructure
17.2.4.Effective and Available Support for Academic Staff
17.2.5.Ability to Demonstrate the Benefits to the Student and Staff Experience
Contents note continued: 17.2.6.Evidence-Based Decision-Making and a Continuous Cycle of Improvement
17.3.Looking to the Long Term
17.4.Conclusion.

From the world's first completely flipped institution, the authors address the socio-economic and socio-technical nature of today's world and how this effects the education sector, outlining how and why they adopted Flipped Learning, and definitively describe the organizational design process needed to establish a Flipped institution.