P 2 BES. DESARROLLO DE PROYECTOS INTEGRALES ORIENTADOS AL DESARROLLO TEMPRANO DE PRODUCTOS. CASO DEL ELDER ASSISTANT.

P 2 BES. DESARROLLO DE PROYECTOS INTEGRALES ORIENTADOS AL DESARROLLO TEMPRANO DE PRODUCTOS. CASO DEL ELDER ASSISTANT. Víctor Manuel Padrón Nápoles 1, Diego Gachet 2, Marta Ugarte 1, Mario Mata 1 1: Departamento de Ingeniería Industrial 2: Departamento de Tecnologías de la Información y las Telecomunicaciones Escuela Arquitectura, Ingeniería y Diseño Universidad Europea de Madrid c/ Tajo s/n Villaviciosa de Odón, 28670 Madrid e-mail: {victor.padron@uem.es, diego.gachet@uem.es, marta.ugarte@uem.es, mario.mata@uem.es} web: http://www.uem.es Resumen. La enseñanza utilizando proyectos es una metodología activa de aprendizaje de gran eficiencia. En la Universidad Europea se ha lanzado con éxito la implantación de proyectos integrales que abarcan varias asignaturas de un mismo curso como una herramienta poderosa de enseñanza. Uno de los posibles pasos futuros de esta metodología es que estos proyectos sirvan para el desarrollo temprano de productos o de prototipos, lo que podríamos llamar Product and Project Based Engineering School o P 2 BES. En este artículo se narran las experiencias obtenidas en el caso de un prototipo concreto, un sistema básico de asistencia a ancianos llamado Elder Assistant. En este artículo también se han identificado un conjunto de aspectos a evaluar sobre el rol del profesor en este tipo de proyectos. Palabras clave: aprendizaje experiencial, learning-by-doing, electrónica, trabajo en equipo, desarrollo de prototipos y productos, competencias del profesor 1. INTRODUCCIÓN La enseñanza a través de la realización de proyectos es una metodología activa que permite incrementar la motivación, reforzar los conocimientos, habilidades y competencias. La enseñanza utilizando proyectos y prácticas orientadas al aprendizaje activo tiene ya cierto arraigo en la enseñanza de las ingenierías de nuestra universidad (Fondón & et al, 2004; Padrón, Ugarte, Alanbari & Gachet, 2006) pues permite que el estudiante vea rápidamente el resultado de su aprendizaje, fijando mejor los conocimientos adquiridos y adquiriendo habilidades y competencias de forma experiencial. Con este marco de fondo nuestra escuela en el curso 2012-2013 se organizó como una escuela de ingeniería basada en proyectos PBES: Project Based Engineering School (Flores, Lara & Gaya, 2013; Gaya & et al, 2014). Con la introducción de los Grados el tiempo de enseñanza se reduce de cinco a cuatro años. La introducción del modelo PBES, tiene la ventaja de integrar de forma natural varias asignaturas de forma multidisciplinar e intenta alargar el tiempo de exposición al proyecto. 134

