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dc.contributor.authorLee, Jennifer
dc.contributor.authorBeatty, Susan
dc.contributor.authorFeng, Patrick
dc.contributor.authorHoffman, Nadine
dc.contributor.authorMcDermott, Brenda
dc.description.abstractA flipped classroom moves away from a lecture-then-homework model by assigning “content” before the class, and then engaging students with the content or concepts during the class. This poster describes the redesign of a series of information literacy sessions in a first-year inquiry-based learning class, by employing flipped classroom techniques. It also reflects on the collaborative process of session redesign and lessons learned about executing a flipped classroom. The redesign came about as a result of the course instructor providing librarians with additional time, and an assessment component. The instructor, librarians, and a writing support coordinator worked together to revamp what was originally traditional lecture-style sessions. The pre-assigned content also included short quizzes administered through a course management system to ensure students understood content before class. Facilitated classroom activities allowed students to practice concepts with feedback. A final assessment component was also administered through the course management system and will be compared to quiz marks.en_US
dc.rightsAttribution Non-Commercial No Derivatives 4.0 International*
dc.subjectLibrary & Information Scienceen_US
dc.subjectInformation literacyen_US
dc.subjectFlipped learningen_US
dc.subjectFlipped classroomen_US
dc.titleTraditional instruction reformed with flipped classroom techniquesen_US
dc.publisher.corporateUniversity of Calgary
dc.publisher.facultyLibraries & Cultural Resourcesen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.identifier.doi & Cultural Resources

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Attribution Non-Commercial No Derivatives 4.0 International
Attribution Non-Commercial No Derivatives 4.0 International