Presented at:1er Congreso Internacional de Innovacin Educativa, Tecnolgico de Monterrey, Mxico DF, Diciembre 15-17 2014

Flip the class, intrinsic motivation and context based

learning techniques improve engagement, participation
and understanding in a Project Oriented Learning
Environment
Sergio W. Sedas Gersey
Tecnolgico de Monterrey
Monterrey, NL Mxico
sergio.sedas@itesm.mx

Abstract
Developing deep understanding and problem solving skills requires intrinsic motivation, engagement and active
participation. However, in a project based learning environment, student appreciation and engagement is often
clearly divided whereas some students may engage and enjoy the challenge, others clearly disconnect and
express their discomfort in multiple ways. Extrinsic motivators have not proven effective to increase student
motivation and engagement. A new strategy that combines flipped classroom, context based learning, and other
activities that increase learning, intrinsic motivation, engagement and a positive sense of support and community
are presented. The strategy was tested in two senior level engineering courses with positive results.

Keywords: flip the class, context based learning, intrinsic motivation

1

Introduction

In a Project based learning environment, student

appreciation and engagement is often clearly divided.
Whereas a group of students may engage and enjoy
the challenge, others clearly disconnect and express
their discomfort through absenteeism, low class and
project participation, and harsh faculty and course
evaluations.
Extrinsic motivators such as taking roster at the
beginning of class, additional office hours, allowing
the students to submit their work three times to
improve their grades, grading every activity and the
opportunity of earning extra points did not cause
substantial improvement.
Research on positive psychology, intrinsic motivation
and cognitive learning models [8-30] may provide
insight that will help us develop new teaching
strategies that will engage students in a project
oriented learning environment.
Using this insight we developed a set of strategies and
building blocks that can be used enhance student
engagement, improve learning and understanding, and
increase positive results.
These strategies were tested in two senior level
engineering courses. One using traditional problem
base learning and the other using project based
learning.

This paper presents the background research, the

building blocks and strategies and examples of their
implementation.
2

2.1

Background

Resiliency and Motivation in Education

Motivation, self-confidence and resiliency limit or

enhance a students ability to learn.
If a student does not feel challenged, or if he feels that
the challenge is too great his attention will move
elsewhere and he will disconnect and avoid the
challenge. This is a prevalent problem in project
based learning environments where students are
required to interact with companies and design a
solution to real-life problems.
There are a number of factors that influence our
ability to face adversity and come up with creative
solutions to our challenges:
2.1.1

Fear: Fight, Flight or Freeze

We learn more when we are challenged and engaged,

when we are intrinsically motivated, when we believe,
and when we have a directed dream or objective. [25]
[30] [13]
However there are a number of things that may
distract and disengage a student:

If the student does not feel challenged or if he

believes that he is incapable of succeeding, his limbic
system in the brain will easily move his center of
attention to something else.
If the student believes that there is much at risk, he
will avoid the challenge, unless he is driven by strong
motivation. Many times, the thought of failing at a
task is unconsciously perceived as risk which will
trigger a student to avoid the task at hand.
If the student fears the task or feels that the task is too
overwhelming he will fight, flee (divert his attention
into other activities) or simply freeze which are
normal reactions of fear. In either case he or she will
loose engagement and concentration.
2.1.2

Confidence, optimism and hope

Confidence, optimism, and hope can counteract fear

and motivate a student to engage and move forward to
complete challenging tasks.
Self-Efficacy and Confidence are the solid belief in
ones ability to control a situation and the firm belief
that when something goes wrong one is able to do
what needs to get done to bounce back. This belief
determines one s actions, behaviors and persistence in
front of obstacles and challenge [21][22][23].
For example, when a student perceives that he has the
competence, skills and knowhow to handle situations
effectively he focuses on meeting his goals, generates
new alternative paths and accepts situations that are
difficult to change. [18].
Hope and optimism can also influence a students
engagement and immersion into a problem. If a
student feels optimistic and hopeful, he will perceive
a greater level of self-confidence, joy and desire to
achieve his goal. He will be more willing to face
adversity and do whatever he can to find solutions to
problems. [19][10][11][21].
One way to build up confidence is by facing
adversity. This can come in the form of challenges
and the solution of real life problems.
To minimize fear, you can divide the problem into
small steps or challenges, each with a clear defined
goal, target and deliverable.
Dividing a problem into small steps and helping a
student to accomplish them and acknowledge their
success builds his self-confidence, joy and sense of
satisfaction.

