Abstract:

The Flipped Learning methodology causes a lot of controversy in teachers. Many of the lecturers think that applying this methodological change involves too much effort. On the other hand, these same teachers are not clear about the advantages of the application of a Flipped Learning methodology. This work exposes the experiences of the application of such methodology in a subject of the Degree in Engineering in Industrial Design and Product Development taught at the Universitat Politècnica de València (UPV). Technological methods, tools and resources are presented for the application of the Fliped model. The reality is that teachers on a regular basis already handle many of these tools. Therefore, rethinking and restructuring the subject it is possible to move to a Flipped Learning methodology in a relatively simple way. In the Flipped Learning model the work environment is dynamic and interactive and the benefits obtained in relation to student learning are very remarkable. In the present work some of the obtained results are exposed.

Finally, many of the methods and tools used in the Flipped methodology allow the development of the so-called transversal competences. Within the framework of the European Higher Education Area (EHEA) there has been a paradigm shift, with education being oriented towards competency-based formation. In the present work, the authors show how at the same time that a Flipped methodology is implemented it is possible to work some of the transversal competences of the UPV.

Keywords:

Flipped Learning, methodology, transversal competences, innovation, active learning.