The main objective of this project is to create a transnational flipped learning community , as a prototype for a new concept, not developed so far, which will be called the trans-flipped classroom, with teachers and students in different countries, learning with a flipped classroom method. For this purpose, a transnational team of teachers will create a series of intercultural videos, based on flipped instruction strategies, and on the principle of accessibility for vision and hearing impaired students.

     Once tested, these videos will be used in a transnational learning community (with students and staff in different countries). The results and findings of a qualitative research will be included in a guideline for teachers.

     This project arises , in the first place, at a moment when there is an increasing migratory awareness that has brought into attention certain intercultural issues and challenges in the field of education and other fields. Family reunification and transmission of cultural values from adult individuals to children and teenagers make adult education an environment of vital importance in the development of the intercultural competence. As a consequence of this, the intercultural competence allows citizens to live, work and learn together in multicultural settings. This is the reason why, the development of the intercultural competence is one of the main objectives of this project, and the reason why the intellectual outputs of this project will be based on an intercultural approach. This is particularly meaningful, since the European Commission's agenda on migration seeks a European response as a priority.

     Secondly, the change of perspective which has shifted the spotlight from the teacher to the student in the last few decades, has also led to the development of rapidly expanding types of learning, such as blended and flipped learning. According to the flipped classroom method, the students do at home what, traditionally, they used to do in the classroom and viceversa. Mostly by means of videos, the students have access to the learning materials and contents, beforehand, and get ready for class activities, such as discussions and other collaborative activities. These new approaches to education have contributed to the flexibility of the teaching/learning process and consequently, facilitated useful tools for adults with limited time and multiple responsibilities. For this reason, this project will focus on a trans-flipped classroom approach, so that the participants can truly work at their own pace , do collaborative work and benefit from an innovative method which , according to research, is proving to be efficient and productive (Touron and Santiago, 2015). We will contribute, this way, to the students personal and professional growth, by fostering the development of a variety of competences in the field of adult education such as linguistic, learning to learn, European citizenship, etc. In this context, fully understanding the complexity of flipped instruction, this project intends to explore different types of flipped or inverted instruction, according to the students needs, among the following a) standard inverted classroom, b) discussion oriented flipped classroom, c) demonstration-focused flipped classroom, d) faux flipped classroom, e) group-based flipped classroom, f) virtual flipped classroom, g) flipping the teacher model.

     Thirdly, according to the latest research (R. Talbert, 2018) , there is a, lack, not only of materials for flipped instruction in general, but also a lack of resources for vision and hearing impaired students in flipped learning environments. Besides, there is a lack of more research on how vision and hearing impaired students cope with this type of learning. This gap has a direct impact on the importance of creating new materials and resources, as well as on the importance of creating learning communities and networks for the inclusion of handicapped students and the exchange of results and good practices. This will enable a better understanding of the way flipped instruction works in a context of social inclusion.

     This project should be done in a transnational way, not only because of a greater impact and scope at an instructional and intercultural level, due to the diversity of languages, professional and cultural backgrounds in the organizations, but most importantly, we aim to create a long term learning community where different cultural backgrounds coexist at the same level, without a predominant culture and where all the participants will instantly become "virtual migrants" and members of a transnational learning environment.

In resume:

  • To create an inclusive learning community on Moodle with students and teachers from all the participating countries: Spain, Germany, Slovenia, Macedonia, Bulgaria, Czech Republic, Romania, Italy and Lithuania.
  • To make 15 intercultural videos on different topics, made and presented by a transnational team of teachers. The videos will be based on the principle of accessibility and will also include real testimonies from people living in diversity.
  • To develop a guideline for teachers including examples of flipped classroom and trans-flipped classroom strategies, as well as relevant information about the issues addressed, such as the results and findings of a qualitative research (case studies).