LEADER 04432nam 2200577 450 001 9910808804303321 005 20210422212228.0 010 $a3-486-78127-8 024 7 $a10.1524/9783486781274 035 $a(CKB)2560000000312982 035 $a(EBL)1394788 035 $a(MiAaPQ)EBC1394788 035 $a(DE-B1597)217274 035 $a(OCoLC)881296517 035 $a(OCoLC)922475027 035 $a(DE-B1597)9783486781274 035 $a(Au-PeEL)EBL1394788 035 $a(CaPaEBR)ebr11074529 035 $a(CaONFJC)MIL805859 035 $a(EXLCZ)992560000000312982 100 $a20140624h20132013 uy| 0 101 0 $aeng 135 $aur|nu---|u||u 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 14$aThe inverted classroom model $ethe 2nd German ICM-Conference - proceedings /$fProf. Dr. Ju?rgen Handke, Natalie Kiesler, Leonie Wiemeyer 210 1$aMu?nchen :$cOldenbourg Verlag,$d[2013] 210 4$d©2013 215 $a1 online resource (201 p.) 300 $aDescription based upon print version of record. 311 $a3-486-80251-8 311 $a3-486-74185-3 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tPreface --$tThe Authors --$tI Recent Developments in ICM Implementation --$t1 The Inverted Classroom: Where to Go from Here /$rLoviscach, Jörn --$t2 Beyond a Simple ICM /$rHandke, Jürgen --$t3 Activating Students by Inverting and Shuffling the Classroom - Experiences from Employing ICM and I²CM /$rMöller, Clemens --$t4 Experiences with the Implementation of an Inverted Classroom Course to Promote Key Competences /$rVassiliou, Athanasios --$tII Phase 1 of the Inverted Classroom Model: Content Delivery --$t5 Learning by Contribution - Using Wikis in Higher Education /$rBleimann, Udo / Löw, Robert --$t6 The VLC Video Strategy /$rHandke, Jürgen --$t7 Using Videos in the Linguistics Classroom /$rKiesler, Natalie --$t8 Flipping Professional Training in Higher Education Didactics - Proposing an Open Video Platform /$rTacke, Oliver --$tIII Phase 2 of the Inverted Classroom Model: In-Class Activities --$t9 Tutor of the Day - A New Didactic Concept for the Practice Phase of ICM-Based Teaching /$rGünther, Anne --$t10 Designing In-Class Activities in the Inverted Classroom Model /$rSpannagel, Christian / Spannagel, Janna --$t11 Clicker-Happy: Audience Response Systems as an Interface between Pre-Class Preparation and In-Class Session --$tIV Implementation of the ICM in High School --$t12 Flipped Learning in the Science Classroom /$rBennett, Brian E. --$t13 Inverting the History Classroom - A First-Hand Report /$rBernsen, Daniel --$t14 Inverting a Competence-Based EFL Classroom - A Model for Advanced Learner Activation? /$rWeidmann, Dirk --$tReferences --$tIndex 330 $aWhen the 1st German Inverted Classroom Conference was staged in 2012, the organizers thought that it may have been the first and last conference of this kind: Too few teachers seemed to be familiar with this model in the first place and only a tiny fragment of them would actually apply this model to their own teaching scenarios. However, in the 2013 conference, we were overwhelmed with a large number of teachers who not only wanted to find out about this teaching and learning concept but had already used it. Consequently, the focus of the 2nd German Inverted Classroom Conference to which this conference volume is dedicated was no longer the "installation" of the Inverted Classroom Model (ICM) but fine adjustments in the actual application of it. This is reflected in the contributions to this volume. Even though all three central aspects of the ICM are addressed, (1) content production and delivery, (2) testing, and (3) the in-class phase, there has been a shift away from mere content production towards an expansion of the model as well as a move towards fine adjustments of the three components. 606 $aActive learning$vCongresses 608 $aConference papers and proceedings.$2fast 615 0$aActive learning 676 $a371.39 686 $aDP 1960$2rvk 702 $aHandke$b Ju?rgen 702 $aKiesler$b Natalie 702 $aWiemeyer$b Leonie 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910808804303321 996 $aThe inverted classroom model$93946190 997 $aUNINA