LEADER 05247nam 2200757 450 001 9910787203503321 005 20210429205018.0 010 $a3-11-039660-2 010 $a3-11-034446-7 024 7 $a10.1515/9783110344462 035 $a(CKB)3710000000323493 035 $a(EBL)1867285 035 $a(SSID)ssj0001434301 035 $a(PQKBManifestationID)11872598 035 $a(PQKBTitleCode)TC0001434301 035 $a(PQKBWorkID)11421676 035 $a(PQKB)10198421 035 $a(DE-B1597)246150 035 $a(OCoLC)897466949 035 $a(OCoLC)961582461 035 $a(DE-B1597)9783110344462 035 $a(Au-PeEL)EBL1867285 035 $a(CaPaEBR)ebr11010137 035 $a(CaONFJC)MIL807002 035 $a(OCoLC)904442484 035 $a(CaSebORM)9783110396607 035 $a(MiAaPQ)EBC1867285 035 $a(EXLCZ)993710000000323493 100 $a20150211h20142014 uy 0 101 0 $aeng 135 $aur|nu---|u||u 181 $ctxt 182 $cc 183 $acr 200 04$aThe inverted classroom model $ethe 3rd German ICM-conference - proceedings /$fedited by Eva-Marie Grosskurth, Ju?rgen Handke 210 1$aBerlin, [Germany] :$cDe Gruyter Oldenbourg,$d2014. 210 4$d©2014 215 $a1 online resource (144 p.) 300 $aDescription based upon print version of record. 311 $a3-11-034447-5 311 $a3-11-034417-3 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tPreface --$tThe Authors --$tI. Evaluation and Empirical Evidence of ICM Implementation --$tIntroduction --$t1. The Instructor as Navigator: Empirical Evidence of the Implementation of the ICM at HAW Hamburg /$rDecker, Christian / Beier, Stephan --$t2. The Inverted Classroom Mastery Model - A Diary Study /$rHandke, Jürgen --$tII. Recent Developments --$tIntroduction --$t3. Student Tutors in ICMM Courses in Academic Teaching: First Experiences /$rFloyd, Jennifer / Penßler-Beyer, Anja / Weber, Katharina / Wempen, Mareike --$t4. Tutors in the ICMM: A Way to Professionalized Tutor Selection and Quality Assurance - First Observations /$rGroßkurth, Eva-Marie / Zeaiter, Sabrina --$t5. Establishment of Structured Comments and Coherent Dialogues Referring to Educational Videos on YouTube /$rRaudonat, Kerstin / Wiedenhöfer, Fabian / Rudisch, Dominik / Burna, Vicdan / Ulusoy, Selma / Marsden, Nicola / Herzberg, Dominikus --$tIII. Implementations of the ICM at University Level --$tIntroduction --$t6. Improvement of Self-directed Learning by Using the Inverted Classroom Model (ICM) for a Basic Module in Business Computer Sciences /$rLanger, Volkmar / Linke, Knut / Schimanke, Florian --$t7. Blending Service Learning and E-Learning Elements in Higher Education: Experiences with a Variation of the Inverted Classroom Model /$rMeyer, Philip --$t8. The Inverted Classroom Model in Law Studies /$rKreutz, Oliver / Braun, Himanshi / Reiners, Almut / Wiebe, Andreas --$tIV. Implementation of the ICM in High School --$tIntroduction --$t9. Increasing Learner Activity in the First ICMM Phase: a First- Hand Report /$rWeidmann, Dirk --$tReferences --$tIndex 330 $aOnly two years after its first run, the Inverted Classroom Conference has become a familiar event at Marburg University. Most conference participants not only knew about this digital teaching and learning scenario but were experienced users and developers. While during its predecessors most participants wanted to familiarize themselves with the central components of the Inverted Classroom Model, the focus of the 3rd German Inverted Classroom Conference 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. This shift of emphasis is reflected in the contributions to this volume. Even though all central aspects of the ICM - content production and delivery, testing, and the in-class phase - are still addressed, we can now find recommendations concerning digital material acquisition, in-class tuition, the role of student tutors as well as first long-term studies about ICM effects. In general then, the focus was much wider than that of the first two ICM-conferences: from a new and originally non-familiar teaching and learning scenario to more general aspects of digitization of teaching and learning in the 21st century. 606 $aActive learning 606 $aInstructional systems$xDesign 606 $aTeachers$xIn-service training 606 $aTeachers$xTraining of 606 $aWeb-based instruction$vCongresses 615 0$aActive learning. 615 0$aInstructional systems$xDesign. 615 0$aTeachers$xIn-service training. 615 0$aTeachers$xTraining of. 615 0$aWeb-based instruction 676 $a371.39 686 $aDP 1960$2rvk 702 $aGrosskurth$b Eva-Marie 702 $aHandke$b Ju?rgen 712 12$aGerman ICM Conference 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910787203503321 996 $aThe inverted classroom model$93683115 997 $aUNINA