Uno de los posibles pasos de evolución de este modelo es el desarrollo de proyectos con un fin muy concreto, el desarrollo de un producto, como es el caso de P 5 BL o Problem-, Project-, Product-, Process-, People- Based Learning (Fruchter & Lewis, 2003). Al inicio, los proyectos se centrarán en un prototipo y luego podrán avanzar hacia el desarrollo de un producto que puede incluir uno o más PBES. Un caso similar de este tipo de enseñanza la podemos encontrar en el Club Fórmula UEM, donde el objetivo es el desarrollo de un coche de carreras que incluye no sólo el aspecto técnico y de diseño, sino también el marketing y la organización de la producción, la logística y la participación en la competición. En este artículo se narra el desarrollo de un producto electrónico, un sistema de asistencia a ancianos llamado Elder Assistant. Este proyecto integral está destinado a los alumnos de Tercer Curso del Grado de Ingeniería en Electrónica Industrial y Automática, en tres asignaturas Electrónica Digital y Microprocesadores, Sistemas Empotrados y Electrónica de Potencia e Instrumentación. Si bien este trabajo se centra en las competencias y en el rol del profesor a la hora de desarrollar este tipo de proyectos, otro artículo de los mismos autores, EL CONCEPTO DE INTERNET DE LAS COSAS APLICADO AL INCREMENTO DE COMPETENCIAS TÉCNICAS EN EL DESARROLLOLLO DE PROYECTOS INTEGRALES PBES (publicado en esta misma edición de las JIU), narra de forma detallada el rol de cada una de las asignaturas en el proyecto y cómo la realización de este proyecto ha influido muy positivamente en la adquisición de nuevos conocimientos y destrezas por parte de los alumnos, pudiéndose incluso, impartir y aprender contenido actualizado que no estaba previsto en los programas originales de la titulación. 2. EL PRODUCTO. ELDER ASSISTANT El envejecimiento de la población en el llamado primer mundo es un problema en que las nuevas tecnologías son de gran ayuda (Gachet, Padrón, Buenaga, & Aparicio, 2013). Esta aplicación puede ser tratada desde el punto de vista de investigación y desde el punto de vista ingenieril. Al introducir este tema al inicio del tercer curso, se logra que alumnos con cierta madurez se vean expuestos al desarrollo de integral de un producto, desarrollando hardware, software en microcontroladores, al uso de sistemas de telecomunicaciones, al uso de sensores y al desarrollo de software e interfaces en el PC. Las asignaturas Electrónica Digital y Microprocesadores, Sistemas Empotrados serán las primeras a las que se expone el alumno. Durante estas los profesores seleccionaron los algoritmos, diseñaron el producto y el material de la asignatura. Así mismo se estableció una semana intensiva de trabajo en la que los alumnos, divididos previamente en cuatro grupos de trabajo, dedicaron diez horas de clase presencial a la culminación del proyecto. El Elder Assistant es un sistema que incluye varios módulos o subsistemas como son: 1. Detector de caídas. Sistema inalámbrico que porta el anciano y que consiste en una placa Arduino, una placa WiFi, una placa auxiliar (Shield) específicamente diseñada para esta aplicación, un acelerómetro 3D y un botón de emergencia (Figura 1). Este sistema obtiene el módulo de la señal de aceleración a la que 135

está sometida la cintura del anciano (Figura 2) para detectar las caídas y enviar una alarma al sistema central de control (Figura 3). O a través de un pulsador posibilita al anciano lanzar una señal emergencia si se siente mal. 2. Detector de presencia en lugares íntimos. Dada la necesidad de respetar la intimidad de la persona, hay sitios que es necesario monitorizar sin el uso de cámaras. Un ejemplo de esto, son los baños, en los cuáles se colocan sensores de presencia, una placa Arduino y una placa WiFi, que transmiten la presencia del anciano en este sitio, de esta manera se localiza al anciano y se monitoriza que el mismo se encuentre un tiempo razonable en dicho sitio (Figura 4). Figura 1. Prototipo del Sistema: Arduino, placa WiFi, Elder Assistant Shield y pila. Figura 2. Señal de un acelerómetro que se lleva a la cintura, durante una caída y durante las actividades cotidianas (Kangas, Konttila, Lingdren, Winblad, & Jämsä, 2008) Figura 3. Interfaz para visualizar la identificación del anciano y estado de sus sensores. 136