2.1.3

Connection

Studies show that a student that has a sense of

belonging and feels a strong connection with a group
is more willing to face adversity, knowing that the
team is there to guide him, help him, and support him
in the process [23].
Many classroom exercises laid throughout the
semester, assigned to randomly chosen teams can help
students create a bond with more people and increase
a sense of connection with the group. It also provides
students with a broader spectrum of ideas and
problem solving strategies.
Mastermind groups are another way to increase
connection and student engagement. Masterminds are
formed by a group of five to six peers. Each student is
allowed to share past successes, and to solicit advice
on specific problems. A specific structure for
mastermind groups is presented in Canfield [27].
2.1.4

Sense of Contribution

Knowing that what one is doing is relevant and

contributes to the wellness of others is very
motivating.
In a PBL and POL learning environment, students can
be asked to select class projects that solve relevant
real-life problems in industry, commerce and
community. They can be led to immerse themselves
into the problem and have face-to-face contact with
end-users and decision makers to identify true needs.
2.2
Flip the Classroom
The idea of flipped classroom started as an idea to
give individualized instruction through videos or
other tools that students can use outside the class to
free up time in class for more strategic group work
and individualized attention [31]. It has now evolved
into the idea of flipped learning in which direct
instruction moves out of the group learning space to
an individual learning space and the group space is
transformed into a dynamic interactive learning
environment where the educator guides students as
they apply concepts and engage creatively in the
subject matter. [32]:
2.3

Context Based Learning: Learning

through understanding

Traditionally universities have been good at

generating and teaching knowledge (facts and
methods) and skills. However the methods have failed
to develop the deeper level of understanding
necessary for a student to fully transfer and apply his
knowledge and skills in a real world environment.
Companies must still invest time and money to

develop in college graduates the high level of

understanding and experience that they require.

understanding.
4.

Flip the classroom. Make better use of the

students time in the classroom through group
exercises and activities that apply and reinforce
the methods. Instructional videos and messages
are recorded and viewed at home.

5.

Repetition and unpacking. During class,

students use the methods we are teaching to solve
a common class project. This gives them firsthand experience to learn how the methods are
used to solve a problem. They reinforce this
knowledge and gain further understanding when
they apply the same methods to their own project
and discuss their experience with their peers
(unpacking).

6.

Random teams in class. At the beginning of the

semester students form a team that will work
together throughout the semester to develop a
project. However, in each class session, students
are randomly divided into teams to work on that
days activity. This allows students to develop a
sense of belonging with their classmates and to
learn from different perspectives.

7.

Hot Seat presentations. Periodically, students

are randomly divided into groups. Every student
in the group is placed in the hot seat to present
and describe his project to his peers. This
increases engagement and participation from all
of the students.

8.

Master Mind Groups. Three or four times

during the semester, students will hold a Master
Mind Session. Students are divided into teams of
6 people none of whom are in their Final Project
team. In a round of 10 minutes each, each person
gets the opportunity to describe their Project,
share problems they are facing and receive
feedback and ideas from the mastermind group.

9.

Repeatedly describe the framework. At the

beginning of the semester students are uncertain
about the trajectory that they will follow. It is
important to reduce anxiety and built clarity by
continuously repeating the framework and course
map. Every time a stage of the framework is
completed, we summarize and present the
framework again. This reinforces the framework
and helps them identify where they are in the
process.

