1. Active learning and blended & flipped models: a selection of tools to improve feedback in virtual and face-
to-face spaces
Flipped learning and Blended learning models are often used with the same meaning, but there are some
differences, we could say that “all flipped is blended but not all blended is flipped”, we will start by clarifying some
misunderstandings and wrong conceptions about both learning strategies. Once we have done this, we will analyse
some tools with a huge potential to improve feedback with students both in the virtual and face-to face spaces,
Specifically we will pay special attention to features as “heat maps”, “gamification possibilities and “multimedia
options”.
•Bio: PhD in Pedagogy. He is associate
professor in the Department of Didactics
and School Organization at the University of
La Rioja. He has been Director of the
Multimedia Resources Area of the UR
Foundation and Director of the Higher
Language Center of the Public University of
Navarra. He has participated as an advisor
in national and European projects on ICT
applications in education.
Raúl Santiago, University of La Rioja, Spain

2. “Traditional Model”
Teaching…explanations Some kind of understanding
¿? Students do more activities
to improve understanding
It occurs in the “Group Space”
Homework to consolidate
learning
It occurs in the “Individual Space”
“Flipped” Model (simplify)
Students receive content
(videos, readings,
quizzes..)
Some kind of understanding
Students work in projects,
PBL, Peers…
Teacher supports students
clarifying concepts, solving
doubts and promoting active
learning
It occurs in the “Group Space”It occurs in the “Individual Space”

3. Flipped learning and

6. The importance of EVALUATION both in
the INDIVIDUAL and in the GROUP SPACE
Students need to know what they already know and what they have to
achieve
Teachers have to know where their students “are” having in mind the
challenge and also where their classmates “are”

7. Number of
Answers in
MCQ
Multimedia
in Q and A
Weighting
Options
Quality of
Feedback
Versatility Sharing Best use in… Analytics Gamification
Unlimited YES YES GOOD NORMAL URL/MAIL
EMBED
Individual
Space
Difficult Q
Graphics
NO
Unlimited NO YES GOOD NORMAL URL
MAIL
EMBED/QR
Individual
Space
Graphics NO
4 NO NO POOR GOOD PIN Group
Space
Heat
Maps
YES
Unlimited NO NO POOR VERY
GOOD
CLASSROOM
NAME
Group
Space
Heat
Maps
YES
Unlimited NO NO POOR NORMAL PIN Group
Space
Heat
Maps
YES
4 NO NO GOOD NORMAL URL /Google
Classroom
Individual
Space
Heat
Maps
NO

8. Individual
Answers. Self
Regulation
Item Difficulty
Progress
•Feed-
back and
Socrative

9. KAHOOT (quizz and jumble, Classic Mode) BYOD-(Teams)
Assimilation of concepts in "traditional" class, analysis of response time and its relation to the type of question, analysis of the quality of the answers compared to other years
Feed-back and
Kahoot
Assimilation of concepts in "traditional" class, analysis of response time and its relation to the type of question, analysis of the quality of the answers compared to other years
Assimilation of concepts in "traditional" class, analysis of response time and its relation to the type of question, analysis of the quality of the answers compared to other years
Assimilation of concepts in "traditional" class, analysis of response time and its relation to the type of question, analysis of the quality of the answers compared to other years

10. In short…
Teachers should keep in mind what kind of knowledge they expect to generate in their students. Depending
on the cognitive dimension and level to be achieved, the technology offers very useful tools to enhance this
previous work (flipped model) or the distinction between the virtual space and the face (blended model). For
that aim we made a selection of 6 tools normally used by teachers, but at the same time, very often
underused.
Raúl Santiago, University of La Rioja, Spain