LEADER 01126nam a22002531i 4500 001 991003001129707536 005 20040507133548.0 008 040624s1968 xxu|||||||||||||||||eng 035 $ab13009710-39ule_inst 035 $aARCHE-096739$9ExL 040 $aDip.to Beni Culturali$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a798 100 0 $aXenophon$075253 245 10$aAnabasis, books 4.-7. ; Symposium ; and Apology /$cXenophon ; with an english translation by Carleton L. Brownson 260 $aLondon :$bW. Heinemann,$c1968 300 $aV, 521 p. ;$c17 cm 440 4$aThe Loeb classical library 700 1 $aBrownson, Carleton L. 907 $a.b13009710$b02-04-14$c12-07-04 912 $a991003001129707536 945 $aLE001 GR X1 V$g1$i2001000092529$lle001$nV. 3. - C. 1 PATRIMONIO DELLA BIBLIOTECA INTERFACOLTA. IN CONSULTAZIONE PRESSO LA BIBLIOTECA DEL DIPARTIMENTO DI BENI CULTURALI$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i13620824$z12-07-04 996 $aAnabasis, books 4.-7. ; Symposium ; and Apology$9282996 997 $aUNISALENTO 998 $ale001$b12-07-04$cm$da $e-$feng$gxxu$h0$i1 LEADER 04432nam 2200577 450 001 9910792214803321 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 $a9910792214803321 996 $aThe inverted classroom model$93683115 997 $aUNINA LEADER 01082nam 2200349 450 001 9910796431603321 005 20230803215315.0 010 $a1-78289-884-0 035 $a(CKB)3810000000098122 035 $a(MiAaPQ)EBC4808670 035 $a(EXLCZ)993810000000098122 100 $a20200106h20141990 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCamp Chase, Columbus, Ohio, 1861-1865 $ea study of the Union's treatment of Confederate prisoners of war /$fby Major Jack Morris Ivy, Jr 210 1$a[Place of publication not identified] :$cPickle Partners Publishing,$d2014. 210 4$d©1990 215 $a1 online resource (77 pages) 606 $aPrisoners of war 615 0$aPrisoners of war. 676 $a341.65 700 $aIvy$b Jack Morris$cJr.,$01555925 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910796431603321 996 $aCamp Chase, Columbus, Ohio, 1861-1865$93818256 997 $aUNINA LEADER 02415aam 2200493 n 450 001 9910495719903321 005 20250709204906.0 010 $a9782356714916 010 $a235671491X 024 7 $a10.4000/books.pressesmines.3585 035 $a(CKB)4100000000394051 035 $a(FrMaCLE)OB-pressesmines-3585 035 $a(PPN)204524423 035 $a(FR-PaCSA)88919005 035 $a(FRCYB88919005)88919005 035 $a(EXLCZ)994100000000394051 100 $a20170905j2017|||| ||| 0 101 0 $afre 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMobilisations numériques $ePolitiques du conflit et technologies médiatiques /$fFabien Granjon 210 $aParis $cPresses des Mines$d2017 215 $a1 online resource (214 p.) 311 08$a9782356714633 311 08$a2356714634 330 $aLes conflits sociaux s?appuient sur des «?armes matérielles?» et notamment sur les technologies de communication qui, dès leur genèse, y ont joué un rôle central. Les politiques du conflit reposent ainsi sur une variété de médias qui, aujourd?hui, relèvent assez largement de l?informatique connectée, de plus en plus portable et mobile. De la Révolution bolchévique aux Indignados, de la lutte de libération algérienne aux Révolutions arabes, en passant par les groupes Medvedkine ou Radio Alice, cet ouvrage rend compte de la rencontre entre technologies médiatiques et luttes sociales. Il s?agit, d?une part, de relativiser le caractère supposé inédit de l?usage des technologies de communication par les mouvements sociaux contemporains et, d?autre part, d?entrer dans le détail de ce que ceux-ci font des outils numériques les plus récents qui supportent leurs activités essentielles tout en déplaçant, parfois, certaines de leurs «?manières de faire?». 606 $aHumanities, Multidisciplinary 606 $asociété 606 $ainternet 606 $amédias 606 $aconflits sociaux 615 4$aHumanities, Multidisciplinary 615 4$asociété 615 4$ainternet 615 4$amédias 615 4$aconflits sociaux 700 $aGranjon$b Fabien$01233616 801 0$bFR-FrMaCLE 906 $aBOOK 912 $a9910495719903321 996 $aMobilisations numériques$93006813 997 $aUNINA