Beyond Homework: Your Guide to the Flipped Learning 3.0 Individual Space
Mastering the Individual Learning Space in the Flipped Learning 3.0 Framework
In the Flipped Learning 3.0 Framework, the Individual Learning Space (ILS) is a key sector that gives learners a central role in their own learning process. It is where learning begins, and each learner builds the foundation for the deeper, more interactive learning – and where learners take responsibility for preparing themselves to fully engage in the Group Learning Space. Without the work done in the ILS, meaningful collaboration in class simply cannot happen.
The ILS is more than just “homework.” It is a carefully designed space for acquiring knowledge, building understanding, and developing the confidence to apply what you learn later with others. To master the ILS, learners need to understand how it works, why it is structured this way, and what their role is in making it successful.
Below are the core elements of Individual Space Mastery Sector from the Flipped Learning 3.0 framework, along with best practices. The elements are named the way Jon Bergmann and Errol St. Claire have defined them and presented for the first time in Istanbul.
Lower Blooms
Use the lower levels of Bloom’s Taxonomy – remembering and understanding – to build the basic knowledge needed for more advanced thinking in the group space. This approach ensures that the foundational information, like key definitions, facts, and core concepts, is acquired independently. This frees up valuable class time for higher-order thinking skills like applying, analysing, evaluating, and creating, which are best developed through collaborative, hands-on activities. For example, learners might watch an interactive video explaining the steps of the scientific method before class, allowing them to spend class time designing and conducting their own experiment.
- For the Learner: Focus on absorbing key facts, definitions, and basic concepts now so you can use them later in discussions and problem-solving. Make sure you develop a basic understanding of the taught concepts.
- For the Course Developer/Trainer: Design ILS content that targets these levels with clear, digestible explanations and examples.
Learn Tech Tools
Become familiar with the digital tools used for creating or delivering flipped materials (videos, screencasts, interactive slides). Proficiency in tools such as interactive video platforms (e.g., Edpuzzle), screencasting software, and digital whiteboards (e.g., Miro, Jamboard) is crucial. A diverse toolkit allows for the creation of rich, engaging, and varied content that caters to different learning styles. It's not just about making a video; it's about choosing the right medium for the specific content and learning objective
- For the Learner: Learn how to use the platforms so you can access content smoothly and without frustration.
- For the Course Developer/Trainer: Choose tools that are accessible, reliable, and suited to the learners’ skill level; provide short guides if needed. If necessary (in the case of missing digital competencies) an introduction training focusing on technical skills must be implemented (in an onsite session).
Focus on Group Space
When preparing the ILS content, the aim should be to support and enable Group Learning Space activities (where the collaborative group-based learning takes place). This means the ILS content is not an end in itself, but a bridge to what happens next. The ILS content should serve as the prerequisite knowledge for the in-class activities. The content and activities should be designed to provoke questions and prepare learners for the deeper collaboration and problem-solving that will occur in the group learning space.
- For the Learner: Keep in mind that the purpose of your ILS work is to prepare you for what you will do with others later.
- For the Course Developer/Trainer: Design the ILS, so every task connects clearly to an activity in the group session.
Link to Group Space
Ensure a direct connection between ILS materials and what happens in the Group Learning Space. Provide meaningful training content and learning activities to build this connection. Learners should see the relevance of their pre-class work. Meaningful training content and learning activities, such as a pre-class quiz that directly relates to a group problem, or a video that introduces a case study to be analysed in class, build this link and prevent the pre-class work from feeling like a disconnected chore.
- For the Learner: Look for the link between what you learn now and what you will apply later.
- For the Course Developer/Trainer: Make this link explicit in instructions and in the group activities themselves.
Appropriate Media
Select the medium (text, interactive video, active presentations, multimedia material, simulations and others) that best suits the content and the learners’ needs. The choice of medium should align with the learning goal. For example, a simulation might be perfect for teaching a complex process like cellular respiration, while an interactive video might be better for introducing a historical event. A mix of media also prevents learner fatigue and caters to various preferences.
- For the Learner: Use the format provided to its full advantage – for example, pausing videos to take notes.
- For the Course Developer/Trainer: Match the media type to the complexity of the content and the learners’ preferences.
Each Pre-Class Task Has a Big Idea
Each piece of ILS content should clearly convey the core concept or “big idea”. This central theme should be explicit, perhaps stated at the beginning of the material. This helps learners focus on what's most important and prevents them from getting lost in detail. The "big idea" acts as a cognitive anchor, organizing the information in a meaningful way and making it easier to recall and apply later.
- For the Learner: Identify this central idea; it will guide your understanding of the topic.
- For the Course Developer/Trainer: Make the big idea explicit, so learners know what is most important.
Short Media
Keep pre-class content concise to maintain focus and avoid overload. A good rule of thumb is to create short, chunked interactive videos (e.g., 2–5 minutes) or interactive modules. This aligns with the principles of cognitive load theory, which suggests that our working memory can only handle a limited amount of new information at once. Shorter media also makes it easier for learners to re-watch specific sections if needed.
- For the Learner: Use the shorter format to fully concentrate and revisit if needed.
- For the Course Developer/Trainer: Edit ruthlessly – aim for clarity, not length.
Intuitive
Materials should be simple to navigate and understand. This is about usability and accessibility. Instructions should be clear and concise, navigation should be straightforward, and the overall design should be clean and uncluttered. If learners have to spend time figuring out how to use the materials, they will have less time and mental energy for the actual learning.
- For the Learner: If something feels unclear, seek clarification early so you can stay on track.
