About this paper

Appears in:
Pages: 2245-2251
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0422

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

THE INVERTED CLASSROOM MODEL (ICM) - A MODEL FOR DIFFERENT SEMINAR TYPES

A. Breitenbach

University of Marburg (GERMANY)
While many universities are applying the ICM approach to seminars, further expansion of the concept is desirable. In this context, the time-consuming production of videos for the presence phase is often called an obstacle. At the same time, the transferability of the concept to different seminar types is considered critical.

Using three types of seminars in the field of sociology, it will be shown how they can benefit from modified ICM scenarios, which more or less require elaborate preparatory work: a statistics lecture, a masters seminar and an introduction to a statistics softwareprogram. In doing so, the model’s implementation steps, as well as the evaluations, results and experiences, are presented.
For the statistics course, it seemed too time-consuming to offer the content of each lecture using an ICM approach. Existing videos can hardly be used because the lecture content is not standardized. For economic reasons, the content of three lectures has been replaced by specially produced videos, which convey particularly important information.

In many seminars, presentations by students represent a key tool in developing their knowledge. As with frontal lessons, the audience is usually unable to maintain its interest levels for the duration. In addition, some students are reluctant to give lectures. For this reason, we carried out our tests in two masters classes to determine whether students found video presentations to be acceptable, and the pros and cons of showing them.

Introductory courses on statistics programs usually require a lot of frontal teaching: usually, before the application of knowledge, a great deal of input must be made. Most of the time, longer phases of frontal lessons alternate with editing exercises. For these types of seminar, the ICM appeared to be particularly suitable because educational videos can facilitate an understanding of the steps involved in the statistics program, along with many other advantages. Such seminars will be designed for the next winter semester, incorporating ICM elements. The preliminary planning and presentation of the implementation process is discussed here.
@InProceedings{BREITENBACH2018INV2,
author = {Breitenbach, A.},
title = {THE INVERTED CLASSROOM MODEL (ICM) - A MODEL FOR DIFFERENT SEMINAR TYPES},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.0422},
url = {http://dx.doi.org/10.21125/inted.2018.0422},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {2245-2251}}
TY - CONF
AU - A. Breitenbach
TI - THE INVERTED CLASSROOM MODEL (ICM) - A MODEL FOR DIFFERENT SEMINAR TYPES
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.0422
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 2245
EP - 2251
ER -
A. Breitenbach (2018) THE INVERTED CLASSROOM MODEL (ICM) - A MODEL FOR DIFFERENT SEMINAR TYPES, INTED2018 Proceedings, pp. 2245-2251.
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