10th International Conference on e-Learning (ICEL-2015), College of the Bahamas, Nassau, The Bahamas, 25 - 26 June 2015
Inverted Classroom: From experimental usage to curricular anchorage
Karsten Morisse Faculty of Engineering and Computer Science, University of Applied Sciences Osnabrück, Germany
[email protected] Abstract: The article describes the evolutionary development of an inverted classroom concept for a higher education course in a computer science curriculum at a German university. By the increased use of new media, a key requirement for the development of university teaching is to improve the service offer for the students with regard to the teaching quality, possibility of individualization and flexibility of studying. Especially for large courses (i.e. more than 100 students) where direct communication and interaction is very limited, the new media can provide advantages. We report here on a Inverted Classroom (ICM) course concept, which combines various electronically supported teaching modules (video podcast, live coaching, online curriculum, internship, audience response systems, final examination) to provide as much individual support for students as possible and to encourage them to a continuous learning process. After a stepwise refinement over several semesters the ICM concept was anchored within the curriculum after thorough qualitative evaluation. Video lectures replaces the classical frontal lecture and are now an integral part of the course. Other electronic media support learners within their learning process. We share our several years of experience in the development of the concept, which was evaluated in a qualitative evaluation. We try to reflect added values and dangers of the concept in the context of other course and learning settings.
Keywords: Inverted Classroom, Flipped Classroom, Implementation course concept
1. Introduction By the increased use of new media, a key requirement for the development of university teaching is to improve the service offer for students regarding to teaching quality, possibility of individualization and flexibility of studying. Especially for large groups of students in mass courses (i.e. more than 100 students) where direct communication and interaction is very limited, the new media can provide advantages. However, if one considers the duration of the educational theoretical discussion of the didactical potential of new media (e.g. video based lectures) and compares this to the actual university reality, a low practical adoption of media based teaching concepts in universities becomes evident (Bishop & Verleger 2013). We report here on our experiences of introducing an Inverted Classroom (ICM) course concept (Baker 2000, Lage et al. 2000, Bergmann & Sams 2012) within two computer science courses at a university of applied sciences in Germany. The inverted classroom is a learnercentered course concept where the students prepare the classroom, usually by watching video lectures. Therefore digital technologies are used to move the direct instruction from the classroom to the individual learning environment of the student (out-class). The classroom time (in-class) with the lecturer is then dedicated to discussions, reflections and individual training and problem-based learning. Our course concept implements this idea and combines various electronically supported learning modules to provide as much individual support for students as possible and most important to encourage students to a continuous learning process during the semester. Video based lecture recordings play an important role in the scenario. We made thoroughly experiences with different formats from live streaming to several on-demand video formats. The ICM concept was developed over several semesters in an evolutionary way, i.e. a stepwise refinement where we implemented new modules from semester to semester. In this way it was a smooth shift for the lecturer from the classical role to the new role as a coach by side. After a thorough qualitative evaluation we transferred ICM in a second course. This paper describes the building blocks of the concept, the way to develop it, and obstacles that we observed in the implementation process of the concept in our university.
2. Motivational thoughts and evolutionary approach to flipped classroom The underlying learning and teaching concept was developed initially for the course "Audio and Video Technology", an obligatory module in the 3rd semester (15 weeks) within the study program Media and Computer Science (annual enrolment: ~ 100 students). The course contains a theoretical and a practical part with 2h of individual workload per week for each of them. Within the theoretical part new
content is presented to the students, which isn’t taught in any other course before, e.g. audio and video compression technology. There are several motivations for using an ICM in general. First, the ICM allows free class time for interactive activities, such as cooperative problem-based learning (Lage et al. 2000). Second, content can be presented in several different formats, and therefore the students' different learning styles can be addressed (Lage et al. 2000). Moreover, students' can set their individual learning pace. A third reason is to impart knowledge in areas like communication skills, problem solving competencies, and to work in multidisciplinary teams even in courses on engineering and computer science. These higher outcomes are becoming more and more important for employability (Bishop & Verleger 2013). The ICM concept is used since summer term 2007 by the author. Instead of the usual frontal chalkboard based lecture, a combination of lecture recordings, live coaching sessions, teaching materials (script & video) and weekly exercises are offered. For many teachers a certain rejection and shyness in dealing with video-based teaching can be observed. Especially the fact that the teacher is recorded is an enormous