How to design and when to propose a flipped activity during the learning path? Week 2 is about the reflection on the strategies adopted and the challenges encountered by our guests, university teachers and practitioners, while applying the flipped classroom methodology.

Our guests' reflections
Why did you decide to flip? What were your expectations?

Stephanie Velegol, Penn State University (USA)

Gabriel Stoltz Ecole des Ponts ParisTech, France

Jean-Cédric Chappelier, EPFL, Switzerland

Sam Marsh and Nick Gurski, Sheffield University, United Kingdom

Domenico Brunetto, Politecnico di Milano, Italy

Jeanine de Roy van Zuijdewijn, Leiden University, Netherlands

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Which was the most difficult thing to consider during the design phase?

Stephanie Velegol, Penn State University (USA)

Gabriel Stoltz Ecole des Ponts ParisTech, France

Jean-Cédric Chappelier, EPFL, Switzerland

Sam Marsh and Nick Gurski, Sheffield University, United Kingdom

Domenico Brunetto, Politecnico di Milano, Italy

Jeanine de Roy van Zuijdewijn, Leiden University, Netherlands

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Which was the most difficult thing to manage during the course itself?

Stephanie Velegol, Penn State University (USA)

Gabriel Stoltz Ecole des Ponts ParisTech, France

Jean-Cédric Chappelier, EPFL, Switzerland

Sam Marsh and Nick Gurski, Sheffield University, United Kingdom

Domenico Brunetto, Politecnico di Milano, Italy

Jeanine de Roy van Zuijdewijn, Leiden University, Netherlands

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