Thanks to this Flipped Classroom, you will be able to successfully apply the Flipped Classroom model in your classes. Enroll now”

The teaching professional nowadays has the possibility of teaching their subjects by applying different methodologies that are really attractive to students and that, in addition, completely change the traditional concept of teaching in educational centers. New technologies, coupled with innovative ideas, have led to the emergence of models such as the Professional master’s degree, where the session does not necessarily begin in the classroom, but in the students' homes.

Problem-solving, creativity promotion, cooperation, talent enhancement or inclusion work are just some of the objectives that teachers can plan when implementing this model in their sessions. Since teachers Jonathan Bergman and Aarom Sams of Woodland Park High School in Colorado created the flipped classroom, this model has grown and is being applied in schools around the world. Thus, the teaching professional who wishes to progress in the educational field should be familiar with this model, whose positive results demonstrate its effectiveness in student learning at different stages of their educational development.

TECH offers with this Professional master’s degree the most advanced knowledge in this field, thanks to a team specialized in this model and with a professional background that is reflected in the agenda that makes up this program. Through video summaries, interactive summaries, specialized readings or simulations of real cases, the students who take part in this program will delve into the implementation of this model, its application together with other methodologies and the management of students in the classroom, as well as the ICT necessary to be able to carry out productive and dynamic sessions.

A program that is also taught 100% online and which students can access from and when they wish. All you need is an electronic device to connect to the virtual campus where the latest content on the Flipped Classroom model is available 24 hours a day.

Advance in your professional career by applying an attractive and participative model, in which you will achieve the involvement of your students. Enroll now”

This Professional master’s degree in Flipped Classroom contains the most complete and up-to-date program on the market. Its most notable features are:

• Practical cases presented by experts in Flipped Classroom
• The graphic, schematic, and practical contents with which they are created, provide practical information on the disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

Do you want to make an Escape Room with your students? This program gives you all the tools you need to make learning more fun"

The program’s teaching staff includes professionals from the sector who contribute their work experience to this program, as well as renowned specialists from leading societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive training programmed to train in real situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts.

Learn more about the Flipped Classroom model with a program that gives you the flexibility and convenience to take it. Click and enroll"

Go one step further in your classes and create innovative interactive material thanks to the knowledge in digital resources provided by this Professional master’s degree"

The syllabus of this Professional master’s degree has been designed by specialized teachers with experience in teaching through the Flipped Classroom model. This will allow students to learn from experts how to implement a Flipped Classroom, the necessary tools, as well as the content creation and evaluation system. The multimedia material that makes up this syllabus, as well as the case studies, will be of great use to students seeking to advance their careers in academia.

A program that will provide you with the tools and mechanics you need to implement the Flipped Classroom model"  

Module 1. What Is the Flipped Classroom Model?

1.1. The Flipped Classroom Model

1.1.1. Concept 
1.1.2. History 
1.1.3. What Is It and How Does It Work?

1.2. The New Role of the Teacher in the Flipped Classroom Model

1.2.1. The New Role of the Teacher 
1.2.2. Classroom Work

1.3. The Role of Students in the Flipped Classroom Model

1.3.1. New Student Learning
1.3.2. Homework in Class, Lessons at Home

1.4. Involvement of Families in the Flipped Classroom Model

1.4.1. Family Participation
1.4.2. Communication with Parents

1.5. Differences between the Traditional Model and the Flipped Classroom Model

1.5.1. Traditional Classroom vs Flipped Classroom
1.5.2. Working Hours

1.6. Personalization of Education

1.6.1. What is Personalized Learning?
1.6.2. How to Personalize Learning?
1.6.3. Examples of Learning Personalization

1.7. Attention to Diversity in the Flipped Classroom Model

1.7.1. What is Attention to Diversity? 
1.7.2. How does the FC Model Help us to Put Attention to Diversity into Practice?

1.8. Benefits of the Flipped Classroom Model

1.8.1. Flexibility of Students in their Learning
1.8.2. Advance Content
1.8.3. Learning Environment around the Student Body
1.8.4. Collaboration among Students  
1.8.5. Extra Time Outside the Classroom
1.8.6. More Time for Personalized Attention to Students

1.9. The Relationship of Bloom’s Taxonomy to the Flipped Classroom Model

1.9.1. What is a Taxonomy?
1.9.2. History
1.9.3. Levels and Examples
1.9.4. Table of Verbs

Module 2. Initiation of the Model together with New Cooperative Learning Methodologies

2.1. Flipped Classroom and Cooperative Learning

2.1.1. What is Cooperative Learning?
2.1.2. Problems in Implementing Cooperative Learning

2.2. We Group our Students

2.2.1. We Design the Groupings
2.2.2. Arrangement, Distribution and Placement of Students in the Teams

2.3. We Create a Cooperative Class

2.3.1. Rules in the Cooperative
2.3.2. Cooperative Roles

2.4. The Three Pillars of Cooperative Learning

2.4.1. Positive Interdependence
2.4.2. Individual Responsibility
2.4.3. Equal Participation

2.5. Patterns of Cooperation for a Flipped Classroom

2.5.1. Group Work
2.5.2. Group Work and Individual Work
2.5.3. Individual and Group Work
2.5.4. Individual Work

2.6. Simple Cooperative Techniques

2.6.1. Three-Minute Stop
2.6.2. Twitter Cooperative
2.7. Complex Cooperative Techniques
2.7.1. Jigsaw or Puzzle
2.7.2. Research Groups