- For the Course Developer/Trainer: Test the materials for usability before release.
Meaningful Tasks
Activities should be engaging and connect directly to real-life relevance. Pre-class tasks should not be simple busywork. They should be designed to spark curiosity and provide a direct link to a problem or scenario that learners will explore in class. A task that involves watching a video and then identifying a real-world example of the concept is far more engaging than a simple summary of the video. Real-life scenarios or examples are a useful enhancement of the learning.
- For the Learner: Engage with the task fully, not just to “complete it,” but to make it meaningful to you.
- For the Course Developer/Trainer: Include authentic examples or scenarios that resonate with learners’ experiences.
Mix of Elements
Combine different media and presentation styles for variety and engagement. Varying the format of the content—from a quick video to a guided reading, or an online simulation—helps to keep learners engaged. This approach also allows you to cater to a diverse group of learners and their individual preferences and needs.
- For the Learner: Take advantage of the variety to keep your attention fresh.
- For the Course Developer/Trainer: Integrate text, images, short videos, and narration thoughtfully, without overloading.
Chunk Media
Break longer materials into smaller, manageable parts. This strategy of "chunking" is a powerful cognitive tool. By dividing a long video into several smaller ones, each focusing on a single concept, you reduce cognitive load and make the material easier to process and digest. This also makes the content more modular and easier to search and revisit.
- For the Learner: Use these chunks to pace your study sessions effectively.
- For the Course Developer/Trainer: Plan the sequence so each chunk has a clear purpose and builds logically.
Connect Prior Knowledge
Start by linking new concepts to what learners already know. Activating prior knowledge is a key instructional strategy. By explicitly connecting new information to existing mental models, you make the new information more meaningful and easier to integrate. This can be done through a brief recap or by posing a question that prompts learners to recall a related concept.
- For the Learner: Reflect on your existing understanding and how it connects to the new content.
- For the Course Developer/Trainer: Include prompts or questions that activate prior knowledge.
Questioning Strategies
Add checks for understanding within the ILS content. This moves learners from passive consumption to active engagement. Embedded questions, quizzes, or prompts (e.g., "Pause the video and explain this concept in your own words") help learners monitor their own comprehension and identify areas where they need to review the material. Tools like Edpuzzle or H5P are excellent for this.
- For the Learner: Treat these questions as self-tests to measure your progress.
- For the Course Developer/Trainer: Place questions strategically to reinforce key points.
Accountability
Hold learners responsible for completing the ILS. Accountability is crucial for the success of a flipped model. This can be achieved through low-stakes assessments like a pre-class quiz, a short-written response, or a completion check. When learners know their pre-class work will be reviewed and used in the group space, they are more likely to complete it thoughtfully.
- For the Learner: Recognise that skipping the ILS puts you – and your group – at a disadvantage.
- For the Course Developer/Trainer: Build accountability into the design, for example with short quizzes or submission requirements.
Use Pre-Class Data
Analyse learners’ pre-class work to adapt group activities. This is a core benefit of Flipped Learning 3.0. Data from pre-class quizzes, completion rates, and viewing habits provide valuable insights. You can use this data to identify common misconceptions, group learners based on their needs, and tailor the in-class activities to address specific areas of confusion. This makes the group learning space highly responsive and personalized.
- For the Learner: Know that your input influences the class design, so take it seriously.
- For the Course Developer/Trainer: Use the data to adjust pacing, clarify misconceptions, or extend challenges.
Teach to Interact
Train learners to engage actively with ILS materials. It's not enough to simply provide the materials; learners must be taught how to learn independently. This includes skills like active note-taking, self-testing, and critical thinking while watching a video or reading a text. Explicitly teaching these meta-cognitive skills empowers learners to take ownership of their learning.
- For the Learner: Take notes, pause videos, ask questions – this makes learning active.
- For the Course Developer/Trainer: Provide guidance on effective interaction strategies.
Consider Legal Aspects
Respect privacy and data protection laws when using digital platforms. When using various digital tools, it is vital to be aware of regulations like GDPR. This includes getting consent, understanding how learner data is used and stored, and ensuring that platforms are compliant with all relevant laws. This protects both the learners and the institution.
- For the Learner: Be aware of how your data is used and stored.
- For the Course Developer/Trainer: Ensure compliance with relevant regulations in your country.
Why the Individual Learning Space Matters
Mastering the ILS is about more than completing tasks – it is about preparing your mind for deeper learning and collaboration. When you take ownership of this space, you set yourself up for success in the group space. It allows you to arrive ready to discuss, apply, and challenge ideas rather than trying to catch up on the basics.
The Flipped Learning 3.0 approach works best when every learner understands that the ILS is not optional but an obligatory duty! It is the essential first step that makes the group space productive, interactive, and enjoyable.
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This article is part two of the serial “Flipped Learning 3.0” – explained simply. The first article with a general description of Flipped Learning 3.0 is available from this platform under https://epale.ec.europa.eu/en/blog/understanding-flipped-learning-classroom-framework
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About the Author
Mag. rer. nat. Peter Mazohl is an Austrian educator and researcher specialising in digital learning. With master’s degrees in physics and mathematics, he has over 40 years of teaching experience in secondary, vocational, and higher education. He is the founder and President of the European Initiative for Education (EBI/EIE). His work focuses on innovative teaching methods such as active learning, the Flipped Learning 3.0 Framework, and blended learning. Besides this, he is working as a professional photographer.
Contact: peter.mazohl[at]advanced-training.at
