Transcript
Page 1: Implementation of Inverted Classroom Model  for Theoretical Computer Science

Implementation  of  ICM  for  Theoretical  Computer  Science

Implementation  of  ICM  for  Theoretical  Computer  Science

(E-­‐Learn  2015,  Kona,  Hawaii)

Prof.  Dr.  Karsten  MorisseHochschule  Osnabrück

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OverviewOverview

• ICM  – some remarks• ICM  – Personal  experiences• ICM  – Students‘  votes &  Results

E-­‐Learn  2015,  Oct  2015 ICM@TCS

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ICM  -­‐ EXPLANATIONICM  -­‐ EXPLANATION

Inverted ClassroomFlipped Classroom

E-­‐Learn  2015,  Oct  2015 ICM@TCS

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ICM  -­‐ AssumptionsICM  -­‐ Assumptions

1. Presence  time  is  valuable!

2. Instruction  as  a  lecture  is  good  for  knowledge  presentation  and  looses  less  as  a  lecture  recording.  

3. Instruction  precedes  practical  usage.

E-­‐Learn  2015,  Oct  2015 ICM@TCS

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ICM  -­‐ DefinitionICM  -­‐ Definition

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Inverted  Classroom

2.  Application,  usage,  practice

1.  Instruction  

Script/Textbook

Traditional   class

1.  Instruction

LehrorientierungDozentenzentrierter Informationstransfer

2.  Application,  usage,  practice

Script/Textbook Problems/Exercises

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ICM  – Presence  timeICM  – Presence  time

• Don‘t  lecture!• Usage  of  „free“  time– Clarify  open  questions– Problem  solving,  work  on  exercises– Active  plenum  – Discussions– Teamwork– Role-­‐playing  games– (Short-­‐)  presentations– ....

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Traditional   class Inverted Classroom

1.  Instruction

LehrorientierungDozentenzentrierter Informationstransfer

2.  Application,   usage,   practice

1.  Instruction

Scr ipt

2 .  Application,   usage,   practicePraktizieren

Scr ipt Auf gaben

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Advantages/Benefits  (Theory)Advantages/Benefits  (Theory)

• Students– Autonomy  of  learning:  

• Anytime,  anywhere• Individual  speed

– Different   learning  styles– More  time  for  exercising  

/practicing  (application  of  knowledge)

– Coach  is  available  during  practice/exercise

• Teacher– Early  feedback:  

students‘  knowledge  – New/changed  understanding  

of  teacher‘s   role

E-­‐Learn  2015,  Oct  2015 ICM@TCS

• General– Focus  of  teaching  &  learning:    teacher  à student

Traditional   class Inverted Classroom

1.  Instruction

LehrorientierungDozentenzentrierter Informationstransfer

2.  Application,   usage,   practice

1.  Instruction

Scr ipt

2 .  Application,   usage,   practicePraktizieren

Scr ipt Auf gaben

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ICM  -­‐ ChallengesICM  -­‐ Challenges

• Technical  Requirements  &  Material  production– „Do  I  need  it  perfect  or  do  I  need  it  by  Tuesday?“    (A.  Sams)– Make  a  trial;  Step  by  step– use  material  of  others  (textbooks,  videos)– University  should  provide  service   infrastructure

• Presence  time– Valuable  experience   for  students– High  degree  of  interaction  between  students  and  coach– Individual  support

• Students‘  motivation  – Clarification  of  workload  model– Clear  communication:  what  is  expected  from  students– Guidelines  /  Introduction  to  new  topics– Incentive  schemes  E-­‐Learn  2015,  Oct  2015 ICM@TCS

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PERSONAL  EXPERIENCES WITH ICMPERSONAL  EXPERIENCES WITH ICM

Audio-­‐/Videotechnik   (B.Sc.  Media  &  CS,  3.  Sem)Theoretische   Informatik  (B.Sc.  Media  &  CS,  4.  Sem)

E-­‐Learn  2015,  Oct  2015 ICM@TCS

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Personal  BackgroundPersonal  Background

• C.V.– 1990:  Diploma  Computer  Science– 1996:  Ph.D.  Mathematics– 1995  – 99:  Industrial  employment– 1999:  Professor  Multimedia  (FH  Trier)– Since  2000:  Professor  Media  &  Computer  Science  (HSOS)

• Personal  characteristics– Curious– Interested   in  technology– “Learning  Experiments”

E-­‐Learn  2015,  Oct  2015 ICM@TCS

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Why ICM?Why ICM?• WiSe 00/01:    Grundlagen  der  Informatik,  Autorensysteme,  Audio-­‐/Videotechnik• SoSe 2001:    Objektorientierte  Programmierung,    Autorensysteme,    Audio-­‐/Videotechnik• WiSe 01/02:    Algorithmen  und  Datenstrukturen,    Autorensysteme,  Audio-­‐/Videotechnik• SoSe 2002:      Autorensysteme,  Audio-­‐/Videotechnik• WiSe 02/03:    Autorensysteme,  Audio-­‐/Videotechnik,  Ubiquitous and Pervasive Computing• SoSe 2003:    Autorensysteme,  Audio-­‐/Videotechnik,  Ubiquitous and Pervasive Computing• WiSe 03/04:    Autorensysteme,  Audio-­‐/Videotechnik,  Grundlagen  der  Informatik,  

