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This paper discusses about the versatility of the flipped classroom method, stressing its ability to adapt successfully to a diverse range of disciplines of different complexity and nature. The study builds upon the analysis of several international and successful experiences, and then focuses on a specific case: the implementation of this methodology in the first technical subject included in the Architecture degree taught at the Polytechnical University of Catalonia, as a mean to achieve a better comprehension of contents. The success of this experience can be measured through two short-term results: the increased interest among students towards the subject and the largest number of students passing the exam. In the long-term, with this experience it is expected to contribute to decrease the dropout rate (currently, around 22%1 ) among first year students enrolled in the Architecture Degree. In March 2020, the covid-19 swept across Spain, disrupting the traditional functioning of universities, and requiring an immediate switch from an in-person to an online teaching and learning environment. This situation has implied the rise of a new approach to the flipped classroom method, moving from the conventional b-learning implementation to an imposed e-learning one.

In higher education, the challenge presented by the current educational scenario cannot go unnoticed, in which variables related to numerous transformations converge in different ways: the role played by teachers and students, the ways of learning, sharing and communicating knowledge, and the times and spaces in which learning takes place. Nowadays, a multiplicity of pedagogical innovative actions is possible by taking advantage of the new means, resources and environments that the digital technologies have made available for teaching, and which may boost and enrich it. In consequence, training professionals for university teaching displays the unavoidable commitment of thinking about the characteristics that teaching should adopt in higher education within the new contexts. This article is aimed at analyzing the feasibility of incorporating changes in the teaching modalities in university classrooms, from the exploration of proposals such as flipped classrooms, open educational resources, the possibility to enrich the ideas shared and scattered all over the cyberspace, through the so called collective intelligence which propitiates a boosted learning.Within the framework of the Course of Studies on University Teaching Specialization of the Veterinary Sciences School of the University of Buenos Aires, an experience carried out in the workshop “Selection and Production of Didactic Materials” is described, which was directed to the design of hypermedial didactic materials for a flipped classroom, using the remix procedure and with a representation of the teacher as content curator.

This paper shows the evolution of the teaching of a course of a computer engineering degree, "Internet Programming", over twelve years. In this course, students learn the technologies and methods used in web application development. Over the past twelve years, the teaching method in the course has been changed more or less in a natural way. During the first years of "Internet Programming", the traditional lecture was used as the teaching method. Although students‘ learning outcome was not bad, among teachers there was a feeling that it could be done better. In the following years, there were some experiments with other teaching methods until the last year, in which the inverted classroom (flip teaching) method was used together with a Massive Open Online Course (MOOC). The use of this teaching method offers two important advantages. On the one hand, the time in the classroom can be used to do active learning activities in which teachers' role is essential. On the other hand, students can review learning materials at their own pace.

En este artículo se muestra la evolución de la enseñanza de una asignatura de la carrera de ingeniería en informática, “Programación en Internet”, a lo largo de doce años. En esta asignatura, los alumnos aprenden las tecnologías y métodos que se emplean en la programación de aplicaciones web. A lo largo de estos doce años, el método docente en la asignatura ha ido cambiado de forma más o menos natural. Durante los primeros años de “Programación en Internet” se utilizó la clase magistral como método de enseñanza. Aunque el resultado del aprendizaje de los alumnos no era malo, entre los profesores existía la sensación de que se podía hacer mejor. En los siguientes años, se experimentó con otros métodos docentes hasta llegar al último año, en el que se ha utilizado el método de la clase invertida junto con un curso abierto en línea a gran escala (Massive Open Online Course, MOOC). El empleo de este método docente ofrece dos ventajas importantes. Por un lado, permite aprovechar la clase presencial para realizar actividades de aprendizaje en las que el papel del profesor es esencial. Por otro lado, permite que cada alumno pueda consultar los materiales docentes a su ritmo. ABSTRACTFrom the traditional lecture to the MOOC: twelve years of evolution of a subject about web application programming.This paper shows the evolution of the teaching of a course of a computer engineering degree, "Internet Programming", over twelve years. In this course, students learn the technologies and methods used in web application development. Over the past twelve years, the teaching method in the course has been changed more or less in a natural way. During the first years of "Internet Programming", the traditional lecture was used as the teaching method. Although students‘ learning outcome was not bad, among teachers there was a feeling that it could be done better. In the following years, there were some experiments with other teaching methods until the last year, in which the inverted classroom (flip teaching) method was used together with a Massive Open Online Course (MOOC). The use of this teaching method offers two important advantages. On the one hand, the time in the classroom can be used to do active learning activities in which teachers' role is essential. On the other hand, students can review learning materials at their own pace.