reason for inhibitions (Persike 2015). In our case the correlation of the course content (technology of digital audio and video) with the media used to support knowledge sharing was an important motivator for the teacher to use video-based teaching elements and has led to overcome the naturally existing inhibitions thresholds. Moreover the fact that the course had to be held several successive semesters without treating complete new content in each single semester was a convincing argument to record the lecture content and to use the short contact time with the students much more efficiently. A key objective from the students’ point of view is the promotion of a self-organized learning process. Our ICM concept consists of five modules: § video lecture, § live coaching, § online curriculum, § internship and, § a final examination. Moreover a LMS - learning management system (Stud.IP, SharePoint) is used in which the students are provided with important information on the course organization (e.g. time schedule), course material, and tools to support collaborative work (forum, wiki). The use of the different building blocks and the stepwise development and refinement of the overall concept is shown in Fig. 1. A rough description is given in the next section. An intensive qualitative evaluation of an early version of the concept was presented in Wichelhaus et al. (2008). In various articles (Morisse & Ramm 2007, Wichelhaus et al., 2008a, 2008b) it has been reported about the concept and the qualitative evaluation. Since 2013 an improved concept is used in the course "Theoretical Computer Science", a 5th semester compulsory course within the same study program. It is a course about formal languages, automata theory, computability and is not very much liked by the students because of a very formal approach. This is a rather small course with 20 - 30 students participating each semester. Following Bergmann& Sams (2012) the in-class time for this course is enriched by several warm-up and stimulating activities to activate the students for an agile participation during these sessions. Videos or lecture recordings play an important role within the ICM. In the beginning (2005, 2006) we made a more or less experimental use of live and on demand streaming as well as a synchronized representation of speaker and material (virtPresenter, Mertens et al. (2007)). We started with complete recordings of the typical 90 min lecture time. From a technical point of view, these kind of lecture recordings can be produced automatically to a high degree (eg Ketterl et al. (2006); Engelbert et al. (2013)). By informal discussions and analysis of server log files we made the experience that students prefer to access specific content very precisely. This correlates to (Zappe et al. 2009) that students prefer videos with a length of 20 - 30min. Therefore the 90 min videos of 2007 were divided in a post-production process in fine-grained podcast episodes (each episode with a length between 2 and 20 min) and published in Apples iTunes store. Several studies (Hermann et al. (2006); Hermann et al (2007a); Kruger, (2005)) have shown that students perceive lecture recordings as an additional value. The handling and use of videos in terms of time and location independence, the possibility of interruptions for further research as well as the repetition were seen very positively to the learning process. The division of the recordings in short episodes gave the students the opportunity to access the video content very precisely without intensive search operations in a full-length lecture recording of 90min. However, this is enormous production expenditure, which is difficult to automatize. For lectures with a large number of students there are not only these advantages in terms of interaction capabilities, but simultaneously solve the problems associated with a crowded lecture hall (poor acoustics, poor visibility, no seats, interference by anxiety).
Figure 1 Learning concept development and deployment of modules However, some things must be considered: Lecturers must not be burden with the organisation and technical production of the lecture recording. This has to be organized by the university or the organisation. Care must be taken on an adequate technical quality and the dramaturgy. Especially the quality of the lecture recording, when used as a lecture replacement, is an important factor in the perception of learners. Partially there is the danger of audio/text and image shearing, i.e. to produce texts without image context. This is very disruptive from a media-psychological perspective (Ballstaedt (1997), Kerres (2012)) For the lecture "Theoretical Computer Science", where usually in-class much of the content is developed interactively at a whiteboard or chalkboard (e.g. formal proofs of mathematical theorems), we prefer to use screencasts taken on a tablet computer, where the content is written onto the tablet (e.g. in MS OneNote). These were recorded with the Matterhorn production system (Opencast (2015)) and in a post-production step divided in over 100 short video sequences, which have been published via YouTube (Morisse (2013)). We decided to use YouTube because of the broad acceptance and accessibility even on mobile devices. The Live-Coaching is a personal meeting between students and the lecturer every week in a classroom. Instead of presenting the lecture content this in-class time is used to clarify open issues, to discuss students' questions and to work on problems. For each meeting a specific topic is announced within the learning management system and it is presumed that the students have prepared themselves with the videos and the textbook. As part of the ICM, students have to prepare themselves and to develop their individual questions. This leads to in-depth discussions and an increase in the treated content, because usually the prepared questions are of higher quality than spontaneously occurring