See UT Austin's Center for Teaching & Learning for or additional information and videos covering the what, why and hows of flipping a class.
PBS NewsHour video segment on flipping classes in a Detroit area high school.
Though many of us think that our own lectures (podcast or video) will serve as the "homework" of a flipped classroom the web provides a plethora of possible content ranging from MOOCs, TED talks and other more.
A flipped (or inverted) classroom is one where the lecture and homework are reversed -- the lecture is "viewed" outside the classroom and homework assignments are done in class, usually in groups. An analogy perhaps can be seen in the seminar model whereby students come prepared for discussion by doing assigned readings beforehand and there is no lecture.
The goals of a classroom flip model include: reducing the time spent on lecture, increasing the time for active learning and discussion, ceding more responsibility to students for their own learning and increasing peer learning and student engagement.
Most of the literature on the topic deals with k12 education or with STEM education at the college level. Many of the classes are hybrid models using flipping in conjunction with traditional methods. Little has been written about using the inverted classroom model in humanities and social sciences teaching and learning.
The following are a selection of general discussions of inverted teaching and practical tips.
The following are a selection of books and articles dealing with various aspects of pedagogy in terms of digital humanities/history, massive open online courses and active learning. For a bibliography of additional sources see Digital Humanities Education.
Just a sampling of the types of digital history/humanities courses being taught to undergrads and graduate students. The syllabi illustrate the types of tools that are being used in the field.