For iPodia, inverted learning goes beyond the popular flipped-classroom approach. In a typical flipped class, the teacher assigns pre-view materials to students based on what she/he thinks they need to learn. Students complete the homework before schoolwork begins; and then the teacher go through the same (or similar) materials during the class time with lectures and/or exercises. The homework and schoolwork materials are same/similar in nature and are mostly based on what the teacher thinks students need to learn. With iPodia’s inverted learning, the teacher assign pre-class study materials, 72 hours before the class begins, based on what she/he thinks students need to learn. Then, globally distributed students on multiple campuses are required to complete these homework, and give pain index feedbacks for each key concept, answer quiz questions, and participate in pre-class discussions where they raise questions and help each other to resolve them. All these pre-class interactions occurs online globally. 24 hours before the class begin, the teacher will collect and analyze all pain indices, quiz questions, and discussion threads to discover what students tell her/him what they would want to learn. The teacher then re-design a set of interactive discussion and exercise materials to address both what students need and want to learn in class. The ability to synthesize what students need to learn with that of what they want to learn is the key feature of iPodia inverted learning.