Re-visiting the flipped classroom in a design context

After explaining our experience with a flipped classroom model of learning we argue that the approach brings to light the dramaturgical and mediatized aspects of learning experiences that favour a closer connection between recorded content and “live” presentation by the lecturer. We adopted the flipped classroom approach to learning and teaching in a class of over 100 postgraduate level university students, some learning at a distance. This article describes the format of the lecture recordings, class activities and assessment method. We also describe the outcome of course evaluation, and present what we learned from the process.