Research in cognitive psychology can offer insights

from which one can develop alternative teaching
strategies and techniques that will enhance learning
through understanding [1].
We learn best when we make sense of new
information, when we can relate it to past experience,
and when it has meaning. [1][13][28][29][30].
We create significant learning and experience through
deep rehearsal [25]. And we construct new knowledge
and understandings based on what we already know
and believe [29].
Skills, knowledge and experience are built over time
and require intentional adversity and engagement
[25].
In Sedas [1] we proposed a constructivist incremental
approach in which the main focus is to first develop
understanding before laying out the constructs of
definitions and abstrations (knowledge). Once a
student creates understanding he can easily attatch
knoweledge, representations, formulas and ideas.
This iterative constructivist approach, which we call
context based learning, builds up knowledge and
understanding through a laid out plan of awareness
exercises, challenges, implementations, practical
exercises, discussions and theory building lectures.

The Teaching Strategies

We developed a lesson plan that incorporates different

strategies to teach problem based and project based
courses:
1.

Solve relevant real-life problems. Real life

problems are used to increase motivation and
build experience that will help a student solve
real-life problems in the future. Students are
encouraged to immerse themselves into the
problem, and interview people that are users,
suppliers, experts, and stakeholders.

2.

Chunk it down. Break the project down into tiny

steps and goals that the student can identify with.
These reduce anxiety of a big leap. Furthermore,
small successes increase a students selfconfidence and sense of accomplishment.
Students are encouraged to celebrate completion
and successes along the way.

3.

Context Based Learning. Design the course

layout with hands on activities and challenges
that build up awareness, knowledge and

The courses

The techniques and methods described in Section 3

were incorporated in two senior mechatronic
engineering courses: Manufacturing System
Integration and Mechatronic Design.
Manufacturing System Integration teaches a student
to understand and design a manufacturing cell using
robots, conveyors, cnc machines and other process
equipment.
Figure 1. Video Tutorial - Using the Sedas
Architecture Model to analyse and design
manufacturing cells. Video LINK 1
http://youtu.be/so34ooo-k6g

Mechatronic Design teaches a student to define a

mission statement, immerse themselves into a
community; identify a problem, needs, requirements
and restrictions; and ultimately design innovative
solutions.
4.1

Manufacturing System Integration

The course is divided into modules, each of which

teaches different technologies CNC Machines,
Robotics, Vision, Manufacturing Cells. Students have
classwork, lab-work, and a final project.
There are two sections of particular interest in this
paper. The first section of interest teaches students to
design and analyse a manufacturing cell using the
Sedas Archuitecture Method to Analyse and Design
Manufacturing Cells. The second section teaches
students how to program an industrial computer
vision system to identify automotive parts.
In each of these sections, the class was flipped. Screen
capture programs [7] animation software [4] and
video editing software [2] were used to create videos
and tutorials that were used as homework assignments
to explain the different methods.
Students were assigned problems in class which they
worked with randomly generated teams. Instruction
was given a priory using the pre-recorded videos
(Figure 1 and Figure 2). They were then given
instruction in class and a problem to analyse and solve
in class.
Students were then given two take-home assignments.
In the first assignment, they had to analyse and design
a different manufacturing cell selected by them. In the
second assignment, they had to program a vision
system to recognize three different automotive part.
They tested their program against 73 images that were
taken by a vision system running in the production
line.
The results from the take home assignments
confirmed a high level of understanding.

Figure 2. Video: How to program a vision system to

identify between three different automotive engine
heads using Framework2. LINK
http://tinyurl.com/m7wdvgy

4.2

Mechatronic Design

Mechatronic design is an advanced senior class taught

in a project oriented learning environment. Students
are required to identify a relevant need and develop an
innovative mechatronic product that improves
wellbeing and quality of life.
Students are taught a framework (Table 1) and
specific innovative design methods and sent off to
identify a need, develop a product specification,
identify and size up the competition, generate
between 50 and 200 concepts, develop one concept
fully, simulate it, build a prototype and test.
1

The video was produced using a Cannon 70D photo and HD

movie camera, a Senheisser EW112 wireless mic[3],
PowerDirector video editing software[2] and VideoScribe hand
animation software [4]. Less expensive video and audio equipment
can also be used [5] and [6].

