A comprehensive and 100% online program, exclusive to TECH, with an international perspective backed by our membership in the Association for Teacher Education in Europe" 

The evolution of the educational model has led teaching professionals to rethink their pedagogical strategies, incorporating active methodologies that foster student participation and enhance their learning process. Among these, Flipped Classroom has proven to be one of the most effective, as it moves part of the theoretical content outside the classroom to make room for dynamic and collaborative activities during class time. In fact, a UNESCO report reveals that the application of innovative approaches improves knowledge retention and strengthens critical thinking, which are essential skills in today’s education.

In response, TECH Global University introduces an innovative Master's Degree in Flipped Classroom. The academic journey will delve into aspects ranging from the personalization of teaching and cooperative patterns for a Flipped Classroom, to the creation of original content to enhance the classroom experience. As a result, graduates will develop advanced competencies to transform their teaching practice, designing active, flexible, and student-centered learning experiences.

Thanks to the flexibility of this academic program, graduates will be able to access the content at any time and from any device with internet access, ensuring a continuous and updated learning experience. Moreover, teachers seeking to update their knowledge will benefit from the Relearning method, a TECH Global University pioneering learning model that guarantees effective knowledge assimilation at their own pace.

Furthermore, thanks to TECH's membership in the Association for Teacher Education in Europe (ATEE), professionals will have access to specialized academic journals and discounts on publications. They will also be able to attend webinars or conferences at no cost and receive linguistic support. Additionally, they will be included in the ATEE consultancy database, thereby expanding their professional network and gaining access to new opportunities. 

You will apply learning personalization strategies, tailored to different educational levels and student profiles” 

This Master's Degree in Flipped Classroom contains the most complete and up-to-date educational program on the market. The most important features include:

• Practical cases presented by experts in Flipped Classroom
• The graphic, schematic, and practical contents with which they are created, provide scientific and 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
• Special emphasis on innovative methodologies in Flipped Classroom
• 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

With the Relearning system, you will not need to invest excessive hours in study and will focus on the most relevant concepts”

The program includes faculty members from the Flipped Classroom field, who bring their professional experience to this program, alongside recognized specialists from leading societies and prestigious universities.

Its multimedia content, developed with the latest educational technology, will provide professionals with situated and contextualized learning—meaning a simulated environment that offers immersive study, preparing you to face real-world situations.

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

You will master digital tools for the creation of educational content, platform management, and evaluation"

You will promote collaborative work and critical thinking, integrating the Flipped Classroom with other active methodologies"

The syllabus for this academic program is designed by a team of specialists in active methodologies, ensuring a comprehensive and up-to-date learning experience. Throughout the academic journey, education professionals will delve into the Flipped Classroom model, from its conceptualization to its advanced implementation. They will also develop skills to design effective flipped classrooms, create original content, and apply innovative digital tools. Additionally, they will explore gamification, escape room-based learning, and strategic session planning, providing them with the resources needed to transform the classroom into a dynamic, participatory space that aligns with current educational challenges.

You will gain a deep understanding of the Flipped Classroom model, applying cooperative learning methodologies and enhancing participation in the classroom”

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 Class vs. Inverted 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 an Inverted 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. Evaluation

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. Creating 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 or 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. Assessment 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. Elements

5.2.1. Insignias and Diplomas
5.2.2. Classification
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 Gamification
5.3.2. Content Gamification

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. Other

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. Evaluation

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. Evaluation

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. Interior Escape Rooms
6.2.3. Exterior Escape Rooms
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. Content Strategy
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. Practical Case

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 Methodologies 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. Learning between Equals (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 Just 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. Piktochart
8.5.2. Canva

8.6. Mind Maps

8.6.1. GoConqr
8.6.2. Mindomo
8.6.3. Popplet

8.7. Creation of a Web

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. Perusall

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 Inverted 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 Flipped Class?

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. Additio

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

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

Enjoy an intensive 3-week stay in a prestigious center and update yourself on the latest procedures to grow professionally"