issues in general. At the same time it also presents new challenges to the lecturer because she or he does not know what questions will be asked and the discussions can reach a much deeper quality compared to traditional classroom teaching. Basically, this form can be carried out with different sizes of student groups, from small groups to large groups of students. Our observations show that a certain group of students make use of the coaching sessions only as passive listeners to deepen their learning. In this sense, a larger auditorium can even be useful to have multiple active participants. One might encounter the classic problems of mass events and the live coaching: If too many questions occur or with a large number of participants, the individual influence of the individual, the view and the acoustics will be affected. A solution could be to prepare the meeting via email (collecting questions), and then answer the questions systematically. The coaching module could also be kept fully supported electronically (live chat, forum, wiki, etc.). Consequently, according Bachmann et al. (2001), we would then reach the virtualization concept of the event. However, the important
social component of learning would then be lost and it would become a pure "Remote Event". However, we have not tried these options so far because of our small group sizes. In our first implementation of the ICM the coaching session was more or less without a fixed structure. Usually the students are motivated to ask their questions at the beginning of the in-class time. This was changed with the implementation of the course concept for the Theoretical Computer Science lecture. Following Bergmann et al. (2012) we use a fixed (but flexible on demand) schedule: for a 90 min course hour we set up the structure in Table 1. Activity Warm-up
Time 5 - 10 min
Q & A time on video and 10 min text Independent work on 50 - 70 problems in teams min Final discussion 15 min Overall 90 min Table 1: Structure of coaching session
Description i.e. 3x3 (3 groups, 3min discussion, 3 presentations), Clicker questions, ... Questions to the course contents of this week (presumes the preparation of the students) Work in small groups (2 - 4 students) on problems to content for this week Selected discussion on problems
Students are encouraged to prepare these coaching sessions by tasks like "familiarise yourself with the acceptance by finite automata" and not by "read section 4.3 of the textbook". Thus they are not forced to use the learning material of the course but they can also use other resources. An additional reference list is published in the LMS. Teaching material such as annotated slides, textbook, recommended literature or online references is available within the LMS. This is independent from the group size and this material can be used to complement or to deepen the content of lecture recordings. In an evaluation within our usability lab with eye tracking facilities we did some investigations on the combined usage of annotated PDF documents and lecture recording videos. During learning with the videos students are working simultaneously with this text material during pausing the video for clarification - this form of learning is not possible in the traditional classroom lecture in this intense form. While working on the weekly online assessments this text material is the main source of information while other sources in the Internet like Wikipedia or a Google search were used very sparsely, contrarily to our expectations (see Wichelhaus et al. (2008) for details). For the course Theoretical Computer Science we developed a textbook, which can be used as the leading information resource. Beside a very detailed text, it contains targeted links to other resources, e.g. QR-codes are used to link to lecture videos for the specific content on that page (see Figure 2). In a printed version these QR-codes can be used to access the relevant video with a smartphone, in the electronic version these QR-code graphics are clickable links. The weekly offered online assessments are an important part to support a self-organized learning process. They are perceived primarily as a motivating tool for continuous learning activities and therefore are an important tool to prohibit the well-known procrastination effect. From videoobservation of the learning activities during the evaluation we know that the textbook is the main information resource while working on the online-assessments. The videos are mainly used to get a general idea of a certain topic. However, the possibility of a full-text search in PDF misled the students into a kind of self-deception: they try to answer the questions of the online exercises by copying and searching for key words as quickly as possible, the desired learning effect is absent. This was even noted self-critical in the evaluation by the students (see Wichelhaus et al (2008b)). Additionally, the processing of the exercises is sometimes seen as an additional workload and therefore perceived negatively. This is also reported in Braun et al (2014). However, although the participation of the online assessments was voluntary, the majority of students perceived this "compulsion" of continuous employment with the course content as very positive.
Figure 2 Interactive Textbook As can be seen from Table 1 the structure of the coaching session has been changed. Contrarily to the first implementation, this contact time between students and lecturer is much more organized. An important role has an audience response system that is used sometimes for the warm-up and during the session. With these we practice Peer Instruction (see Mazur (1997)) to keep the interaction level between students and between students and teacher high. Most of the time is spent for work on tasks in small groups (2 - 4 students). The role of the teacher is now to be a coach by side for each of the groups. This is difficult to implement in large courses.