The video was produced using Camstasia Studio [7].

Table 1. The Design Life-Cycle Framework:

1.

2.
3.
4.
5.
6.
7.
8.
9.

Identify a relevant problem; identify

stakeholders and primary and secondary
users; interview and extract needs;
generate product specifications
Research and Size up the competition
against the specifications
Use innovation techniques to generate
between 50 and 200 concepts. Select one.
Develop the concept; identify and solve make
or break issues, determine the mathematical
models, and develop a conceptual design.
Design Mechanical, Electrical, Pneumatic
and Hydraulic systems. Specify and select
commercial components.
Run simulations
Build and test a prototype
Finalize design
Prepare report and make presentation.

For many of the students, this is the first time they go

through a complete product design life-cycle. They
are unaware of many of the methods and lack
practical experience. Therefore for many of the
students, the entire process is uncomfortable.
4.2.1 The past
The course has been taught twice a year for more than
three years. Until recently, a traditional Project
Oriented Learning approach was used.
Students were taught the framework and then sent off
to work on the project. They chose a team and worked
with this same team all semester long. The classroom
time was used to give them instruction and describe
the assignments. Students were expected to meet
outside of class to work on their project.
Whereas some outstanding students fully engaged in
the project with great results, many if not most of the
students felt uncomfortable and lacked direction.
Some of the students went as far as to disengage
completely, frequently skipping class, and relying
entirely on their team mates efforts to develop the
project and share their grades.
Although some projects were very good, some fell on
the lower scale of mediocrity, a result of simply going
through the motions without creative initiative.
End of semester course and faculty evaluations that
measured student satisfaction by OGP were at an alltime low (2.4).

4.2.2

The present

We incorporated a number of techniques described in

section 3.
Students were directed to identify real-life problems.
The problems had to be relevant and solve a relevant
issue. Furthermore, students were encouraged to find
problems that would improve wellbeing and quality of
life.
They prepared a list of questions and proceeded to
interview stakeholders and primary and secondary
users to identify their needs. But before going out on
their interviews, they were given the opportunity of
receiving feedback.
Students were divided into randomly assigned groups.
Everyone in the group had the opportunity to share
their list of questions, receive feedback and practice
an interview (random teams in class, mastermind
groups, repetition).
Once they identified the needs, they turned the needs
into design specifications as indicated by Ulrich [33].
A video instruction on how to do this was given to
them. They had to watch it before class. The exercise
was done in the classroom, which allowed the
instructor to clarify and resolve any questions.
Different techniques were used to generate between
50 and 200 designs [33][34][35][36]. They used a
method called functional decomposition [33] and
many of the methods mentioned in Cracking the
Cracking Creativity [37] and Thinkertoys [35].
The methods were explained in class. Students were
once again divided into randomly generated groups
and asked to use these methods to design and improve
a known object such as a bicycle, a screwdriver or
another device. The groups worked in class to
generate multiple designs.
Once each team had a number of designs, they
selected two of them. They were once again separated
into randomly selected teams where they were asked
to present and justify their designs. The rest of the
members of the new team gave feedback.
Before the end of the class, students were asked to
unpack the experience explaining what they had
learned.
With this newly acquired level of understanding they
later met with their original teams to work on their
own projects.
A number of times during the semester, we divided
the teams into randomly assigned mastermind groups.
Each member was allowed 10 minutes to present the

current state of their designs, describe a problem they

were having and solicit feedback.

specific tasks and activities and manage the workload

throughout the semester.

All of the teaching strategies outlined in section 3

were used one time or another throughout the
semester
o Solve relevant real-life problem.
o Context based learning incrementally build
knowledge, awareness and understanding through
carefully laid out exercises, challenges,
instruction and discussion.
o Chunk it down by dividing the problem into
small steps which they solved in each class.
o Flip the classroom by receiving instruction on a
pre-recorded video which they had to watch
before coming to class.
o Repetition - the method was used at least once in
class and once at home on their project.
o Random teams in class- teams were randomly
assigned to do the class work.
o Hot seat presentations where everyone to
members of a newly assigned team.
o Master Mind Groups by having others criticize
and offer relevant suggestions on their approach
and designs.