2.8. Assessment

2.8.1. Teacher Evaluation
2.8.2. Self-evaluation
2.8.3. Co-evaluation

Module 3. Creating a Flipped Classroom

3.1. Teach the Students the Technique, Introduce them to the Model

3.1.1. Teaching how to Watch Videos
3.1.2. Convincing Students
3.1.3. Teaching How to Get Ideas

3.2. Content Preparation

3.2.1. The Pillars of FC
3.2.2. Advantages
3.2.3. Disadvantages
3.3. Create a Place for the Material
3.3.1. How to Share the Videos or the Material?
3.3.2. Where Can I Find Material from Others?

3.4. Get to Know the FLIP-in-Class

3.4.1. “Flip in the Classroom” Mode
3.4.2. Reasons for Use
3.4.3. How to Work It?
3.5. Problems and Obstacles that May Occur
3.5.1. Obstacles that May Occur in Different Situations

3.6. Solving Possible Difficulties

3.6.1. How to Solve the Problems that Arise?
3.7. Why Flipped Classroom Really Works
3.7.1. Main Reason for FC Operation
3.7.2. Students’ Perception of the FC Model

3.8. Tips to Remember

3.8.1. Tips for Customized Space
3.8.2. Making Time in the Classroom Engaging

3.9. Cornell Notes

3.9.1. What are Cornell Notes?
3.9.2. History of Cornell Notes
3.9.3. Format and Relationship to the FC
3.9.4. Notes and Memos

Module 4. Creation of Own Content, Flipped Classroom Tools

4.1. Introduction

4.1.1. Own Content
4.1.2. External Content
4.1.3. Tools and Apps

4.2. Tips for Creating Effective Videos

4.2.1. Importance of a Good Digital Design
4.2.2. Duration
4.2.3. Types of Plans
4.2.4. Voice, Intonation
4.2.5. Enriching Videos
4.2.6. Concreteness in the Video

4.3. Video Creation with Mobile, Tablet

4.3.1. How to Create Videos?
4.3.2. Video Editing

4.4. Video Creation with Screen Capture

4.4.1. How to Create Videos?
4.4.2. Video Editing

4.5. Making Videos with Chroma Key

4.5.1. Tools to Be Used
4.5.2. Edition

4.6. Infrastructure Digital Devices

4.6.1. Versatility
4.6.2. Ease of Use
4.6.3. Costs

4.7. Other Important Elements in Video Creation and Editing

4.7.1. Instruments
4.7.2. Hardware

4.8. Doing Flipped Classroom with Little Technology

4.8.1. How to Do it with Almost No Technology?

Module 5. Gamification as an Active Methodology. Flipped + Gamification

5.1. History, Definition and Concepts

5.1.1. History and Context
5.1.2. Definition
5.1.3. Initial Concepts

5.2. Components

5.2.1. Classification
5.2.2. Insignias and diplomas
5.2.3. Collectibles
5.2.4. Currency of Exchange
5.2.5. Keys
5.2.6. Awards

5.3. Mechanisms

5.3.1. Structural Gamifications 
5.3.2. Content Gamifications

5.4. Digital Tools

5.4.1. Management Tools
5.4.2. Productivity Tools

5.4.2.1. Insignias
5.4.2.2. Letters
5.4.2.3. Others

5.5. Gamification and Serious Games

5.5.1. Play in the Classroom
5.5.2. Typology of Games

5.6. Commercial Games Catalog

5.6.1. Games to Develop Skills
5.6.2. Games to Develop Content
5.7. Video Games and Apps
5.7.1. Games to Develop Skills
5.7.2. Games to Develop Content

5.8. Gamification Design

5.8.1. Approach, Objectives
5.8.2. Integration into the Curriculum
5.8.3. History
5.8.4. Aesthetics
5.8.5. Assessment

5.9. Game Design

5.9.1. Approach, Objectives
5.9.2. Integration into the Curriculum
5.9.3. History
5.9.4. Aesthetics
5.9.5. Assessment

Module 6. Escape Room in the Classroom

6.1. Escape Room History

6.1.1. Where Does it Come From?
6.1.2. Popularity

6.2. Know the Format

6.2.1. When Should It Be Done?
6.2.2. Indoor Escape Room
6.2.3. Outdoor Escape Room
6.2.4. Creation of Formats

6.3. Steps to Take into Account

6.3.1. Narrative
6.3.2. Materials
6.3.3. Tests

6.4. Aspects that Trigger Attention

6.4.1. Surprise
6.4.2. Creativity
6.4.3. Emotion

6.5. Enhancing Learning through Motivation

6.5.1. Encourage Teamwork with a Common Goal among all the Team Members.
6.5.2. Create Spaces for Debate and Decision-Making