Figura 4. Interfaz para la localización del anciano en sitios privados. 3. Sistema básico de telemedicina. En este caso se han seleccionado dos sensores para medir las constantes vitales: uno de temperatura y otro de ritmo cardíaco. Los cuales se conectan mediante una placa Arduino y una placa WiFi al sistema central de control (Figura 3). 4. Sistema central de control. Es un PC donde se ejecuta un software LABVIEW que visualiza la identificación del anciano y el estado de los sensores (Figuras 3 y 4). 3. LA EXPERIENCIA DEL PROFESOR Nuestro grupo de profesores ha querido destacar un conjunto de aspectos y competencias (Tabla 1) para evaluar el trabajo del profesor durante la preparación y realización de la enseñanza basada en este tipo de proyectos. 1. La carga de trabajo 2. El estilo del proyecto. 3. El cambio de roles. 4. Riesgos. 5. El entorno creativo. 6. El entorno seguro. 7. La planificación. 8. La gestión. 9. El ejemplo. 10. El apoyo a los alumnos. 11. El árbitro. 12. La toma de decisiones. 13. El aprendizaje del profesor. 14. La oportunidad de vivir la experiencia. Tabla 1. Aspectos y competencias para evaluar la labor del profesor. Un proyecto orientado al desarrollo de un producto incrementa la carga de trabajo de los profesores de forma considerable. En este caso se ha decidido por un estilo de proyecto guiado, estructurado más que abierto y creativo. Por lo que hubo que realizar un trabajo de investigación y de diseño previo. Fue necesario el desarrollo, por adelantado, del software que se iba a utilizar en la asignatura Electrónica de Potencia a Instrumentación para que los alumnos puedan tener un entorno completo de trabajo (funcional, en el que probar los diseños y desarrollos). Finalmente, los profesores 137

crearon un conjunto específico de prácticas que permite un desarrollo gradual del proyecto por parte de los alumnos (Figura 5). Figura 5. Distribución de tareas en el campus virtual Otro punto álgido para el profesor es el cambio de roles. El profesor deja su pedestal, su zona de confort y se convierte en una especie de Jefe de Proyectos, que tiene que hacer frente a la incertidumbre y guiar a los alumnos hacia un resultado que no es conocido, ni seguro. Todo esto implica un mayor riesgo para el profesor. El entorno creativo. En este proyecto, se ha sacrificado parte de la creatividad de los alumnos con el fin de asegurar un resultado en un intervalo de tiempo muy limitado. Este en particular ha sido un proyecto más guiado, más estructurado. A pesar, de ello siempre se puede encontrar espacio para la creatividad de los alumnos, por ejemplo, en este proyecto habido estudiantes que han realizado las tareas propuestas de forma original y diferente a la inicialmente planteada por los docentes. Esta creatividad ha sido permitida como era de esperar y su ejecución ha sido comprobada por los docentes. 138

El entorno seguro. Se ha priorizado la seguridad en el resultado y se ha creado un ambiente que favorezca el aprendizaje, más tranquilo y seguro. El apoyo del profesor. En este proyecto el apoyo del profesor a los alumnos, se ha realizado de antemano, creando una estructura y dando seguridad, en lugar de realizar una labor de consultoría a las ideas creativas de los alumnos. Siendo, entonces el apoyo del profesor, el normal en unas prácticas de laboratorio, muy especiales. La gestión y la planificación. Además de lo mencionado anteriormente en la preparación del PBES. Durante el desarrollo del proyecto siempre hay que realizar labor de gestión sobre logística, asignación de tareas, etc., en directo. El ejemplo. Es muy importante recordar que a pesar del cambio de contexto y de roles durante el proyecto, el proceso educativo continúa. Los alumnos tienen la oportunidad de aprender de la actitud del profesor, de su ejemplo, de verlo enfrentarse a los diferentes problemas que puedan surgir y de observar cómo los resuelve. El árbitro, en caso de problemas y diferencias en el grupo. Por ejemplo, si no todos los alumnos están matriculados, alguien ha de decidir qué carga de trabajo debe ser la justa. La toma de decisiones. En este proyecto en particular, la mayoría de las decisiones del proceso técnico y creativo han sido tomadas de antemano por el profesor. No ocurre así en todos los proyectos. El aprendizaje del profesor. Este proyecto le permite al profesor investigar, aprender y profundizar en otras temáticas, más allá de su asignatura. En este proyecto, los profesores han profundizado en el uso de sensores, en algoritmos de detección de caídas, en la programación en LABVIEW. Y han obtenido experiencia en el uso intensivo de redes inalámbricas. La oportunidad de vivir la experiencia. Como profesores, ha sido una actividad enriquecedora y gratificante, al ver cómo alumnos y profesores han aprendido y han crecido a lo largo del proyecto. Sí, también es una oportunidad de aprendizaje y enriquecimiento para el profesor, personal y profesionalmente. 4. RESULTADOS Como resultado de este proyecto los alumnos, desde el punto de vista técnico: 1. Estudiaron el principio de operación, las características y el uso de los sensores. 2. Desarrollaron el software que realiza las medidas y la comunicación con el sistema central de control. 3. Analizaron y estudiaron el software del sistema central de control. Así como fueron expuestos a la enseñanza de LabVIEW para obtener una formación integral y actualizada. 4. Desarrollaron un prototipo de placa Shield para Arduino. 5. Obtuvieron conocimientos y experiencia con redes inalámbricas. 139

