Abstract:

Purpose:
It is about putting the student tackling the exciting adventure of learning, inciting the awaken of the emotional intelligence power, on sake of overcoming the challenge, and fortified under the organisational cohesion and the cooperative solidarity and synergy provided by teamwork. The optimal conjugation of the parameters: purposes, people, techniques and time, leads us to carry out an approach of the flipped agile methodology (Flagile) where two methodologies are interrelated.

Methodology:
On the one hand, flipped classroom requires to have worked on the contents and concepts at home. Classroom time can be spent to solving difficulties in understanding or learning, discuss mate proposals and draw attention on core topics to consolidate knowledge. On the other hand, agile methodologies, well-known in software development, establish demands and solutions evolved through the collaborative effort of self-organising and cross-functional teams, where the customer role is here played by the teacher.

Innovation and results:
Here comes the innovation issue regarding the flipped classroom standard. An essential difference is highlighted by the stages and manner of a project-based assignment, since the class becomes a typical sprint meeting of the agile methodology, where the teacher has the opportunity to intervene in two ways, in his role as a client updating his specifications and as a teacher in readdressing deviations, solving uncertainties and strengthening the main knowledges. The Sprint length is adapted to interval between two classes. The strict schedule accomplishment compelled by the agile mode is part of the challenge and implies a real student commitment to achieve the attainment in time.

Conclusion:
Commissioning a project in the hands of the students so that they develop it on its way and style, following an agile methodology, means keeping the students busy and engaged with the opportunity to highlight the diverse individual capacities and recover struggling students. Teacher opportunely intervenes by modulating requirements and resolving entangled situations during the stages of project development. Furthermore, in the final presentation and discussion, the teacher is an observer for a better knowledge of the student-person, a moderator to control times and conclusions, and a support to assure that student masters the main knowledge through the pragmatism and experience acquired in the challenge of broadening the knowledge by oneself. In conclusion, Flagile gathers the advantages of two methodologies for the teaching-learning process success

Keywords:

Agile, flipped classroom, project-based learning, challenge-based learning.