Each team was required to submit the activities for

each milestone. These were graded and commented
on.

4.2.3

Note: this do-over courtesy was not extended to inclass activities.

Individual

Quizzes & Homework

In Class Activities
Progress Activities
Final Project
Simulation
Prototype

Some of the activities such as quizzes, homework and

in-class-activities awarded a student individual credit.
Team activities awarded all members in a team the
same grade for the activity.
In-Class Activities were done in class and could only
be submitted in class. Therefore, only students that
participated in the activity were awarded credit. This
substantially reduced absenteeism and increased
student participation.
Roll calling was eliminated to eliminate the influence
of extrinsic motivators that could bias the experiment
and therefore was not a factor in student participation.
However, despite this freedom absenteeism was at a
long time low.
The project was divided into small steps and
milestones, which were worked through in and out of
class. The sum of each milestone becomes a part of
the final report. This allowed students to focus on

Results

For two semesters we have tested this model in two

courses an innovation design course and an
industrial manufacturing automation design course.
Roughly 30 students were enrolled in each course.
We observed a number of improvements:
1.

Motivation, participation and student engagement

went up. It even became common for students to
continue to work long after the end of class.

2.

Absenteeism went down even though roll-call

was eliminated.

3.

The quality and relevance of the projects

increased. Students designed innovative devices
to:
Detect possible chronic heart failures to give
early warning,
Extract drinking water from humidity in the air
used to supply remotely isolated communities
with no access to running water.
Monitor and improve home energy use
Assist the visually impaired to shop
And others

Grading

Grading was divided into five main sections.

Team

Students that wanted to improve their grade had the

option of reworking and resubmitting any activity.
This reduced the stress and allowed us to provide
proper feedback which the students would work on.
The end result is learning.

o
o
o
o
4.

Students felt integrated with the entire group.

5.

Student appreciation evaluations (OGP)

improved substantially from a low 2.4 to a high
1.3.

Challenges and Learning

Experiences

There are a number of challenges and learning

experiences. These will be explained in two sections
one regarding project oriented and project based
learning and the other regarding videos.

6.1

Regarding project oriented and project

based learning

Map out your framework. Include a detail breakdown

of every step.
Chunk the project down into small activities the sum
of which results in a completed project.
Schedule the delivery of each activity. Not having a
schedule increases students level of stress and
tension. Furthermore, you may run the risk of students
not planning their progress and running out of time
before they complete their project.
Design a form for each step in your framework. This
form will be used by students in class to complete the
assignments. It will also be used as homework by
students as they run through their project.
Form random teams and assign class activities to
them. This increases student participation and brings
the entire group together.
Generate the space for sharing, communicating and
expressing. Include activities that allow students to
present their work to their peers. It will help students
focus and clarify their ideas and gain a sense of
significance as they share their project and
experience. Furthermore, students that normally do
not participate will jump in.
Create masterminds. It puts students in the hot seat
which makes them prepare and study before their
presentation. Furthermore, masterminds are a good
way to clarify your thoughts and receive fresh
positive feedback and ideas.
Allow students to hand in their project assignments
multiple times. This allows a student the opportunity
to correct their mistakes and improve their grades.
This reduces stress and opens up the space for them to
improve their work and rise to your highest
expectations.
Map out your course. You are constructing a set of
activities and experiences that together will construct
knowledge and understanding.
Allow for flexibility. You may need to emphasize and
even change dynamics depending on the course
progress. Focus on what you want to accomplish at
each stage and allow yourself a little flexiblity on the
how.
Focus on why not how. Your goal is for the students
to develop understanding and skills. The project and
activities are the means to accomplish this. You need
to interact with students and constantly evaluate
progress on understanding and skills. In response, you
may be required to include, add and even modify
some of the interactive activities and discussions.