6.6. Aspects to Take into Consideration for Its Creation

6.6.1. Classroom Configuration
6.6.2. Contents
6.6.3. Design to Solve Puzzles
6.6.4. Design of Riddles, Puzzles
6.6.5. Exciting Narrative
6.6.6. Order of Tests
6.6.7. Reward

6.7. Tools for Creation

6.7.1. Materials and their Possibilities

6.8. Case Study

6.8.1. Example of an Escape Room

Module 7. Raising the Bar with the Flipped Classroom

7.1. Inductive Methodologies

7.1.1. What Are Inductive Methodologies?
7.1.2. Deductive vs. Inductive Methodologies
7.1.3. Inductive Methodologies + FC

7.2. Projects and PBA

7.2.1. Description of the Method
7.2.2. Implementation Objectives
7.2.3. Characteristics and Phases
7.2.4. ABP and FC

7.3. Peer Instruction

7.3.1. What is Peer Learning?
7.3.2. How Does It Work?
7.3.3. Peer Instruction and FC

7.4. Flipped Classroom

7.4.1. What Is the Flipped Classroom Model?
7.4.2. Ramsey Musallam’s Work
7.4.3. Flipped Classroom and Learning Cycles

7.5. Learning by Doing

7.5.1. History
7.5.2. What Is Learning by Doing?
7.5.3. Advantages
7.5.4. Proposals

7.6. Problem-Based Learning

7.6.1. What Is Problem-Based Learning?
7.6.2. Working with this Methodology
7.6.3. ABP + FC

7.7. SAMR Model

7.7.1. Integrating ICT into Educational Processes
7.7.2. Model Representation
7.7.3. Step-by-Step Components of the SAMR Model

7.8. Blended Learning

7.8.1. What Is Blended Learning?
7.8.2. Advantages
7.8.3. Examples of BL Systems
7.8.4. Strategies

7.9. JITT (Just-In-Time-Teaching)

7.9.1. History
7.9.2. Methodology
7.9.3. JITT + FC

Module 8. Creation of Graphic Material, Flipped Is Not Only Video. Designing a PLE (Personal Learning Environment)

8.1. What Is a Personal Learning Environment (PLE)?

8.1.1. Concept of PLE
8.1.2. Design your Own PLE

8.2. Classroom Platforms

8.2.1. Edmodo
8.2.2. Google Classroom

8.3. Creation of Interactive Material

8.3.1. Genial.ly

8.4. QR Codes

8.4.1. Educational Uses
8.4.2. QR Code Creation

8.5. Infographics

8.5.1. Pictochart
8.5.2. Canva

8.6. Mind Maps

8.6.1. GonConqr
8.6.2. Mindomo
8.6.3. Popplet

8.7. Creation of a Web Site

8.7.1. WIX

8.8. Use of Social Networks in Learning

8.8.1. Twitter
8.8.2. Instagram

8.9. Working with PDF

8.9.1. Perrusall

Module 9. Programming and Planning in the Flipped Classroom Model

9.1. Why Turn Our Classroom Upside Down?

9.1.1. Evidence of the Need for the Flipped Classroom

9.2. Bloom’s Taxonomy for Programming

9.2.1. We Define the Levels of Bloom’s Taxonomy of Cognition

9.3. Individual Space

9.3.1. Individual Teacher and Student Space

9.4. Learning Management System

9.4.1. Google Classroom
9.4.2. Padlet

9.5. Group Space

9.5.1. What to Do in the Group Space?

9.6. Design of a Flipped Unit

9.6.1. Elements of a Flipped Unit
9.6.2. Example of a Flipped Unit

9.7. How Can You Evaluate Your Classroom in Reverse?

9.7.1. Different Strategies for Evaluating Our Students

Module 10. A New Form of Evaluation

10.1. Kahoot

10.1.1. Description of the Tool
10.1.2. Game Modes
10.1.3. Creation of Activities

10.2. Socrative

10.2.1. Description of the Tool
10.2.2. Game Modes
10.2 3. Creation of Activities

10.3. Google Forms

10.3.1. Description of the Tool
10.3.2. Document Creation

10.4. EdPuzzle

10.4.1. Description of the Tool
10.4.2. Creation of Activities

10.5. Headings

10.5.1. Description of the Rubric Evaluation System
10.5.2. Creation of Rubrics

10.6. iDoceo

10.6.1. Description of the Tool
10.6.2. Learning to Manage the Classroom with iDoceo

10.7. Addittio

10.7.1. Description of the Tool
10.7.2. Learning to Manage the Classroom with Addittio

10.8. CoRubrics

10.8.1. Description of the Tool
10.8.2. Creating Rubrics with CoRubrics

10.9. Google Classroom

10.9.1. Description of the Tool
10.9.2. Learning to Manage Virtual Classrooms and their Assignments

The Relearning system of this program will reduce the hours of study and will allow you to progress more fluidly through the syllabus"