The educational approaches used for this course are blended learning and the flipped classroom model. BL combines online educational materials and opportunities for interaction online with traditional place-based classroom methods. It endeavours to take advantage of the role of the lecturer as the expert who guides students based on experience and conveys enthusiasm, places the learning content in the right context and facilitates the pace and direction of a class with the advantages of technology, allowing for students to learn at their own pace (Bersin, 2004: 2-12). FC, in contrast to a lecture-based model, allows more effectively for the organization of the teaching activities in line with the different stages of the students’ learning process. Bloom’s Taxonomy of the Cognitive Domain (Anderson, Krathwohl & Bloom, 2001) is often used as a framework to determine the educational objectives and cognitive level of pre-class and in-class activities. Students can be expected to learn and comprehend the subject matter at a basic level before class, whereas higher order objectives such as understanding, application and analysis are more suited for in-class activities (Estes, Juhong & Madison, 2014: 5; O'Flaherty & Phillips, 2015: 87-88; Wølner and Horgen, 2019: 70-71). Furthermore, the FC model supports five distinct steps that students need to work through when learning new subjects. The identification of information needed for achieving the learning goal and initial exploration can be done pre-class, whereas further exploration, understanding and application of the content will happen in-class. Post-class processes are the reorganization, reinforcement and enquiring of the learning content (Estes, Ingram & Juhong, 2014: 7-10; Whitely, 2003: 55-87). <br/>
The constructive alignment model developed by Biggs and Tang (2007) was used to guide the redesign of the course. This model provides a framework that ensures alignment of course outcomes, assessment and teaching and learning activities (Biggs & Tang, 2007: 50-64, 247-284). The reasoning behind the model is that, if students are to fulfill the aims of the course, then lecturers need to set tasks that involve students in learning activities that are likely to result in obtaining these outcomes. For this the 2 lecturer needs to formulate the outcomes first. To set the level of the outcomes Bloom’s taxonomy is used, and for each outcome an hierarchy of performance objectives is determined. Then learning and teaching activities are developed to enable the student to obtain the learning outcomes. Finally, the student is asked to provide evidence of having achieved the set objectives on the hand of fitting tasks set by the lecturer or chosen by the student within the specifications of the course aims. Table 1 gives the outcomes, assessment and teaching and learning activities set for KONS1000. <br/>
The defined outcomes, assessment and teaching and learning activities were thereafter placed within the overall teaching plan using the flipped classroom model and the five distinctive steps for learning as a guide. The pre-class activities are identification of the pre-set reading list, and exploration of the learning content on the hand of the learning path in Canvas. Each topic will in due time be introduced by a short video, 10 minutes or less, made with a lightboard. The function of these videos is to give context to the learning material and prompt students' curiosity, internal motivation and engagement (Abeysekera & Dawson 2014: 9-14; Guo, Kim & Rubin, 2014: 4-5; Schwartz & Hartman, 2007:9-11). Being able to see the lecturer's face and the use of handwriting on the lightboard should create a feeling of direct dialog and as such contribute to more engagement (Guo, Kim & Rubin, 2014:6).