Abstract
This position paper presents observations from a flipped classroom experience of teaching an HCI bachelor course at the University of Trento (Italy) in Fall 2015. Students were provided with conventional lectures, digital learning materials in Moodle, and a collaborative prototyping platform for su
Highlights
The flipped classroom model of teaching has in recent years been proposes as an innovative method for better engaging students in active learning with respect to traditional teaching [1]
In this paper we present initial qualitative results from the application of a flipped classroom model to the teaching of an HCI bachelor course at the University of Trento (Italy), during Fall 2015
Class activities are concentrated in 1 half day per week (5 hours), and consist for 1/3 of class discussion on theoretical/methodological basics of HCI, for 2/3 of project work on User-Centered Design of mobile/web applications conducted in groups
Summary
The flipped classroom model of teaching has in recent years been proposes as an innovative method for better engaging students in active learning with respect to traditional teaching [1]. Such a method empowers students to take more responsibility over their learning experience, making it more meaningful and learnercentered. Differences can be found in the specific methods of implementation of flipped classrooms, a main benefit of their deployment is that teacher's interaction with students can be more personalized and less didactic, students are actively involved in knowledge acquisition and construction as they participate in and evaluate their learning [6]. The aim of the case study presented is to share results and stimulate discussion within the HCI community on current and future opportunities as well as main issues in the deployment of flipped classroom experiences in higher education settings
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