The great variety of partners involved in this project offers a great opportunity for observing flipped classroom and trans/flipped classroom activities in a great variety of real situations. The main objective of these activities is to observe, exchange and implement flipped classroom approaches and strategies, in different learning environments, according to the specific characteristics of each educational system and organization. In this case, we have scheduled a total of six learning/teaching/training activities and seven hosting organizations, since there are two Spanish institutions involved in this project. The activities will be divided into two phases: three of them will take place during the testing period in the second year (Romania, Italy, Slovenia) and three of them in the third year during the final implementation phase (Czech Republic, Macedonia and Spain). In Spain, there will be two hosting organizations: Verdiblanca and IES La Puebla, so it will be a joint activity.
The institutions involved in this kind of activities will be those which require specific and more substantial knowledge of other educational systems so that their observation, analysis , conclusions and reports can provide relevant information and added value to the project. These activities will also be supplemental to the work being conducted on the face-to-face sessions and the work on the transflipped learning community created on Moodle. They are also bound to have a positive impact on the teaching and organizational strategies in other organizations.
Consequently, these learning/teaching/learning activities will be a valuable tool in order to achieve the project objectives in the following ways:
ADDED VALUE FOR THE SENDING INSTITUTIONS
- The staff from the sending institution will be able to observe flipped and trans/flipped instruction strategies carried out by other European colleagues and gain new competences as a consequence of this.
- The observing staff will share the information and feedback gathered, in real situations, with their colleagues from their own institution. This will lead to: a) a better understanding and knowledge not only on flipped classroom in general, but also on how to use the created videos in a greater variety of situations; b) more information and materials for the staff still working on the guideline, since this output will be the last one to be completed.
- The observing staff will see how the students in different institutions and countries engage in flipped and trans/flipped classroom activities. This way they will be able to better understand the processes involved in this kind of learning.
- The staff from the sending institutions will be able to interact with students and teachers in practical workshops. This will help them to a better understanding of their own teaching and intercultural competences.
- They will also be able to compare and contrast different educational systems, cultural and socioeconomic aspects.
- The learning/teaching/training activities that will take part in the testing period will provide the sending institutions a good perspective of how the staff members in the hosting institutions are
coping with hypothetical problems and redefine, this way, the proposed changes, before the final edition of the materials.
ADDED VALUE FOR THE HOSTING INSTITUTIONS
- The staff from the hosting institution will be able to ask the visiting staff to involve in joint activities and interact with their students. This way the hosting staff and the students will benefit from a greater diversity of learning opportunities.
- The hosting staff will receive the feedback from their visiting colleagues, improving this way their own competences.
- The hosting staff will share all this feedback and gained knowledge with other members of the staff and the community.
- Hosting an event like this one gives a unique opportunity to spread good practices and to build Europe.
- The learning/teaching/training activities that will take place in the testing period will provide the hosting institutions with the feedback from other colleagues to solve hypothetical drawbacks and redefine, this way, the proposed changes before the final edition of the videos.