DVD  &  iTV-­‐Authoring• SoSe 2004:    Autorensysteme,  Audio-­‐/Videotechnik,   DVD  &  iTV-­‐Authoring• WiSe 04/05:    Computergrafik,  Audio-­‐/Videotechnik,  DVD  &  iTV-­‐Authoring• SoSe 2005:    Computergrafik,    Audio-­‐/Videotechnik• WiSe 05/06:  Computergrafik,  Audio-­‐/Videotechnik• SoSe 2006:    Computergrafik,  Audio-­‐/Videotechnik,  DVD  &  iTV-­‐Authoring• WiSe 06/07:    Computergrafik,  Audio-­‐/Videotechnik,  DVD  &  iTV-­‐Authoring• SoSe 2007:    Audio-­‐/Videotechnik,  Informatik-­‐Didaktik• WiSe 07/08:    Audio-­‐/Videotechnik,  DVD  &  iTV-­‐Authoring,  Algorithmen  &  Datenstrukturen• SoSe 2008:    Audio-­‐/Videotechnik,  Computergrafik,   Informatik-­‐Didaktik,  

Master-­‐Fachseminar• ....

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àUse Lecture Recordings

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Course  Audio-­‐/VideotechnologyCourse  Audio-­‐/Videotechnology

• Study  program:  Media  &  CS;  Format:  V2  /  P2• Content:  

– Media  types  Audio  /  Video  for  Computer  Science– Formats,  Technology,  Applications

E-­‐Learn  2015,  Oct  2015 ICM@TCS

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Course  Audio-­‐/VideotechnologyCourse  Audio-­‐/Videotechnology

E-­‐Learn  2015,  Oct  2015 ICM@TCS

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Offered  course  materialOffered  course  material

E-­‐Learn  2015,  Oct  2015 ICM@TCS

Live/VoD Synchronized  View

Podcast  (Video  /  Enhanced)

E-­‐AssessmentAnnotated  Slides

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Course  Theoretical  Computer  ScienceCourse  Theoretical  Computer  Science

• Study  program:  Media  &  CS;  Format:  V4• Content:  Formal  languages,  Automata  theory,  Computability,  Complexity

E-­‐Learn  2015,  Oct  2015 ICM@TCS

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Lecture recordingLecture recording

E-­‐Learn  2015,  Oct  2015 ICM@TCS

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Course materialCourse material

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TextbookTI  Toolbox

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Presence  timePresence  time

E-­‐Learn  2015,  Oct  2015 ICM@TCS

Activity Time  (in  min) Description

Self-­‐reflection 5 Critical  reflection  on  course  preparation

Warm-­‐Up 5-­‐10 3x3  Teamwork,  Clicker

Q &  A 10 Q &  A  to  the  content

Teamwork 50  – 60 Work  on  problems/exercises    in  small  groups

Discussion 15 Discussion  of  selected  problems

Clicker:  Peer  InstructionExercises

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STUDENTS‘  VOTESSTUDENTS‘  VOTES

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Evaluation  2007S.  Wichelhaus,  T.  Schüler,  M.  Ramm,  K.  Morisse:  Medienkompetenz  und  selbstorganisiertes  Lernen  -­‐ Ergebnisse  einer  Evaluation.  In  S.  Zauchner,  P.  Baumgartner,  E.  Blaschitz,  A.  Weissenbäck (Hrsg.):  Offener  Bildungsraum  Hochschule,  S.  124  -­‐133,  Waxmann-­‐Verlag,  Münster,  2008.

Evaluation  April  15

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I  do  feel  motivated  by  the  lecture  concept  ...I  do  feel  motivated  by  the  lecture  concept  ...

• „...  I  can  learn  with  a  flexible  temporal  structure  and  do  not  have  a  fixed  schedule.  “

• „...  I  have  the  option  to  repeat  the  lecture,  especially  for  the  exam  preparation.“

• „...    I  can  ask  individual  questions.“

• „...    I  can  repeat  the  things  I  have  not  understand.“• „...  I  can  check  my  understanding  by  working  on  the  exercises  and  can  get  a  deeper  knowledge  especially  on  difficult  topics.“  

E-­‐Learn  2015,  Oct  2015 ICM@TCS

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Students‘  votes  (2)Students‘  votes  (2)

The  concept  is  a  reasonable  alternative...– „...  It  fosters  the  individual  responsibility  for  learning.“

The  organization  is  beneficial  for  my  learning  style...– „...  I  have  to  take  personal  responsibility“– „...  I  learn  to  organize  myself“– „...  I  can  do  my  side  job“