3. Evaluation, Critical Reflection, Transfer We evaluated our first implementation with a group of 24 students of media and computer science. Within that evaluation we had the following goals: Usage, acceptance and quality of the ICM concept Subjective personal review from the students For the study setting we used a questionnaire with open questions and an observation of the students in a usability lab while there are working on a specific problem within the theoretic field of the course. It could be shown that the students recognize the added value in terms of the altered teaching concept. Among other things, the location and time flexibility, the degree of personal responsibility, the structure of the event, an additional learning effect through repetitions and breaks, and the way to an effective exam preparation are highlighted positive. The students say they can successfully eliminate problems or queries by using the coaching sessions and the videos, as well as through communication with other students. Contradictory is the result with respect to the usual learning environment: While some students feared a decrease in the intensity of existing social contacts, other students speak positively about an increase in the exchange with fellow students and professors. Coaching sessions and the exchange between students promotes the communication process. Some students feel undue overhead due to the self-organization of their learning process and evaluate the personal responsibility as an excessive demand. However, a majority of students recognize that the
necessary individual and direct responsibility plays an important role in ensuring that the whole concept can unfold all the added values for each individual student. Additionally the course organization encourages students to a more self-organized learning process. In summary the teaching scenario promotes particularly the following core or key competencies: self-organization and selfresponsibility, continuous learning, media literacy (handling, use and selection of new media). Details can be found in (Wichelhaus et al (2008, 2008a, 2008b)).
3.1 Exam performance Students are graded in both courses “Audio-/Videotechnology” and “Theoretical Computer Science” by a final written examination. We did not investigate formally the exam performance by dividing the students in a experimental group and a control group, but we observed a trend of better exam results. Figure 3 shows the deviation from median for each semester where the course was given by the author. We used the ICM from summer term 2007 (SoSe 2007) to summer term 2009. In winter term 2011 (WiSe 11/12) the course was given as a traditional class. In summer 2007 we introduced online assessments with the option to earn extra credits for the final examination. This was done to encourage the students to a continuous learning process. These assignments were optional, but students were encouraged to complete them. This was also possible for the students in winter 2007, winter 2008 and summer 2009. In summer 2008 we did not offer this option.
0,8
0,6
0,4 0,2 0
-‐0,2 -‐0,4
SoSe 03 WiSe SoSe 05 WiSe SoSe 06 WS SoSe 07 WiSe SoSe 08 WiSe SoSe 09 WiSe 04/05 05 06/07 07/08 08/09 11/12 Deviation Median AV
Figure 3 Deviation Median Audio-/Videotechnology
The course "Theoretical Computer Sciene" was given just two times. In winter 2013 as a traditional class, in summer 2014 as an ICM. The average grade went up from 4,4 to 3,8 (on a grade scale from 1 to 5, where 1 is best).
3.2 Critical reflection and transfer to other scenarios Now let us discuss obstacles that we observe in everyday university life and that can be relevant for the adaptation of our concept in other subject-specific application area. A crucial aspect for the applicability of the teaching concept is the subject-specific topicality of the contents. In subjects with a high demand of renovation, the lecture recordings must be updated each semester. This can only be realized with the recording of real lectures or a dedicated media production. In this case it is not possible to provide the lecture recordings solely as a replacement for the presence of the lecture. If the traditional lecture is held regularly, an additionally coaching session is difficult and unlikely to provide due to time constraints of the lecturer. Lecture recordings should then be made available as supplementary material additionally to the traditional event, since they have a high level of acceptance as an additional teaching material in particular for exam preparation (Hermann et al (2006)). From the perspective of lectures with a very high number of students they are also a useful measure to reduce the negative effects of overcrowded lecture halls. Under these circumstances it would be didactically important to provide regular online exercises, since experience from previous semesters have shown that students with the possibility of anytime, anywhere learning tend to increase the procrastination behaviour (Wichelhaus et al (2008)). Therefore, basic subjects with a low degree of renovation are more suitable for the course concept in general than courses or subjects with a high necessity of actuality.