Y desde el punto de vista educativo han sido expuestos al proceso de aprendizaje experiencial, que les ha motivado y les ha ayudado a aplicar y comprender los conocimientos impartidos en las asignaturas, a integrarlos. Finalmente, se ha despertado en ellos el interés por el desarrollo de tecnologías con sentido social que sirvan para la solución de problemas reales. 5. CONCLUSIONES Un aporte importante de este artículo es un catálogo de 14 aspectos y competencias que según la experiencia de los autores es necesario tener en cuenta durante la planificación, gestión y desarrollo de un modelo PBL emergente de gran potencial, el P 2 BES, el desarrollo de proyectos integrales orientados hacia el desarrollo temprano de un producto o de un prototipo. Los autores esperan que este catálogo pueda ser utilizado como guía por otros docentes. Las ventajas de este modelo de proyectos, P 2 BES, pueden ser inmensas a la hora de acercar el ámbito universitario al mundo empresarial, así como para el fomento del emprendizaje en nuestras aulas. REFERENCIAS Flores, V., Lara, P., & Gaya, C. M. (2013). Project Based Engineering School, Una escuela conectada con un mundo profesional sostenible. X Jornadas Internacionales de Innovación Universitaria, (págs. 476-484). Villaviciosa de Odón. Fondón, R., & et al. (2004). Proyectos y prácticas de sistemas electrónicos digitales orientados al aprendizaje activo. Madrid: Víctor Manuel Padrón Nápoles. Fruchter, R., & Lewis, S. (2003). Mentoring Models in Support of P5BL in Architecture/Engineering/Construction Global Teamwork. Int. J. Engng Ed., 663-671. Gachet, D., Padrón, V., Buenaga, M., & Aparicio, F. (2013). Improving Health Services Using Cloud Computing, Big Data and Wireless Sensors. En 978-3-319-03091- 3, Ambient Assisted Living and Active Aging (págs. 35-38). Springer International Publishing. Gaya, M., García, M., Martínez, J., Vigil, R., Velasco, P., Terrón, M., & et al. (2014). PBES. UNA EXPERIENCIA DE APLICACIÓN PBL CON RESULTADOS MUY PROMETEDORES. Revista CIDUI. Kangas, M., Konttila, A., Lingdren, P., Winblad, I., & Jämsä, T. (2008). Comparison of low-complexity fall detection algorithms for body attached accelerometers. Gait and Posture 28, 285-291. Padrón, V. M., Ugarte, M. F., Alanbari, M., & Gachet, D. (2006). Estudio de metdologías activas y experiencia de su introducción en las asignaturas de Sistemas Digitales. Barcelona: Grafema. 140

