The document discusses the flipped lecture approach compared to the traditional lecture. In a flipped lecture, the classroom becomes a space for workshoping ideas rather than just being taught facts. The teacher acts as a facilitator, presenting students with a problem to work through together rather than constraining discussion with time-filling lectures. An example problem given is analyzing why Australian films often fail at the box office. The benefit is that class time focuses more on student contributions through facilitated workshop discussions than on explanations from the teacher.

1. The flipped lecture…
Dr Steve Gaunson
RMIT University

2. • Flipped lecture — about the classroom space
– What you can do in this space
• Classroom becomes more about workshopping ideas — than being
taught facts
• Traditional lecture — about filling time
– A lot of filler
– Students feel like they’re being told what they should know
• Flipped — not constrained by time
– Working through a problem (as a class)
– Teacher as facilitator

3. “Students first need to encounter a problem, or a challenge, or something
mysterious… and then that provides motivation to hear the 15 minute
explanation”
— Dr Derek Bruff
• Unlike a lecture where an expert gives analysis and
information (& data)
• Flipped is saying: “here is a problem — here’s a way
through it”.
– That forms the basis of the classroom conversation
– About students finding their own way into the discussion
• It needs to be a question that encourages them to engage
— by finding their own meaning
• Problem example: Why do Australian films fail at the box
office?

4. • Students have to do the pre-class prep
– I come with questions
– This forces them to engage
• Benefit — less about the teaching & explaining
– More about workshopping
– Students contribution
• Think of yourself as a curator than lecturer
– Staff can find this confronting
– Staff need to learn to not do all of the talking
• It’s about teachers facilitating the student space