6.2

Regarding Videos

Make sure that you have excellent audio. People

forgive the image quality. They seldom forgive bad
audio.
Animation is a great tool to explain things that you
would normally write on the board. It is also great to
point things out on a still photo or video.
Consider that a video may take a long time to
produce. The Sedas Architecture video lasts less
than 14 minutes yet it took 18 hours to film, animate,
piece together and edit.
There are benefits in making a good video. You only
need to make it once, and you can use it over and over
again.
Shoot for many short 5-10 minute videos instead of
long 1 hour long webinar type videos. It is more likely
that a student will view them.
There is no guarantee that students will take the time
to complete your reading assignments. My experience
is that in general they will most likely not.
There is also no guarantee that students will take the
time to view your videos before class. So be prepared.

Conclusions

In this paper we have presented nine techniques and

strategies that can be incorporated into a project based
learning environment to increase intrinsic motivation,
reduce elements of fear and resistance and help
students to develop a stronger sense of support and
community in their class. We flipped the class
supporting individual instruction with videos and prerecorded tutorials, and allotted quality time in the
classroom for group activities.
We implemented these techniques in two courses: an
advanced manufacturing course and an innovation
design course. Preliminary observations include
greater student engagement, participation and
commitment, a strong sense of belonging and group
support, and a uniform distribution of high quality
projects.

Acknowledgements

I would like to thank Carlos Mijares, Jaime Bonilla,

and Arturo Torres for their support in my research
regarding intrinsic motivation, self confidence and a
sense of purpose in education; Jack Canfield for his
teachings and expertise which have influenced much
of my research; Sergio Ortiz, Francisco Palomera,
Luis Rosas, Alejandro Manriquez, Oswaldo
Michelaud and Federico Viramontes for sharing their
best practices; and Ken Bauer for keeping our
international Flipped Classroom community engaged.

References

[1] Sedas-Gersey, S. W. (1992). Context Based

Learning: learning through understanding. Innovating
Technologies in Education, 7o Congreso de
Innovacin Educativa. Monterrey: Tecnolgico de
Monterrey.
[2] CyberLink. (19 de Nov de 2014). PowerDirector.
Obtenido de PowerDirector:
http://tinyurl.com/sspowerdirector
[3] Amazon. (19 de nov de 2014). Sennheiser
EW112P G3 A-Band Wireless Lav Mic Bundle with
SKB Hard Case and Extra Batteries. Obtenido de
Amazon: http://tinyurl.com/SenheisserMic
[4] Sparkol. (19 de Nov de 2014). VideoScribe.
(Sparkol, Productor) Obtenido de VideoScribe:
http://tinyurl.com/S-VideoScribe
[5] Amazon. (2014 de Nov de 2014). Logitech 920
WebCam. Obtenido de Amazon:
http://tinyurl.com/okn3e7v
[6] Amazon. (09 de Nov de 2014). Rhode Lavalier
Mic. Obtenido de Amazon: http://tinyurl.com/s-rhode
[7] TechSmith. (19 de Nov de 2014). Camstasia
Studio. Obtenido de Camstasia Studio Screen Capture
and Video Editing Software:
http://www.techsmith.com/camtasia.html
[8] Csikszentmihalyi, M., Flow: The psychology of
Optimal Experience, Harper Perennial Modern
Classics; 1st edition 2008, ISBN: 978-0061339202
[9] Lopez, S. & Snyder, C.R., The Oxford
Handbook of Positive Psychology, Oxford
University Press, 2nd edition 2009
[10] Seligman, M.E., The Optimistic Child: A
proven program to safeguard children against
depression and build lifelong resilience, Mariner
Books, 2007, ISBN: 978-0618918096
[11] Seligman, M.E., Learned Optimism: How to
change your mind and your life, Vintage, 2006,
ISBN: 978-1400078394
[13] Sousa, D. A., How the brain learns, Corwin
Press, third edition
[14] Csikszentmihalyi, M. & Nakamura, J. Flow
Theory and Research Lopez, S. & Snyder, C.R.
(Eds.), The Oxford Handbook of Positive Psychology,
Oxford University Press, 2nd edition 2009, pp 195-206
[15] Watson, D. and Naragon, K., Positive
Affectivity: The disposition to experience posiive
emotional states, Lopez, S. & Snyder, C.R. (Eds.),
The Oxford Handbook of Positive Psychology,
Oxford University Press, 2nd edition 2009, pp 207-215
[16] Langer, E. Mindfulness versus positive
evaluation, Lopez, S. & Snyder, C.R. (Eds.), The
Oxford Handbook of Positive Psychology, Oxford
University Press, 2nd edition 2009, pp 195-206
[17] Thompson, S. C., "The role of personal control in
adaptive functioning"; Lopez, S. & Snyder, C.R.
(Eds.), The Oxford Handbook of Positive Psychology,
Oxford University Press, 2nd edition 2009
[18] Carver, C., Scheier, Mi., Miller, C. and Furlford,
D.; "Optimism"; Lopez, S. & Snyder, C.R. (Eds.),