TEACHERS PERSPECTIVES ON FLIPPING THE LANGUAGE CLASS: MORE THAN CREATING MATERIALS Peters, Mitchell Joseph; Calzas Hernández, María; Jara Maroto, Concepción; Díaz Garrido, Ana Isabel; Fernández Chaves, Ismael; López Lago, Miguel Ángel; Marcos Miguel, Nausica; Rivas Reyes, Mirian Language Center Facultad de Ciencias Sociales y de la Comunicación Universidad Europea de Madrid c/ Tajo s/n, Villaviciosa de Odón (Madrid) mitchelljoseph.peters@uem.es maria.calzas@uem.es concepcion.jara@uem.es anaisabel.diaz@uem.es ismael.fernandez@uem.es miguelangel.lopez@uem.es nausica.marcos@uem.es mirian.rivas@uem.es Abstract. Higher education in the 21st century is distinguished by accelerating technological adoption, offering key challenges and new opportunities (NMC, 2015). This phenomenon has significant impact on teaching and learning, including the emergence of new trends such as the flipped classroom methodology. University leadership encourages the adoption of this methodology in both content classes as well as in language instruction. Creating a flipped classroom learning design implies that a teacher evaluates student learning needs and develops materials accordingly. The development of learning materials and resources by teachers also plays an important role in professional development (e.g., McGrath, 2013; Tomlinson, 2011). In response to these changing landscapes in higher education, a community of practice was established in the language department of the faculty of Social Sciences at the UEM, whose main objectives were to share materials, feedback, and experiences in order to establish best practices and improve resource development using the flipped classroom model. This article presents an exploratory, qualitative study of teachers experiences and reflections in the application of such a model. The study highlights the strengths and challenges of using the flipped classroom methodology, offering discussion for future methodological considerations. Key words: Flipped Classroom, TEFL, Community of practice, Technology in the classroom, Teacher development 1. INTRODUCTION A community of practice (CoP) is a social learning space composed of practitioners seeking to consolidate their professional development through social exchange (see Wengner-Trayner & Wenger-Trayner, 2015). For second language teachers, these communities can help when implementing new practices, as more experienced and less experienced practitioners develop their knowledge together. 141

In this study, a group of teachers considered the need for creating a CoP so that they could support each other in their endeavor to introduce the flipped classroom model in their classrooms. This study reports on the CoP s conclusions about the strengths and challenges of implementing the flipped methodology following a teacher research approach (see Borg & Sanchez, 2015). In the next section, the literature regarding this methodology, as well as the implications of teacher research will be reviewed. 1.1. Flipped Methodology In the flipped methodology, the traditional classroom gives way to a novel approach in which the teaching-learning process is inverted, extending beyond the confines of the physical classroom; students are first exposed to the material at home, prior to the class, allowing for more time to focus on activities that apply this knowledge in class (Lage, Platt, & Treglia, 2010). This methodology has been proposed for a variety of courses, including language courses (see Brame, 2013; Strayer, 2007), in which more time is spent on open-ended activities in the classroom, leaving grammatical drills and other explanations for students to work through on their own time. This methodology works well within the communicative approach since its ultimate goal is to devote classroom time to language communication (see Richards, 2006). While the need for creating materials is a challenge when implementing this methodology, this can be a blessing in disguise since developing materials is clearly a form of professional development (see McGrath, 2013; Tomlinson, 2011). Moreover, the teacher needs to create assessment tools to assess students knowledge of the materials, in addition to making sure that classroom time is utilized as effectively as possible (Brame, 2013). The benefits of a flipped methodology have been discussed extensively in the literature. Some studies point towards better learning than in traditional courses (see Brame, 2013), whereas others do not show such positive learning outcomes, especially in terms of students attitudes towards this methodology (e.g., Strayer, 2007; Webb, Doman, & Pusey, 2014). Nevertheless, teachers attitudes in relation to this methodology are a less explored area (e.g., Webb, et al., 2014). 1.2. Teacher Research Teacher research can be defined as systematic self-study by teachers (individually or collaboratively) which seeks to achieve real-world impact of some kind and is made public (Borg & Sanchez, 2015, p. 1). Within this broad definition, different methodologies are considered, such as action research (e.g., Burns, 2010) or exploratory practice (e.g., Allwright, 2003). Teacher research studies tend to have a qualitative nature, but need not be limited to such an approach. It has been suggested that teacher research does not need to exactly follow the guidelines for academic research; nevertheless, research quality is also expected (Borg, 2010). One of the main benefits of teacher research is that it facilitates teachers professional development, albeit not obviating its possible impact on other practitioners (Borg, 2010). An interesting dilemma is how teacher-researchers can achieve the distance from their experience that is required to examine it critically (Borg & Sanchez, 2015, p. 1). In order to be feasible and effective, the following characteristics are required: a) seen as relevant by the teachers; b) teachers involved in decisions about content and process ; c) collaboration and the sharing of expertise among teachers is fostered ; d) collective enterprise supported by schools and educational systems ; e) exploration 142

