Flipped Learning Design Training Course

Participants can define a flipped programme from required workplace performance backwards.

• Backward Design stages: desired results, acceptable evidence, learning experiences
• Performance consulting questions separating knowledge gaps from operational barriers
• Define observable workplace behaviours using task, condition and standard
• Bloom’s taxonomy used to distinguish recall, application, analysis and evaluation
• Writing measurable objectives with action verbs and performance criteria
• Aligning business measures, learner outputs and assessment evidence
• Scope boundaries documented through learner personas and task analysis

Participants can allocate content across pre-work, classroom time and follow-up reinforcement.

• Content triage: explain, demonstrate, practise, decide and transfer
• Allocate foundational knowledge to independent pre-class learning activities
• Reserve facilitated time for ambiguity, judgement, feedback and collaboration
• Sequence concepts from prerequisite knowledge to complex workplace decisions
• Learning journey maps linking assets, activities, assessments and reinforcement
• Interleaving related topics to strengthen discrimination between similar procedures
• Time-on-task estimates calibrated against learner workload and course duration

Participants can specify effective and accessible pre-work assets for independent learning.

• Microlearning asset selection: video, reading, scenario, demonstration and podcast
• Cognitive load principles applied to chunking, signalling and worked examples
• Designing instructional videos with concise scripts and purposeful visual cues
• Retrieval practice embedded through quizzes, prompts and low-stakes checks
• Accessible asset specifications using captions, transcripts, contrast and keyboard access
• Universal Design for Learning Guidelines applied to representation and engagement
• Pre-work instructions stating purpose, duration, completion evidence and deadlines

Participants can design facilitated sessions that build on completed pre-work.

• Readiness assurance processes confirming preparation before classroom application
• Case method design using realistic evidence, constraints and competing priorities
• Scenario-based learning structured around decisions, consequences and debrief questions
• Worked examples followed by fading guidance and independent performance
• Peer instruction using individual responses, discussion and revised answers
• Feedback models: task feedback, process feedback and self-regulation feedback
• Facilitator guides defining prompts, timings, materials and intervention points

Participants can create practical systems that support preparation and active participation.

• Learner value proposition linked to immediate classroom relevance and workplace tasks
• Readiness checks designed for completion verification and misconception diagnosis
• Manager communications clarifying preparation time, expectations and support required
• Calendar invitations and reminder sequences planned around realistic learner schedules
• Completion data interpreted without treating attendance as learning evidence
• Addressing non-completion through contingencies, catch-up routes and facilitator responses
• Psychological safety established before peer critique, uncertainty and performance practice

Participants can design assessment and transfer mechanisms for a flipped programme.

• Assessment blueprint linking objectives, evidence types and performance standards
• Diagnostic, formative and summative assessment roles within the learning journey
• Pre-work quizzes designed to reveal misconceptions before facilitated sessions
• Performance assessments using observation checklists, rubrics and decision records
• Transfer plans specifying workplace tasks, manager follow-up and peer support
• Kirkpatrick model applied to reaction, learning, behaviour and results evidence
• Evaluation questions aligned with programme decisions and available organisational data

Participants can define the operational requirements for reliable flipped learning delivery.

• LMS requirements for sequencing, completion tracking, reminders and reporting
• Selecting authoring and collaboration tools against learner access constraints
• Learning asset governance covering ownership, version control and approval routes
• Data privacy considerations for learner records, assessments and analytics
• Technical support pathways for access failures before scheduled classroom sessions
• Facilitator dashboards showing completion, quiz results and learner questions
• Pilot deployment checklist covering communications, testing and escalation contacts

Participants can review flipped learning designs for quality, accessibility and implementation risk.

• Quality criteria covering alignment, relevance, usability, accessibility and assessment
• Accessibility review using captions, transcripts, readable documents and alternative formats
• Inclusive design choices for language proficiency, disability and varied digital confidence
• Cognitive walkthroughs testing learner actions, instructions and decision points
• Subject-matter expert review focused on accuracy, currency and realistic context
• Risk register for technology failures, low completion and facilitator inconsistency
• Revision priorities set through learner feedback, performance data and delivery observations

Participants can prepare a documented plan for launching and improving a flipped programme.

• Flipped learning blueprint combining outcomes, assets, activities and assessments
• Implementation roadmap covering pilot, review, revision and scaled delivery
• Roles and responsibilities mapped for sponsors, designers, facilitators and managers
• Pilot success criteria defined through preparation, participation and performance measures
• Facilitator onboarding plan covering rehearsal, guidance and contingency procedures
• Communications plan addressing learner benefits, deadlines and technology access
• Ninety-day application plan with milestones, owners and evidence reviews