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Flipping conservation with iNnovative and sustainable IT Tools (FliNT) (completed)

Testing the flipped classroom model in combination with novel digital tools to support bachelor students learning and development of study techniques.

Three students doing a practice in examination mehods. Photo.
Photo: Douwtje van der Meulen

About the project

This project focused on developing a teaching scheme that better integrates theory, practice and transferable skill in the introduction course of conservation of cultural heritage.

Due to limited staff, time and facilities, there is an imbalance in theory and practice. In addition, experience has shown that many novice bachelor students struggle with reading and writing academic texts.


The aim of FliNT was to develop student’s study technique and improve the learning outcome. To free time for practical exercises and to support the learning process the flipped classroom model was tested in combination with digital tools such as Canvas, Talkwall and lightboard.

Learning theories applied were Blended learning and Constructive alignment. The learning activities combine individual and social learning.




From January 2018 until December 2019. 

Summary of the end report

Module KONS1000 Introduction of Conservation and Collections Care at the University of Oslo introduces students to the preservation and scientific investigation of cultural heritage objects. The course has a varied group of students from different countries and disciplines, and is taught in English.

The central question that the project aimed to solve was:

  • How to support a diverse group of students more effectively in their learning process of a new subject, improve training in reading and writing skills and introduce more practical training into the course, taking into account constrained time and teaching resources.

The flipped classroom model

The solution to this question is found in applying the flipped classroom model (FC) in combination with teaching strategies of blended learning (BL), constructive alignment, collaborative learning, inquiry-based learning and peer-review.

The ICT tools that have been tested to support the teaching and learning processes are:

  • The learning management system Canvas 
  • Interactive presentation softwares Mentimeter and Talkwall (Institutt for pedagogikk, UiO, 2018)
  • Self-produced instruction videos using a lightboard. 

To give (new) student’s insight in how to study the course offers learning paths on study techniques and academic reading and writing skills, supplies focus questions and a list of key concepts to force more directed reading, and a collaborative writing assignment combined with peer-review and reflection note.

To build theoretical knowledge a scaffolded approach is used. Learning content, which will include in time self-produced videos with lightboard, and pre-class tasks are provided in Canvas.

Freed up class time is used for reflection and further development on subject matter by short quizzes, small group discussions, dialog lectures, followed by a plenum session. In future Talkwall (Institutt for pedagogikk, 2018) will be used to present small group discussions in plenum sessions to create structured feedback and increased learning effect. In addition, practice-based activities are offered once a week to complement the theory.


Evaluations of the course showed higher student activity before and in-class. More focused reading and deeper engagement with subject matter, improved written work and increased motivation and understanding due to practical exercises.

Students gained greater insight in study methods and their own writing process. Small groups provide a safe learning environment and encourages greater access to the lecturer.

Published Nov. 6, 2020 3:07 PM - Last modified Jan. 27, 2021 3:55 PM