INVERTED CLASSROOM TO ENHANCE ENGAGEMENT AND CRITICAL THINKING
Bibliographic record
Abstract
The Flipped Classroom or Inverted Classroom Model (ICM) has been gaining increasing attention in recent years.This student-centred pedagogical approach has been practiced in various educational fields, but minimally in design pedagogy.The aim of ICM is to disrupt the passive approach of conventional learning.The model seeks to engage students actively in their learning experience and transform the classroom setting into a participative, creative and dynamic environment which, in return, can regenerate critical and innovative ways of thinking.The paper aims to explore the implementation of ICM within a graduate design course.More precisely, it seeks to understand the implications and influence of ICM on students' learning experience, engagement, and critical thinking.By analysing students' answer to a short online questionnaire, we discuss the challenges and benefits related to the organisational dynamics of an ICM course, some consequences on learning outcomes and teamwork, as well as specifics related to the teaching approach.These will eventually help in finding ways to improve ICM as an innovative pedagogical strategy for future graduate design courses.In the end, the study suggests that an ICM-inspired seminar can not only help foster critical thinking, and class engagement, but also help students to develop collaborative skills.The learning experience shared in this paper is an attempt to establish a framework for future design educational practices, coupling the teaching of theoretical notions with active learning experience -most typical to designers.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".