SCAFFOLDING OF FLEXIBLE LEARNING ENVIRONMENTS: THE “FLED” TOOL FOR FLIPPED INSTRUCTIONAL DESIGN

Although the flipped classroom model has been adopted for a long time by teachers, the literature underlines a lack of adequate support for developing skills for designing effective learning scenarios [1,2,3]. In connection to that, FLeD project, involving six European Universities, has developed scaffolding strategies and resources, based on the use of Learning Design Patterns, in order to help academics in creating flexible, self-regulated and inclusive learning environments. The project led to the creation of a digital teaching design platform (FLeD Tool) that integrates these scaffolding strategies both in its structure and in the design methods offered to teachers. The contribution presents a theoretical first part with an in-depth meta-analysis and, in the second part, describes the implementation of scaffolding in the FLeD Tool through the use of Learning Design Patterns, offering a concrete example of how this approach can be applied in practice to support teachers in designing flipped learning scenarios. The original contribution of the paper lies precisely in providing a solid theoretical basis associated with a practical and structured scaffolding model, which can be an inspiration for teachers and researchers.