The Inverted Classroom Model |
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Zusammenfassungen
Only 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.
Von Klappentext im Konferenz-Band The Inverted Classroom Model (2014) 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.
Dieser Konferenz-Band erwähnt ...
Personen KB IB clear | Miriam Apffelstaedt , Gerold Becker , Julia Brombach , John Dewey , Astrid Eichert , John Erpenbeck , Peter Franke , Ralph Gnädig , Jürgen Handke , John Hattie , Marianne Horstkemper , Christiane Metzger , Delia Neuman , Erika Risse , Werner Sauter , Donald A. Schön , Rolf Schulmeister , Manfred Spitzer , Thomas Sporer , Alexander Starnecker , Lutz Stäudel , Rolf Werning , Felix Winter | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Begriffe KB IB clear | flipped classroomflipped classroom | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Zitationsgraph
Zeitleiste
3 Erwähnungen
- Umsetzung des Flipped Classroom Konzepts mit Lernvideos im Mathematikunterricht der Sekundarstufe I (Mone Denninger) (2017)
- Digitale Innovationen und Kompetenzen in der Lehramtsausbildung (Michael Beißwenger, Björn Bulize, Inga Gryl, Florian Schacht) (2020)
- Viele Wege führen nach Rom - Möglichkeiten und Modelle des Inverted-Classroom-Modells aus interdisziplinärer Sicht (Rebekka Schmidt, Nico Dietrich, Ilka Mindt)
- Mit digitalen Arbeitsformen das Lernen bereichern - zur Gestaltung sinnstiftender Präsenzphasen mit dem Inverted-Classroom-Modell (Ilka Mindt, Rebekka Schmidt, Michael Beißwenger, Nico Dietrich)
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Beat und diese Konferenz-Proceedings
Beat hat diese Konferenz-Proceedings während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt kein physisches, aber ein digitales Exemplar. (das er aber aus Urheberrechtsgründen nicht einfach weitergeben darf). Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren.