While the ‘flipped classroom’ is often described as a new way of teaching, this is not really true. There is a well-established body of research about the need for students to take responsibility for their own learning and to be actively engaged in exploring material. These principles of autonomous and active learning underpin all design strategies associated with the flipped classroom. Successful ‘flipping’ requires understanding how both teachers and students see their respective roles in the learning process. Open and frank discussion about roles and relationships is essential. In this workshop, Professor McNaught and Professor Kennedy reviewed several of the strategies recommended for designing a flipped classroom in this light and focused on how a more active classroom environment leads naturally to changes in assessment using examples from their time in Hong Kong working at several of the local universities.