and reflection are emphasized over methodological prescriptivism ; f) expert internal and/or external support is available ; and g) classroom inquiry by teachers seen as a central professional learning process (p. 6). 2. RESEARCH QUESTIONS In relation to the objectives of the study, the research questions examined are: 1) What are the strengths and challenges of implementing flipped classroom activities in the foreign language classroom? 2) Are there any salient aspects of the flipped methodology and its implementation that warrant further research or methodological considerations? 3. METHODOLOGY The benefits of a teacher research approach, coupled with the lack of data concerning the implementation context of flipped classroom activities in a language department, have led the teacher-researchers to opt for a qualitative, exploratory design. Given the fact that this represents a novel research direction of the department and that the conditions of the working environment coincide with those described by Borg and Sanchez (2015), the authors felt that this design was optimal for the identification of salient themes to be explored further in later studies, as well as the development of the participants involved. 3.1. Scope and Participants The scope of the study covers the implementation of the flipped classroom methodology within both the English Program (EP) and Foreign Language Program (FLP) courses by the language department of a mid-sized private university, which comprises roughly 40 teachers. Of this group, those teachers who were identified as having at least one experience in the creation and delivery of flipped classroom activities were selected to participate in the study. 8 of the 12 participants were also part of the teacher-research team. 3.2. Data Collection The teacher-researchers opted for a Focus Group interview (FG) as the data collection required an approach that could inform on a large range of behaviors, a wide variety of interactions, and comprehensive and open discussions concerning teacher experiences of flipped classroom activities (Berg, 2001, p. 117). In total, eight teachers participated in the FG. Every member of the CoP proposed at least two questions to be discussed in the FG. After the FG, eight members of the CoP synthesized the themes they thought more relevant in the discussion. From these previous data analyses, four categories were established. The FC was complemented by the analysis of six teachers reflections (TRs). These TRs were written after the teachers implemented the flipped methodology in their classrooms. Each teacher or group of teachers, i.e., one reflection was written by two teachers, reflected on the process of creation and implementation of their own activity. There is an extensive literature on the role of teacher reflective writing in the ongoing 143

personal and professional development of practicing teachers. Borg (2001) explains that a great deal of insight into the pedagogical and personal processes of teachers can be reached through reflective journaling, including assisting the teacher explore and address concerns in their practice. Using Braun and Clarke s (2006) six step thematic analysis, two members of the CoP coded the TRs in order to identify the patterned response[s] of the participants, regarding their experience implementing the flipped methodology. Four main categories and numerous subcategories emerged in the TR data analysis. These data were then crossed with data collected via a focus group. The combined themes uncovered would then be considered for their potential as avenues for further research and methodological considerations. 4. RESULTS After analyzing the FG, the common categories uncovered were: 1) motivation, 2) materials and resources, 3) objectives of the flipped classroom, and 4) time. For the TRs, the categories that emerged in order of importance were: 6) learning design, 7) materials and resources, 8) student-activity interaction and 9) activity purpose and objectives. Given the degree of overlap between the categories found in both analyses, the categories of the FG and the TRs have been organized in the following way in order to facilitate their discussion: A. Motivation and Student Activity Interaction B. Materials and Resources C. Objectives and Purpose of the Flipped Classroom D. Time E. Learning design 4.1. Motivation and Student Activity Interaction In terms of motivation, both teacher and student levels of motivation were discussed in the FG and TRs. While teachers indicated that the flipped classroom methodology presented a significant challenge, as creating and adapting materials was not an easy task, they were motivated because they could set up the aims of their lessons in such a way as to optimize the design of the pedagogical process for both teachers and learners. Furthermore, some participants reported student recognition of teachers efforts to break up the traditional classroom as well as a positive sense of active student participation, which can facilitate learning. Moreover, the novelty of the presentation of the new material seemed to positively impact student motivation in some cases as reported in the FG. According to the teachers, some students seemed to have found the activities motivating and engaging. While not all teachers received formal feedback after the implementation of their flipped activities, some stated that the student response was positive because of their classroom behavior, i.e., increased participation. One reflection explicitly reported that students were engaged in the activity. Engagement seems here defined as learner s active mental engagement with linguistic input (Benson, 2011, p.87), which facilitates language acquisition (Cook, 2006). The rest of the TRs mentioned motivation, but not engagement. Nevertheless, both terms seemed to be closely related, being motivation and engagement mostly defined as active participation in class. Engagement is not yet a familiar term in the CoP. 144

