Saturday, January 21, 2017

EDUC 651 Project-based Learning in the Flipped Classroom

Flipped Classroom Design and PBL

Online Course 2 graduate credits
Instructor: Maggie Rouman
Spring: January 30 - March 10, 2017
Summer: June 19 - July 28, 2017
Tuition, Due Dates, and Registration

You Will Learn

  • Instructional strategies for implementing the flipped/blended approach to support project-based learning
  • Implications for classroom management, learner motivation and engagement
  • Performance-based assessments for project-based learning
  • Cooperative learning and peer tutoring activities to support project-based learning
  • Theories of learning that support the use of flipped/project-based learning
  • Selection or creation of videos and other multimedia web-based learning objects using evidence-based flipped classroom instructional design principles
  • How flipped/project-based learning meets the needs of diverse learners, including differences based on race, age, gender, socioeconomic status, ability, disability, and learning styles

Who Should Enroll

  • K-12 teachers (blended classrooms and virtual schools)
  • Technical and community college instructors (adjunct and full-time)
  • College and university professors (adjunct and full-time)
  • Clinical healthcare educators involved in patient education, healthcare education, continuing education or in-service education, community health education, or academic healthcare education
  • Trainers in corporations, professional associations, nonprofit organizations, government, and military
  • Curriculum consultants, professional development coordinators, and distance education and continuing education leaders
The flipped/blended model supports any grade level including primary grades, any subject and learner.


Instructional strategies for design, management, and assessment of standards-focused, project-based learning (PBL) in the flipped classroom. Use of multimedia and online resources to support collaboration and increase learner motivation and engagement.
This course is an approved elective in the Master of Science in Education online degree program. NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university.

Technology Skills Needed

A basic understanding of how to search online for instructional videos or other media and/or how to create and upload a video file


Bergmann, J. and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR. International Society for Technology in Education. ISBN: 978-1564843159.

Learning Outcomes

Upon completion of this course, learners will be able to:

  1. Critically analyze and reflect on benefits and drawbacks of the flipped approach based on curricular need.
  2. Collaborate with others using online tools and demonstrate how to locate or create video  and other teaching materials for home use by learners for a specific instructional need.
  3. Create project-based learning units and assessment action plans and field test the flipped approach and demonstrate ability to determine a curricular/training fit in instructional decision-making.
  4. Design cooperative learning and peer tutoring activities using the flipped approach and utilize self and group assessment rubrics to assess group work and team activities.
  5. Critique scenarios and analyze best practices for effective management to minimize disruptive behavior and increase engaged learning.
  6. Interpret assessment results of field tests and assess the effectiveness in supporting identified learner outcomes.

Alignment with Standards

  • Course objectives are aligned with the following:
  • Wisconsin Standards for Teacher Development and Licensure (WI DPI) 4, 6, 7, 9, 10 
  • National Board for Professional Teaching Standards 3
  • No travel to campus is required.
  • Participate from your home or work computer during hours that are best for your work and family schedule.
  • The class is highly interactive with a significant discussion component.
  • All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. Activities are conducted according to a schedule with specific due dates each week.

Sign Up Soon!

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