The inverted classroom model :: the 3nd German ICM Conference : proceedings /
<!Doctype html public ""-//w3c//dtd html 4.0 transitional//en""> <html><head> <meta content=""text/html; charset=iso-8859-1"" http-equiv=content-type> <meta name=generator content=""mshtml 8.00.6001.23627""><...
Gespeichert in:
| Körperschaft: | |
|---|---|
| Weitere Verfasser: | , |
| Format: | Elektronisch Tagungsbericht E-Book |
| Sprache: | English |
| Veröffentlicht: |
Berlin :
De Gruyter Oldenbourg,
[2014]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | <!Doctype html public ""-//w3c//dtd html 4.0 transitional//en""> <html><head> <meta content=""text/html; charset=iso-8859-1"" http-equiv=content-type> <meta name=generator content=""mshtml 8.00.6001.23627""></head> <body> The Inverted Classroom Conference has become a familiar event at Marburg University.The focus of the 3rd German Inverted Classroom Conference held in 2014, to which this conference volume is dedicated, was not only a discussion of variants of the model but also, for the first time, the inclusion of long-term evaluations and aspects of student behavior. </body></html> |
| Beschreibung: | 1 online resource |
| ISBN: | 9783110344462 3110344467 |
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| 245 | 1 | 4 | |a The inverted classroom model : |b the 3nd German ICM Conference : proceedings / |c edited by Eva-Marie Großkurth, Jürgen Handke. |
| 246 | 3 | 0 | |a Inverted classroom model 3 |
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| 505 | 0 | |a Preface; The Authors; I Evaluation and Empirical Evidence of ICM Implementation; 1 The Instructor as Navigator: Empirical Evidence of the Implementation of the ICM at HAW Hamburg; 1.1 Introduction; 1.2 Initial situation; 1.3 Development of a new concept; 1.4 Content production and distribution and organisation of in-class activities; 1.5 Collection of empirical information; 1.6 Empirical analysis and discussion; 1.7 Critical acclaim and outlook; 1.8 References; 2 The Inverted Classroom Mastery Model -- A Diary Study; 2.1 Introduction; 2.2 The Inverted Classroom Mastery Model (ICMM). | |
| 505 | 8 | |a 2.3 Evaluation -- The diary study2.4 Summary; 2.5 References; II Recent Developments; 3 Student Tutors in ICMM Courses in Academic Teaching: First Experiences; 3.1 The Inverted Classroom Mastery Model; 3.2 The two phases of the ICMM; 3.3 The role of the tutors in the ICMM; 3.4 Tutors beyond the classroom; 3.5 Outcomes and consequences; 3.6 References; 4 Tutors in the ICMM: A Way to Professionalized Tutor Selection and Quality Assurance -- First Observations; 4.1 Utilizing tutors in the ICMM; 4.2 Tasks, problems and resulting requirements; 4.3 Selection process and assessment methods. | |
| 505 | 8 | |a 4.4 Quality assurance4.5 Conclusion and outlook; 4.6 References; 5 Establishment of Structured Comments and Coherent Dialogues Referring to Educational Videos on YouTube; 5.1 Using educational videos in ICM-based teaching and learning settings; 5.2 Coherence and multiple threading in computer mediated communication; 5.3 Discussing educational videos on YouTube -- needs and problems; 5.4 The platform Studystar: features and functioning; 5.5 Conclusion; 5.6 References; III Implementations of the ICM at University Level. | |
| 505 | 8 | |a 6 Improvement of Self-directed Learning by Using the Inverted Classroom Model (ICM) for a Basic Module in Business Computer Sciences6.1 Introduction; 6.2 Introduction to the Inverted Classroom Model (ICM); 6.3 'Computer Networks' -- A fundamental module in Business Computer Sciences; 6.4 A new didactical concept; 6.5 Reflection and first lessons learned; 6.6 References; 7 Blending Service Learning and E-Learning Elements in Higher Education: Experiences with a Variation of the Inverted Classroom Model; 7.1 Enriching Service Learning with digital media. | |
| 505 | 8 | |a 7.2 Web-based dissemination of course relevant knowledge7.3 Web-based formation of student teams; 7.4 Supporting students face-to-face in Blended Service Learning; 7.5 Assessment of student learning; 7.6 Conclusion; 7.7 References; 8 The Inverted Classroom Model in Law Studies; 8.1 Introduction; 8.2 ICM in law studies; 8.3 Weekly schedule; 8.4 Evaluation results; 8.5 Conclusion and perspectives; 8.6 References; IV Implementation of the ICM in High School; 9 Increasing Learner Activity in the First ICMM Phase: a First-Hand Report; 9.1 Introduction. | |
