Th is article shows specifi cs of the transition from conventional educational practice to the Flipped classroom model in modern education system. It is focused on professors' perception of the video-based teaching approach. Conducted sociological survey involves the teaching staff from one European and one Russian university, namely the Lappeenranta University of Technology (LUT) and Ural Federal University (URFU). Th e survey investigated professors' awareness of the Inverted classroom, their readiness to employ it and prime barriers they face. Results reveal that teachers from Russia have less information about the model and practically do not embed it in the education arrangement comparing to professors from Finland. Lack of time, lack of support and assistance are shown to be the prime barriers preventing them from fl ipped classroom implementation. Drawn implications are of use for the integration of the fl ipped classroom.

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The growth of eLearning technologies seriously outpaces the research-based recommendation on how to apply these tools for predictable and effective results. The emerging education technologies provide an opportunity for teaching improvement. This research refers to the teaching in the field of creative design. The study helps to understand which education innovative teaching methods and learning strategies are used for teaching creative design and specifically TRIZ. The aim of this paper is to overview the innovative teaching methods for creative design and education technologies used for its teaching. The study overviews the most influential cases of creative design teaching and introduces online and digital teaching approaches based on the case study in LUT University. The learning environments for the course of "Systematic Creativity and TRIZ" are described. The review demonstrated that the most influential approaches to teaching creativity are problem solving and collaborative learning with limited technology implementation and description. The experience of teaching demonstrates that flipped classroom setup increases the engagement measured by students' high video views and involvement in the class.

Current digital medium influences on traditional higher education arrangement. Innovative standards, pedagogical methods, mechanisms for evaluations emerge driven by technology. In response to this changes, teachers adapt and embed creative course designs and invent new classrooms, attempting increase in effectiveness of education. This study is an attempt to apply systematic creativity toolkit for generation of ideas in higher education. The prime aim is to create concepts of completely new or enhanced educational course designs and methodologies. Theory of Inventive Problem Solving is defined package of idea generation tools, commonly applied for engineering. However, in this paper its value is recognized for ideation in general and applied to education. To achieve this aim the case-study was placed. The preliminary results provide conceptual models and ideas for new more effective knowledge, experience and attitude transfer forms. Each design is described in terms of Technological Pedagogical Content Knowledge (TPCK) model. TPCK is a basic framework for effective technology integration in teaching process. Some ideas appear in the real "Systematic Creativity and TRIZ" course in Lappeenranta University of Technology. The feedback system and video materials were developed and e-learning platform was selected for the course. Students' satisfaction and design effectiveness were tested by the surveys, observations and learning analytics from platforms. Overall, this work sheds light on the new blended and online learning designs and standards, underlining the necessity and direction of inventing and improving in higher education.