Monthly Archives: February 2016

Flipped Learning by Doing

Flipped learning is often associated with videos & Khan Academy. In a nutshell: the teacher instructs students/pupils to watch a video about an upcoming topic at home before coming to the class. This enables better time allocation: instead of lecturing, the teacher can wander around and give one-to-one coaching for those in need.

Learning by doing, a learning theory typically associated with the pragmatist philosopher John Dewey, emphasizes the active role of the student/pupil in the learning process.

How about flipped learning by doing?

Discussing Bingel with a teacher who uses it as a flipped learning tool. Photo by Kirsi Harra-Vauhkonen.

Discussing Bingel with a teacher who uses it as a flipped learning tool, by assigning pupils Bingel-exercises of topics they have not yet gone through in the class.

I was presenting and discussing Bingel for two days straight at Educa 2016, the biggest annual learning-focused event in Finland. I found out that Bingel is also used as a flipped learning tool: teachers assign exercises of completely new topics as a homework before actually teaching them in the class.

Flipped learning approaches often combine theory content with exercises or other activities, so there is some learning by doing present. You can for example watch a video and then do a test to find out how well you digested the topic on the video. Or write an essay, contribute to a portfolio, etc.

Bingel is about exercises rather than theory content. Sometimes the exercises are accompanied by hints, but these hints are only fragments of the whole theory. In other words, using Bingel in flipped learning means that the pupils start the learning process about a new topic with the actual exercises.

This teaches them a relevant skill of rolling up sleeves and getting to work even before the needed knowledge is well structured. After some iterations of trial and error, they come to school better prepared and maybe even with some questions for the teacher.