Abstract:

A flipped learning proposal has been designed to learn the subject of Thermal Engineering that promotes the active and autonomous learning of students; The objective of the proposal was to design a pilot experience to implement a coordinated active methodology in all the basic common subjects that the Department of Thermal engineering of the University of the Basque Country (UPV / EHU) teaches in the Degrees in Engineering of all the Technical Engineering schools of the UPV / EHU.

For this, a methodology has been developed based on an inverted learning program, supported by a bilingual youtube channel in Basque and Spanish languages for the subjects of Thermal Engineering, in which the student, through video tutorials (Based on the Khan Academy video tutorial format) designed by the “IKASTHERM Active Learning Research Group”, can work and develop the content previously, individually and at their own pace, so that the lower level skills according to Bloom's taxonomy - to know, to identify, to understand – can be acquired at home through the tutorials available in the youtube channel of the subject, and classroom time is used to work the higher level skills -apply, analyze, synthesize, evaluate- which are more complex, and can be acquired through group activities with the help / guidance of the teacher, through guided problem solving (GPS) and the use of ICTs.

Through the use of Socrative it has been possible to do a just in time teaching, using the feedback provided by the questionnaires that are made at the beginning of each class on the content previewed at home by the students on the youtube channel.

Classroom time is thus used for higher order activities in Bloom's taxonomy, more efficiently, allowing classes to be adapted in a “Just In Time" teaching to the needs detected after previous individual learning, to clarify doubts that have emerged, deepen the detected learning weaknesses and design specific collaborative work activities.

Based on the tracking statistics in the youtube channel, a study of the follow-up, interaction and retention of the audience of the videotutorials has been carried out to identify the appropriate duration, structure and narrative speed of the videotutorials created. That allows establishing a standardized format of videotutorials format suitable for the inverted learning.

As a result, a methodology of collaborative work has been designed between a group of 11 professors of the subject of Thermal Engineering of the University of the Basque Country, in order to prepare the implementation and development of bilingual inverted learning with a strong base in the possibilities of the social networks and in particular the thematic channel of the subject on youtube.

Keywords:

Flipped learning, thermal engineering, active learning, video tutorials.