Another subject-specific aspect is the degree of interaction within a course. If there is a high degree of cooperative work and discussion, a lecture recording only makes sense if the contributions of the active participants are included in a video. This means an increased effort (possibly additional camera for the auditorium, mobile microphones, average technical complexity is in post-production) for the production of the lecture recordings. Apart from the technical production the willingness to active contributions on student side might decrease due to inhibitions if they are aware of the recording. A third aspect that could lead to a modification of the teaching concept is the substantive focus of the course. For courses within the humanities or social sciences, lecture recordings could gain importance for the exam preparation. However, online exercises in form of multiple-choice questions or other machine-readable question-forms in these subjects are often unsuitable for an automatic correction procedure. In technical subjects multiple-choice questions or text fields can be used well to check the learning progress. Alternative exam forms for a knowledge survey, e.g. open answer questions cannot or hardly be evaluated automatically. Thus, the necessary correction cost would increase disproportionately on instructor’s side. In order not to completely lose the added value of online exercises, the coaching sessions could be expanded in scope and modified content in these cases, e.g. pure question-answer session could be replaced by a kind of interactive training lesson. Although there is a desire for lecture recordings on students' side, there are still various concerns on lecturers' side regarding the recording of their person and lectures. This is partly due to the associated transparency to which the teacher gets involved when his or her lectures are published. A second issue is legal in nature. Teachers are not infallible and errors in a lecture recording might have legal consequences for the students and teachers regarding the exam situations. The discussion about quality of courses becomes more complex with the use of lecture recordings. Certain inertia in the enforcement of such forms of teaching is therefore understandable and certainly a human behaviour, even if the quality of the curriculum could be demonstrably improved. Moreover, one important aspect is the still unresolved question of acceptance of electronic teaching methods for the teaching load of lecturers. Although there are some proposals to modify the teaching load calculation for the lecturers in Germany (e.g. HRK (2005), Hener et al. (2005)), at many universities the common flat-rate calculation is standard which is based on the given hours in a classroom. Innovative teaching concepts in which also significant parts of the course take place outside the lecture hall are difficult to incorporate. Our experience has shown that students are struggling in particular with the self-organization of their learning processes (Wichelhaus et al. (2008b)). A motivation for a continuous learning is misunderstood as additional overhead and has a negative connotation. However, it turned out that the added value of the concept can only fully develop if appropriate awareness about the need for targeted, self-organized learning structure is present on students' side. Self-organized learning also includes an open approach to individual weakness in understanding. The learner must have the courage to fill his knowledge gaps by asking. Within the coaching sessions it must be the objective of the teacher to take care for an atmosphere where an open discussion can take place and where the students are encouraged to ask their questions. From the traditional lecture methods in a university there is often no culture of open questions. Therefore the acceptance of these kind of individualized courses, based on self-organized learning processes, is particularly low. Finally, self-organized learning can only take place effectively when personal interest for a special topic exists. Unfortunately this is sometimes observed with a negatively association concerning careerism or elite consciousness, which in turn inhibits the development of an autonomous learning process. This has some consequences for the lectures. At the beginning of a lecture a clear communication about the teaching concept is necessary: how the students can benefit from the concept and which added values they can gain. There is a role switch for the lecturer. The usual barriers or hierarchy must be conquered. The lecturer is more a coach by side than a "knowledge presenter". He or she accompanies the students on their individual learning path. Students must be made aware that the ability of a selfcontrolled and a continuously learning represent an important core competence (EU (2006)). The pressure on students has increased significantly with the switch from Diploma degree to bachelor degree programs in Europe, especially in Germany. Along with it goes a students' passive attitude towards learning contexts: There is a tendency to organize the learning process with little self-effort and very time efficiently to reach short-term learning goals, i.e. to achieve passing the next exam. Only in a few cases, these degrees of freedom open up the motivation to a continuous learning behaviour. So here it needs incentives to provide this motivation. Self-organized learning must be learned. It is therefore desirable that course concepts, which focus the self-organized learning process of the students, do not remain singularities in the context of an overall study program.