| 520 | |a <!Doctype html public ""-//w3c//dtd html 4.0 transitional//en""> <html><head> <meta content=""text/html; charset=iso-8859-1"" http-equiv=content-type> <meta name=generator content=""mshtml 8.00.6001.23627""></head> <body> The Inverted Classroom Conference has become a familiar event at Marburg University.The focus of the 3rd German Inverted Classroom Conference held in 2014, to which this conference volume is dedicated, was not only a discussion of variants of the model but also, for the first time, the inclusion of long-term evaluations and aspects of student behavior. </body></html> | ||
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| contents | Preface; The Authors; I Evaluation and Empirical Evidence of ICM Implementation; 1 The Instructor as Navigator: Empirical Evidence of the Implementation of the ICM at HAW Hamburg; 1.1 Introduction; 1.2 Initial situation; 1.3 Development of a new concept; 1.4 Content production and distribution and organisation of in-class activities; 1.5 Collection of empirical information; 1.6 Empirical analysis and discussion; 1.7 Critical acclaim and outlook; 1.8 References; 2 The Inverted Classroom Mastery Model -- A Diary Study; 2.1 Introduction; 2.2 The Inverted Classroom Mastery Model (ICMM). 2.3 Evaluation -- The diary study2.4 Summary; 2.5 References; II Recent Developments; 3 Student Tutors in ICMM Courses in Academic Teaching: First Experiences; 3.1 The Inverted Classroom Mastery Model; 3.2 The two phases of the ICMM; 3.3 The role of the tutors in the ICMM; 3.4 Tutors beyond the classroom; 3.5 Outcomes and consequences; 3.6 References; 4 Tutors in the ICMM: A Way to Professionalized Tutor Selection and Quality Assurance -- First Observations; 4.1 Utilizing tutors in the ICMM; 4.2 Tasks, problems and resulting requirements; 4.3 Selection process and assessment methods. 4.4 Quality assurance4.5 Conclusion and outlook; 4.6 References; 5 Establishment of Structured Comments and Coherent Dialogues Referring to Educational Videos on YouTube; 5.1 Using educational videos in ICM-based teaching and learning settings; 5.2 Coherence and multiple threading in computer mediated communication; 5.3 Discussing educational videos on YouTube -- needs and problems; 5.4 The platform Studystar: features and functioning; 5.5 Conclusion; 5.6 References; III Implementations of the ICM at University Level. 6 Improvement of Self-directed Learning by Using the Inverted Classroom Model (ICM) for a Basic Module in Business Computer Sciences6.1 Introduction; 6.2 Introduction to the Inverted Classroom Model (ICM); 6.3 'Computer Networks' -- A fundamental module in Business Computer Sciences; 6.4 A new didactical concept; 6.5 Reflection and first lessons learned; 6.6 References; 7 Blending Service Learning and E-Learning Elements in Higher Education: Experiences with a Variation of the Inverted Classroom Model; 7.1 Enriching Service Learning with digital media. 7.2 Web-based dissemination of course relevant knowledge7.3 Web-based formation of student teams; 7.4 Supporting students face-to-face in Blended Service Learning; 7.5 Assessment of student learning; 7.6 Conclusion; 7.7 References; 8 The Inverted Classroom Model in Law Studies; 8.1 Introduction; 8.2 ICM in law studies; 8.3 Weekly schedule; 8.4 Evaluation results; 8.5 Conclusion and perspectives; 8.6 References; IV Implementation of the ICM in High School; 9 Increasing Learner Activity in the First ICMM Phase: a First-Hand Report; 9.1 Introduction. |
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| discipline | Pädagogik |
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| publisher | De Gruyter Oldenbourg, |
| record_format | marc |
