This report presents a pragmatic strategy for collaborating with students to deliver a degree rebalanced between content and concepts. Classic university lectures in which the students are largely passive are a poor use of the time of both students and staff. The opportunities afforded by capturing the presentations of academics and students to liberate the lecture theatre space from the tyranny of content delivery are discussed. Peer instruction is introduced as an effective and scalable solution to the challenge of engaging every student in active learning that seeks to correct misconceptions and promote lasting understanding. Building on the collaborative approach strategies for involving the students in directing the teaching and sourcing peer instruction questions and distractors are introduced. The methods described are contrasted with naïve lecture flipping and its associated pitfalls.