3.3 Transfer and university support structure We implemented the ICM concept at a university with a relative small numbers of students within each single course (usually between 30 - 60). However, the concept offers the potential to be used in courses with larger numbers of students. This results in new opportunities and new challenges for students as well as for teachers. Students will be required for an autonomous, self-organized lecture preparation. A clear and consistent communication is required from the teacher so that the students recognize the need of the course preparation and the potential is clear for their individual learning success. Our experience shows that a targeted communication concept is essential to motivate the students such that the independent and self-organized learning results in a successful learning. Particularly from the viewpoint of the ever-demanded lifelong learning - which will often be a self-organized learning - this self-learning skill must be trained, and this teaching goal is not promoted widely enough. On the one hand for the teaching staff there is a challenge to face a lecture recording, on the other hand, however, the concept offers the teacher the opportunity to perform as part of the in-class sessions with the students an in-depth, interactive discussion process and a shift to a problem-based learning scenario. Because of the in-class preparation phase the students think about the content in advance and prepare questions specifically, and therefore, the discussion about the content and thus the entire event can take place at a qualitatively higher level. The costly media production of electronic learning material is one issue, which prevent lecturers to switch to an electronic supported learning concept. Here, the university must provide adequate teaching load allocation models for teachers and appropriate support services. Important and timeconsuming is the quality assurance of such concepts. We can identify gaps and deficits in students' knowledge by analysing the questions that are provided in the coaching sessions and the mistakes that are made in the online exams. These results can be directly incorporated into the updating and improvement of the teaching material for the purpose of quality assurance. A control operation for lecture concepts with intensive media support requires resources of the university and cannot be left alone to the lecturer. Especially when a large number of high quality lecture recordings have to be produced and provided, a supportive institution is required, which ensures regular operation. In particular, the technique of recording and distribution is a continuous challenge. Hence, before the semester begins the recording technology must be maintained and the already existing material must be provided. During the lecture period new recordings have to be made. At our university we use trained student assistants for this recording operation. The central organization, training of support staff, as well as the maintenance and support of the technique is performed by the e-Learning Competence Center (eLCC) of the university. Moreover this unit is responsible for all services for consulting, teaching staff training and media production for learning purposes.
4. Summary We presented the development of an Inverted or Flipped classroom teaching concept that has been developed at an university in a computer science study program in two courses. Building blocks of the concept are video based lecture recordings and coaching sessions in which the lecturer switches from a knowledge presenter to a coach for students' individual learning paths. Universities are requested to provide a service infrastructure to motivate more lecturers to adapt this kind of learning scenario. References Bachmann, G., Dittler, M., Lehmann, T., Glatz, D., Rösel, F. (2001). Das Internetportal LearnTechNet der Uni Basel: Ein Online-Supportsystem für Hochschuldozierende im Rahmen der Integration von eLearning in die Präsenzuniversität. In Haefeli, O., Bachmann, G. & Kindt, M. (Hrsg.), Campus 2002 – Die Virtuelle Hochschule in der Konsolidierungsphase (S. 87 – 97), Münster: Waxmann-Verlag. Baker, J. (2000) "The "Classroom Flip": Using Web Course Management Tools to Become the Guide by the Side" Selected Papers from the 11th International Conference on College Teaching and Learning (2000): 9-17. Ballstaedt, S. (1997) Wissensvermittlung, Beötz Psychologie Verlags Union, Weinheim, 1997. Bergmann, J., Sams, A. (2012). Flip your Classroom. International Society for Technology in Education, 2012.
Bishop, J., Verleger, M. (2013). The Flipped CLassroom: A Survey of the Research. 120th ASEE Annual Conference & Exposition, June, 2013. Braun, I., Ritter, S., Vasko, M. (2014) Inverted Classroom by Topic - A Study in Mathematics for Electrical Engineering Students, International Journal of Engineering Pedagogy, Vol 4(3), 2014, http://dx.doi.org/10.3991/ijep.v4i3.3299 Engelbert, B., Greweling, C. & Morisse, K. (2013). The Use and Benefit of a Xbox Kinect based Tracking System in a Lecture Recording Service. In: Jan Herrington et al. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013 (pp. 179184). Chesapeake, VA:AACE EU (2006) Empfehlung des Europäischen Parlaments und des Rates zu Schlüsselkompetenzen für lebensbegleitendes Lernen, Amtsblatt der Europäischen Union, (2006/962/EG), 30.12.2006 Hener, Y., Handel, K., Voegelin, L. (2005). Teaching Points als Maßstab für die Lehrverpflichtung und Lehrplanung. CHE Arbeitspapier Nr. 69, Gütersloh. HRK (2005). Entschließung des 204. Plenums der HRK vom 14.06.2005. Empfehlungen zur Sicherung der Qualität von Studium und Lehre in Bachelor- und Masterstudiengängen, http://www.hrk.de/de/beschluesse/109_2628.php?datum=204.+HRK-Plenum+am+14.+Juni+2005 (4.8.2008). Hermann, C. Lauer, T., