The Inverted Classroom Model : The 3rd German ICM-Conference - Proceedings.

Intro -- 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 study -- 2.4 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 assurance -- 4.5 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 Sciences -- 6.1 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 knowledge -- 7.3 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 -- 9.2 Basic information about the pupils and the setting -- 9.3 The development of self-study material -- 9.4 Conclusion -- 9.5 References -- References -- Index.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.