What are the best ways to use flipped learning for media production?

1 Benefits of flipped learning

Flipped learning can offer many advantages for media production courses, such as video editing, audio engineering, or graphic design. It enables students to learn at their own pace and review the media materials as often as they desire. Moreover, it frees up class time for more hands-on practice, feedback, and collaboration with peers and instructors. Additionally, it encourages student engagement, creativity, and autonomy by allowing them to choose their own media projects and topics of interest. Furthermore, it enhances student retention and transfer of skills since they can apply what they learned to real-world scenarios and problems.

2 Challenges of flipped learning

Flipped learning poses some challenges for media production courses, such as the need for reliable technology, internet connection, and media software, as well as more preparation and planning from the teachers. It also depends on student motivation, responsibility, and self-regulation, which may vary depending on the difficulty and interest of the media materials. Moreover, it involves a shift in the teacher's role from lecturer to facilitator, coach, or mentor, requiring new skills and strategies.

4 Examples of flipped learning

To illustrate how flipped learning can be used for media production courses, here are some examples of media materials and in-class activities. For video editing, teachers can provide students with videos that explain basic concepts and techniques of video editing, such as cuts, transitions, effects, and audio. During class time, students can edit their own video projects using the software and tools of their choice. They can then present and critique their work with their peers and instructors. When it comes to audio engineering, teachers can provide students with podcasts that introduce fundamental principles and skills of audio engineering like recording, mixing, mastering, and sound design. During class time, students can record and produce their own audio projects such as music, podcasts, or sound effects. They can also share and evaluate their work with their peers and instructors. Lastly, for graphic design, teachers can provide students with slideshows that showcase essential elements and principles of graphic design such as color, typography, layout, and composition. Students can then use class time to create their own graphic design projects such as logos, posters or flyers. They can discuss and improve their work with their peers and instructors.

6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?