| spelling | German ICM Conference (3rd : 2014 : Marburg, Germany) The inverted classroom model : the 3nd German ICM Conference : proceedings / edited by Eva-Marie Großkurth, Jürgen Handke. Inverted classroom model 3 Berlin : De Gruyter Oldenbourg, [2014] 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Print version record. Preface; The Authors; I Evaluation and Empirical Evidence of ICM Implementation; 1 The Instructor as Navigator: Empirical Evidence of the Implementation of the ICM at HAW Hamburg; 1.1 Introduction; 1.2 Initial situation; 1.3 Development of a new concept; 1.4 Content production and distribution and organisation of in-class activities; 1.5 Collection of empirical information; 1.6 Empirical analysis and discussion; 1.7 Critical acclaim and outlook; 1.8 References; 2 The Inverted Classroom Mastery Model -- A Diary Study; 2.1 Introduction; 2.2 The Inverted Classroom Mastery Model (ICMM). 2.3 Evaluation -- The diary study2.4 Summary; 2.5 References; II Recent Developments; 3 Student Tutors in ICMM Courses in Academic Teaching: First Experiences; 3.1 The Inverted Classroom Mastery Model; 3.2 The two phases of the ICMM; 3.3 The role of the tutors in the ICMM; 3.4 Tutors beyond the classroom; 3.5 Outcomes and consequences; 3.6 References; 4 Tutors in the ICMM: A Way to Professionalized Tutor Selection and Quality Assurance -- First Observations; 4.1 Utilizing tutors in the ICMM; 4.2 Tasks, problems and resulting requirements; 4.3 Selection process and assessment methods. 4.4 Quality assurance4.5 Conclusion and outlook; 4.6 References; 5 Establishment of Structured Comments and Coherent Dialogues Referring to Educational Videos on YouTube; 5.1 Using educational videos in ICM-based teaching and learning settings; 5.2 Coherence and multiple threading in computer mediated communication; 5.3 Discussing educational videos on YouTube -- needs and problems; 5.4 The platform Studystar: features and functioning; 5.5 Conclusion; 5.6 References; III Implementations of the ICM at University Level. 6 Improvement of Self-directed Learning by Using the Inverted Classroom Model (ICM) for a Basic Module in Business Computer Sciences6.1 Introduction; 6.2 Introduction to the Inverted Classroom Model (ICM); 6.3 'Computer Networks' -- A fundamental module in Business Computer Sciences; 6.4 A new didactical concept; 6.5 Reflection and first lessons learned; 6.6 References; 7 Blending Service Learning and E-Learning Elements in Higher Education: Experiences with a Variation of the Inverted Classroom Model; 7.1 Enriching Service Learning with digital media. 7.2 Web-based dissemination of course relevant knowledge7.3 Web-based formation of student teams; 7.4 Supporting students face-to-face in Blended Service Learning; 7.5 Assessment of student learning; 7.6 Conclusion; 7.7 References; 8 The Inverted Classroom Model in Law Studies; 8.1 Introduction; 8.2 ICM in law studies; 8.3 Weekly schedule; 8.4 Evaluation results; 8.5 Conclusion and perspectives; 8.6 References; IV Implementation of the ICM in High School; 9 Increasing Learner Activity in the First ICMM Phase: a First-Hand Report; 9.1 Introduction. <!Doctype html public ""-//w3c//dtd html 4.0 transitional//en""> <html><head> <meta content=""text/html; charset=iso-8859-1"" http-equiv=content-type> <meta name=generator content=""mshtml 8.00.6001.23627""></head> <body> The Inverted Classroom Conference has become a familiar event at Marburg University.The focus of the 3rd German Inverted Classroom Conference held in 2014, to which this conference volume is dedicated, was not only a discussion of variants of the model but also, for the first time, the inclusion of long-term evaluations and aspects of student behavior. </body></html> Active learning Congresses. Apprentissage par l'action Congrès. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Active learning fast Conference papers and proceedings fast Grosskurth, Eva-Marie, editor. Handke, Jürgen, editor. Print version: German ICM Conference (3th : 2014 : Marburg). Inverted classroom model. Berlin : De Gruyter Oldenbourg, [2014] 9783110344172 3110344173 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=935477 Volltext |