The Oxford Handbook of Positive Psychology,

Oxford University Press, 2nd edition 2009
[19] Peterson, C., Steen, A.; "Optimistic Explanatory
Style", Lopez, S. & Snyder, C.R. (Eds.), The Oxford
Handbook of Positive Psychology, Oxford University
Press, 2nd edition 2009
[20] Kevin L, Rand and Jennifer S. Cheavens, "Hope
Theory", Lopez, S. & Snyder, C.R. (Eds.), The
Oxford Handbook of Positive Psychology, Oxford
University Press, 2nd edition 2009
[21] Maddux, James E., "Self-Efficacy: The Power of
Believeing you Can", Lopez, S. & Snyder, C.R.
(Eds.), The Oxford Handbook of Positive Psychology,
Oxford University Press, 2nd edition 2009
[22] Bandura, Self-Efficacy. The exercise of control.
New York; Freemena (1997)
[23] Ginsburg, K., Building Resilience in children and
teens, American Society of Pediatrics, 2nd edition,
2011.
[24] Sedas, S. Intentional Possibility, to appear 2013.
[25] Coyle, D. (2009). The Talent Code: Greatness
Isn't Born. It's Grown. Here's How (1st Edition ed.).
Bantam.
[27] Canfield, J.(2006), Success Principles: How to
get from where you are to where you want to be
(2006), William Morrow Paperbacks, Reprint edition.
[28] National Research Council. (2000). How People
Learn: Brain, Mind, Experience, and School:
Expanded Edition (2 edition ed.). (J. D. Bransford, A.
L. Brown, & r. R. Cocking, Eds.) National Academies
Press.
[29] Cobb, P. (1994). Theories of mathematical
learning and constructivism: A personal view.
Symposium on Trends and Perspectives in
Mathematics Education. Austria: Institute for
Mathematics, University of Klagenfurt.
[30] Maquire, E. A., Frith, C., & Morris, R. (1999).
The functional neuroanatomy of comprehension and
memory: The importance of prior knowledge. Brain ,
122, 1829-1850.
[31] BergMann, J., & Sams, A. (2014). Flipped
Learning: Gateway to Student Engagement. (L.
Gansel, Ed.) USA: International Society for
Technology in Education.
[32] Flipped Learning Network.
www.flippedlearning.org
[33] Ulrich, K.T., & Eppinger, S.D (2004). Product
Design and Development, McGraw-Hill, 3rd Edition
[34] Kumar, V. (2012). 101 Design Methods: A
structured approach for driving innovation in your
organization, Wiley, 1 edition
[35] Michalko, M (2006). Thinkertoys. A handbook of
creative-thinking techniques, Ten Speed Press, 2
edition
[36] Michalko, M (2006), Thinkpak: A Brainstorming
Card Deck, Ten Speed Press, Revised edition
[37] Michalko, M (2011), Cracking Creativity: The
secrets of creative genius, Ten Speed Press, New
Edition