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Flipped Instructional Design

FID Flipped Instructional Design - Cover

Cover of the “Flipped Instructional Design”

The Flipped Instructional Design, rooted in the Flipped Learning 3.0 Framework, represents a transformative shift in the educational paradigm, emphasizing a student-centered approach to learning. This design strategically inverts traditional teaching methods by delivering instructional content outside of the classroom, primarily through digital means, allowing learners to engage with materials at their own pace.

Consequently, classroom time, once dominated by lectures, is now repurposed for interactive, hands-on activities that foster deeper comprehension and application of knowledge. In this model, educators transition from being mere content deliverers to active facilitators, guiding students in collaborative and individualized learning experiences.

Continuous assessment and a flexible learning environment further enhance the efficacy of this approach, ensuring that education is tailored to individual needs while promoting active engagement and more profound understanding.

The document covers all aspects of an Instructional Design. Current version: 4.0 (July 2023)



Manifest Flipped Learning

Manifest Flipped Learning

Cover of the document

This document provides a comprehensive guide to the adoption and application of Flipped Learning 3.0 within Adult Education. It begins with an introduction that outlines how to utilize the document, the evolution of Flipped Learning, and its significance for adult learners. A detailed examination of the adult learner’s profile, including comparisons with other learner types, motivations, challenges, and the impact of technology, sets the foundation for understanding the targeted demographic.

Core concepts of Flipped Learning 3.0 are then expounded, highlighting its definition, key principles, and the pedagogical shift from traditional to flipped learning, along with specific benefits for adult education. Instructional design is addressed through an analysis of learning objectives, the role of backward design, competency-based approaches, and the incorporation of interactive activities, assessment, content creation, and technology.

The document offers strategic guidance for adult education organizations and instructors on implementing Flipped Learning 3.0, with particular focus on infrastructure, educator training, and program evaluation. Potential challenges, such as technological hurdles, resistance, and the need for inclusivity, are acknowledged with suggested solutions. Looking forward, the document contemplates the future trajectory of Flipped Learning 3.0 in adult education. Supplementary materials, including a glossary, additional resources, and terminology, provide further depth and context, underscoring the document’s utility as a resource for enhancing learning outcomes through innovative pedagogical strategies.