| spellingShingle | The inverted classroom model : the 3nd German ICM Conference : proceedings / Preface; The Authors; I Evaluation and Empirical Evidence of ICM Implementation; 1 The Instructor as Navigator: Empirical Evidence of the Implementation of the ICM at HAW Hamburg; 1.1 Introduction; 1.2 Initial situation; 1.3 Development of a new concept; 1.4 Content production and distribution and organisation of in-class activities; 1.5 Collection of empirical information; 1.6 Empirical analysis and discussion; 1.7 Critical acclaim and outlook; 1.8 References; 2 The Inverted Classroom Mastery Model -- A Diary Study; 2.1 Introduction; 2.2 The Inverted Classroom Mastery Model (ICMM). 2.3 Evaluation -- The diary study2.4 Summary; 2.5 References; II Recent Developments; 3 Student Tutors in ICMM Courses in Academic Teaching: First Experiences; 3.1 The Inverted Classroom Mastery Model; 3.2 The two phases of the ICMM; 3.3 The role of the tutors in the ICMM; 3.4 Tutors beyond the classroom; 3.5 Outcomes and consequences; 3.6 References; 4 Tutors in the ICMM: A Way to Professionalized Tutor Selection and Quality Assurance -- First Observations; 4.1 Utilizing tutors in the ICMM; 4.2 Tasks, problems and resulting requirements; 4.3 Selection process and assessment methods. 4.4 Quality assurance4.5 Conclusion and outlook; 4.6 References; 5 Establishment of Structured Comments and Coherent Dialogues Referring to Educational Videos on YouTube; 5.1 Using educational videos in ICM-based teaching and learning settings; 5.2 Coherence and multiple threading in computer mediated communication; 5.3 Discussing educational videos on YouTube -- needs and problems; 5.4 The platform Studystar: features and functioning; 5.5 Conclusion; 5.6 References; III Implementations of the ICM at University Level. 6 Improvement of Self-directed Learning by Using the Inverted Classroom Model (ICM) for a Basic Module in Business Computer Sciences6.1 Introduction; 6.2 Introduction to the Inverted Classroom Model (ICM); 6.3 'Computer Networks' -- A fundamental module in Business Computer Sciences; 6.4 A new didactical concept; 6.5 Reflection and first lessons learned; 6.6 References; 7 Blending Service Learning and E-Learning Elements in Higher Education: Experiences with a Variation of the Inverted Classroom Model; 7.1 Enriching Service Learning with digital media. 7.2 Web-based dissemination of course relevant knowledge7.3 Web-based formation of student teams; 7.4 Supporting students face-to-face in Blended Service Learning; 7.5 Assessment of student learning; 7.6 Conclusion; 7.7 References; 8 The Inverted Classroom Model in Law Studies; 8.1 Introduction; 8.2 ICM in law studies; 8.3 Weekly schedule; 8.4 Evaluation results; 8.5 Conclusion and perspectives; 8.6 References; IV Implementation of the ICM in High School; 9 Increasing Learner Activity in the First ICMM Phase: a First-Hand Report; 9.1 Introduction. Active learning Congresses. Apprentissage par l'action Congrès. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Active learning fast |
| title | The inverted classroom model : the 3nd German ICM Conference : proceedings / |
| title_alt | Inverted classroom model 3 |
| title_auth | The inverted classroom model : the 3nd German ICM Conference : proceedings / |
| title_exact_search | The inverted classroom model : the 3nd German ICM Conference : proceedings / |
| title_full | The inverted classroom model : the 3nd German ICM Conference : proceedings / edited by Eva-Marie Großkurth, Jürgen Handke. |
| title_fullStr | The inverted classroom model : the 3nd German ICM Conference : proceedings / edited by Eva-Marie Großkurth, Jürgen Handke. |
| title_full_unstemmed | The inverted classroom model : the 3nd German ICM Conference : proceedings / edited by Eva-Marie Großkurth, Jürgen Handke. |
| title_short | The inverted classroom model : |
| title_sort | inverted classroom model the 3nd german icm conference proceedings |
| title_sub | the 3nd German ICM Conference : proceedings / |
| topic | Active learning Congresses. Apprentissage par l'action Congrès. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Active learning fast |
| topic_facet | Active learning Congresses. Apprentissage par l'action Congrès. EDUCATION Administration General. EDUCATION Organizations & Institutions. Active learning Conference papers and proceedings |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=935477 |
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