This synchronous online course introduces participants to the concept of Flipped Advising/Tutoring and its underlying pedogogical modelsand instructional design approaches examples of flipped tutoring activities to illustrate how this approach can be implemented. 

This course provides the opportunity for participants to interact with one and another in reviewing example activities and analyzing how this synchronous and asynchronous approach can be applied to their institutional settings. While the Flipped Advising/Tutoring approach, with its synchronous and asynchronous flexibility, can be implemented through a variety of delivery systems, this course emphasizes the enhanced capabilities of using VLE/LMS and e-Portfolios, due to their multiple communication tools and their ability to align learning goals with content and student assessment.

• Describe the benefits of a Flipped Advising/Tutoring approach to students, advisors/tutors and institutions
• Explain UKAT’s Professional Framework for Advising and Tutoring and NACADA’s Pillars of Academic Advising and how these form the underlying principles of the Flipped Advising/Tutoring approach
• Summarise why a teaching and learning approach to advising and tutoring is desirable 
• Demonstrate the use of instructional design models and frameworks, such as Universal Design for Learning (UDL), Backward by Design, and Bloom’s Taxonomy, in creating flipped Advising/tutoring activities
• Evaluate how instructional design models/frameworks and the UKAT Professional Framework/ NACADA Pillars are used in a series of example Flipped Advising/Tutoring activities designed for use with students 
• Recommend concrete opportunities for applying the Flipped Advising/Tutoring approach to their institutional setting. 
• Criticise the positive and negative implications of using LMS/VLE or e-Portfolios for the Flipped Advising/Tutoring Approach, as compared to other means of delivery.

• Flipped advising/tutoring depends on clearly defined student outcomes
• A flipped approach is purposeful and intentionally engages students with a series of student-directed activities at various important points in the student journey
• Pedagogic principles, learning theories and models provide the foundation for the Flipped Advising/Tutoring approach.
• The possible advantages and challenges which might be encountered in adopting a flipped approach.
• A flipped approach is facilitated by, but not dependent upon, the use of learning technologies.

M101 What is Personal Tutoring? [Learning Module]

M207 Outcomes of Personal Tutoring [Learning Module]