The idea of disengagement, i.e., students lack of participation and by extension of motivation, was also represented throughout many reflections. In fact, the analysis of TRs showed significant variance in the level of student participation across classrooms. Half of the teachers highlighted a low level of participation of students, implying low motivation, while the other half reported a higher level of participation. 4.2. Materials and Resources Materials and resources were widely discussed in both the FG and the TRs. Some of the more popular tools used among the teachers were: Youtube, TED-Ed, Powtoons, Quizlet and podcast sites. These resources offered the most attractive formats for engaging students as well as the most accessible/usable interfaces for material development. These tools were also critically examined since teachers discussed the challenges and benefits of every tool. While the teacher developed materials largely made reference to the use of video content, it was concluded in the FG that authentic texts, such as articles, have also proven to be an excellent content source for carrying out a Flipped activity. In addition, for most teachers, the best policy was to use the virtual learning environment provided by their own educational institution as a delivery system for the activities, since students were already familiar with it. Video links from different video database websites could also be embedded therein (e.g. Youtube, TED-Ed, Vimeo). In the FG, teachers reflected on the marked difference between creating new lessons and curating existing material. Most teachers said that their own materials were more effective addressing classroom objectives, i.e., it was difficult to find an already created material that targeted the same goals. In the TRs, most teachers identified a need to create extra resources so students could understand how to carry out the activity. All teachers agreed on the importance of creating a quality, sustainable product that motivates and engages students. 4.3. Objectives and Purpose of the Flipped Classroom The category activity purpose and objectives deals with pedagogical orientations of the flipped methodology, including such areas as promoting autonomous/independent, authentic, and project-based learning. The teachers of the CoP seemed to be influenced by these orientations, which come from progressive education movements that promote reflexive pedagogy over didactic pedagogy, or the transmission of knowledge from authoritative teacher to the passive student recipient. Didactic pedagogy means to be told things rather than to find them out yourself (Cope & Kalantzis, 2015, p. 5). In contrast, authentic pedagogy, advocated by such theorists as John Dewey and Maria Montessori, promotes a studentcentered, experience and interest driven learning approach. In this sense, teachers suggest that the flipped model offers positive experiences for learners, as it can help promote authentic and autonomous learning. Other teachers reported positive experiences using the flipped lesson within a project-based learning framework, characterized as a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge (Edutopia, 2015). 145