Generally,  I  feel  motivated  ...– „...  I‘m  stimulated  to  autonomous  work  with  individual  responsibility“

E-­‐Learn  2015,  Oct  2015 ICM@TCS

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General  acceptance  /  ICM  vs  lectureGeneral  acceptance  /  ICM  vs  lecture

ICM is a good learning methodology for me

With ICM it is easier to learn than with the classical lecture

E-­‐Learn  2015,  Oct  2015 ICM@TCS

April  2015:  N=16,  male:  14,  female:  2,  4th  sem:    13,  5th  sem:  1,  6th  sem:  2

0

2

4

6

8

10

Strongly  Agree

Agree Disagree Strongly  Disagree

NA

Datenreihe1

0

2

4

6

8

10

12

Strongly  Agree

Agree Disagree Strongly  Disagree

NA

Datenreihe1

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Script  and  Video  for  independent  learningScript  and  Video  for  independent  learning

I can learn independently with the script

I can learn independently with the videos

E-­‐Learn  2015,  Oct  2015 ICM@TCS

April  2015:  N=16,  male:  14,  female:  2,  4th  sem:    13,  5th  sem:  1,  6th  sem:  2

012345678

Strongly  Agree

Agree Disagree Strongly  Disagree

NA

Datenreihe1

0

2

4

6

8

10

Strongly  Agree

Agree Disagree Strongly  Disagree

NA

Datenreihe1

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Length  of  videoLength  of  video

The video length is appropriate

I prefer complete lecture recordings

E-­‐Learn  2015,  Oct  2015 ICM@TCS

April  2015:  N=16,  male:  14,  female:  2,  4th  sem:    13,  5th  sem:  1,  6th  sem:  2

0

1

2

3

4

5

6

7

Strongly  Agree

Agree Disagree Strongly  Disagree

NA

Datenreihe1

0

1

2

3

4

5

6

7

Strongly  Agree

Agree Disagree Strongly  Disagree

NA

Datenreihe1

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Personal  responsibilityPersonal  responsibility

ICM supports personal responsibility and active learning

E-­‐Learn  2015,  Oct  2015 ICM@TCS

April  2015:  N=16,  male:  14,  female:  2,  4th  sem:    13,  5th  sem:  1,  6th  sem:  2

0

2

4

6

8

10

12

Strongly  Agree

Agree Disagree Strongly  Disagree

NA

Datenreihe1

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PERFORMANCE  &  BENEFITSPERFORMANCE  &  BENEFITS

E-­‐Learn  2015,  Oct  2015 ICM@TCS

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Performance  measurementPerformance  measurement

• Little  studies  on  PM  of  ICM  • By  trend

– In  general:  good  acceptance  of  ICM– Rare  differences  in  the  performance

• Own  experiences  (observation)– Slightly  better  average  grade  – Less  „exam  failure“

E-­‐Learn  2015,  Oct  2015 ICM@TCS

-­‐0,4

-­‐0,2

0

0,2

0,4

0,6

0,8

SoSe  03 WiSe  04/05

SoSe  05WiSe  05SoSe  06 WS  06/07

SoSe  07 WiSe  07/08

SoSe  08 WiSe  08/09

SoSe  09 WiSe  11/12

Deviation  Median  AV ICM

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Important benefitsImportant benefits

• Evaluation  HSOS  (Learning  Center):  „Important skills after  studies“  (select 3/9,  3/11)

E-­‐Learn  2015,  Oct  2015 ICM@TCS

Students  (N=1574)

Teachers  (N=124)

Companies  (N=202)

1. Specialized  knowledge Self-­‐dependence  and  personal  responsibility

Self-­‐dependence  and  personal  responsibility

2. Self-­‐dependence  and  personal  responsibility

Specialized  knowledge Teamwork  &  cooperation

3. Transfer of  theory  to  practice Critical  thinking Transfer of  theory  to  practice

4. Critical  thinking Transfer of  theory  to  practice

Specialized  knowledge

5. Teamwork  &  cooperation Multidisciplinarity Multidisciplinarity

ICM  fosters self-­‐dependenceand personal  responsibility!  

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Role  change  of  lecturerRole  change  of  lecturer

E-­‐Learn  2015,  Oct  2015 ICM@TCS

„The  lecturers  are  not  the  entrance  to  education  anymore.  The  portals  of  education  are  more  an  more  in  the  internet.  Students  need  extraordinary  guides/coaches in  the  virtual  world  (of  education).“

G.  Dueck,  Professionelle Intelligenz,  Eichborn-­‐Verlag,  2012Former  CTO  of  IBM  Germany;  Author,  Innovator

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Prof.  Dr.  Karsten  MorisseMail:  k.morisse@hs-­‐osnabrueck.deFon:  +49.541.969  3615

E-­‐Learn  2015,  Oct  2015 ICM@TCS

Thank  you!

Questions  /  Remarks  /  Comments?


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