The inverted classroom model : the 3nd German ICM Conference : proceedings /

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor Corporativo: German ICM Conference Marburg, Germany
Otros Autores: Grosskurth, Eva-Marie (Editor ), Handke, Jürgen (Editor )
Formato: Electrónico Congresos, conferencias eBook
Idioma:Inglés
Publicado: Berlin : De Gruyter Oldenbourg, [2014]
Temas:
Active learning > Congresses.
Apprentissage par l'action > Congrès.
EDUCATION > Administration > General.
EDUCATION > Organizations & Institutions.
Active learning
Conference papers and proceedings
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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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