ABSTRACT A definition of flipped learning by the Flipped Learning Network identifies ‘The Four Pillars of F-L-I-P™’; Flexible learning environment, a change in Learning cultures, Intentional content, and the Professional educator. This case study concentrates on the ‘I’ and ‘P’, intentional content and the professional educator. Appreciative Inquiry is used to explore, from both a student and staff perspective, the following questions: when does learning and teaching start? what is our role in developing the online environment? what is the impact on our own academic practice in both the online and face-to-face learning environments? what is recognised and respected as ‘teaching’ and what is recognised as ‘learning’? and by whom? This case study will offer some recommendations relating to intentional content and the role of a professional educator that could be interpreted into most flexible learning approaches concluding with a model for a different mind-set for developing the online environment.

中文翻译：

---

意图内容和专业教育者

摘要翻转学习网络对翻转学习的定义是“ FLIP™的四大支柱”。灵活的学习环境，学习文化，意向性内容和专业教育者的变化。本案例研究集中于“ I”和“ P”，故意内容和专业教育者。从学生和教职员工的角度，探究性探究用于探究以下问题：学与教何时开始？我们在开发在线环境中扮演什么角色？在线学习和面对面学习环境对我们自己的学术实践有什么影响？什么被认为是“教学”，什么是“学习”？和谁？本案例研究将提供一些与故意内容和专业教育者的角色有关的建议，这些建议可以解释为最灵活的学习方法，并提供用于开发在线环境的不同思维模式的模型。