4.4. Time Time was frequently mentioned in the TRs and in the FG. This term had both a positive and negative value. As a weakness of implementing the methodology, a significant time investment in the search and retrieval of appropriate prefabricated materials, as well as in the creation of new materials was a recurrent theme that most teachers in our sample mentioned, both in the TRs and in the FG. A vast majority of teachers reported spending a large quantity of time watching tutorials and learning how to use new software in order to create their own lessons. However, the curation of existing content was also said to require significant adaptation in terms of lesson aims and level appropriateness, which also requires time. Nevertheless, time was also reported as a strength in the activity design. One of the positive key points was that the lesson plan and/or resources created could be reused in future courses or by colleagues. Another positive aspect mentioned within this category was that learners could access the learning material at any time. This has been promoted as one of the most important advantages that flipped activities bring to the learning environment. As one teacher elaborates in their TR, it is best to dedicate quality time to its production as an investment in the creation of a resource that can be used in the present, but also in future courses and among other colleagues in a transversal manner. 4.5. Learning Design The last category, learning design, was always present in the discussion. Links between this category and the previous examined categories can be easily drawn. The learning design category suggests that clearly defined learning outcomes, curriculum coherence and targeted student competencies are critical in the flipped classroom design. Teachers pointed out that a flipped design should take into consideration the learning outcomes expected to be seen in the classroom after engaging with the flipped activity at home. Teacher preparedness in the development of flipped resources was also a critical area that led to the strength or weakness of a particular learning activity. The need for making a proper pedagogical distinction between a flipped classroom activity versus a traditional activity was also very important for these teachers. Finally, design improvements were discussed by teachers as a way to identify, examine and possibly resolve weaknesses in the learning activity. 5. DISCUSSION AND CONCLUSIONS This study clearly illustrates teachers perspectives on the implementation of a flipped methodology. Overall, this experience helped teachers of a CoP to better understand what designing a flipped classroom activity entailed, identified through strengths and challenges. This process of adapting, creating and sharing materials and ideas has the potential to serve as a tool of professional development for the teachers in the CoP. The exploratory nature of the study allowed the CoP to reflect on how to carry out their future research projects. Two issues that came to the attention of the authors were: 1) the range of possible flipped activity types considered, i.e., for a whole class period or just an isolated activity, and 2) the different software used to create the activity. For future research, it might be important to narrow these variables so that the range of teacher experiences can be contrasted against different activity types being implemented. Moreover, others suggested variables potentially influencing student 146

learning and participation should be further explored, such as the motivating effect of the variable novelty on various different factors that may influence teacher perception; as well as whether motivation and engagement are different constructs or not. The nature of teacher-research also raised some ethical concerns within the CoP. The participants of the survey, the majority of whom also contributed to the writing, were asked to speak towards potentially compromising negative classroom experiences. Although consent to appear in this publication was granted by all participants, the double nature of the teacher-researcher makes maintaining the anonymity of the participants outside of the CoP difficult, despite all discussions being confidential. This situation does not happen in more traditional research. To conclude, by analyzing and reflecting on the various strengths and weaknesses of the flipped methodology, the following categories identified in this preliminary, exploratory study as candidates for further research are as follows: a) Motivation and Student Activity Interaction, b) Materials and Resources, c) Objectives and Purpose of the Flipped Classroom, d) Time and e) Learning Design. The process of learning design was especially significant. As technological adoption becomes more prominent across all elements of university learning, the role of design perspectives in learning are beginning to make significant impact in learning sciences (Kress, 2010; Selander, 2013; Cope & Kalantzis, 2015). As Cope and Kalantzis elaborate, doing something by design implies a particular intensity of focus (p. 21). They argue that applying a design perspective means that teachers must identify the range and sequence of epistemological moves that underlie their teaching. Teachers become designers as they select the range of activities they will bring to the learning environment, plan their sequence, and reflect on learning outcomes during and after the learning (p. 22). The results, therefore, point to the idea that learning design was among the most significant factors in the success or failure of a flipped activity, and that teachers should consider these perspectives into their work as designers of learning in digital learning environments. Going forward, the CoP aims to identify the relationship between the key variables of the aforementioned categories, in hopes of reaching a deeper understanding of the factors that result in optimal flipped classroom designs. REFERENCES Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7(2), 113-141. Bell, J. (2010). Doing your research project: a guide for first-time researchers in education, health and social science. 5 th ed. Maidenhead: Open University Press. Benson, P. (2011). Teaching and Researching: Autonomy in Language Learning. New York: Routledge. Berg, B. L. (2001). Qualitative research methods for the social sciences. Boston: Allyn and Bacon. Borg, S. (2001). The research journal: A tool for promoting and understanding researcher development. Language Teaching Research, 5(2), 156-177. 147

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