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Initially, the flipped classroom was summed up in the slogan "the lessons at home and homework in class": the transmissive rather theoretical part of teaching was remote reach through technology in order to spend more time in the presence for applications , problems, case studies or projects. But soon, the concept was expanded in particular by extending the spectrum of remote proposed activities: would it be just passively watching videos proposed by the teacher? Or ask the students themselves, individually or in groups, remote prepare a training sequence for other students? It will be understood, in particular the consistency of the device in its spatiotemporal organization is highly stressed; it requires a real adjustment both referred knowledge and skills, remote updates as well as resources and learning interactivities in presence and remotely. But how to build media and scénariser preparatory activities for the activity in the presence? How then give meaning and energize this time meeting place between students and with the teacher? How to provide, by inversion, real added value to teaching in terms of quality of learning and sustainable skills? How to finally assess the deployment of these skills by the students? The book you have in your hands is to answer some of the questions you have about the inverted classes and thus you get into these really innovative perspectives for teaching tomorrow.

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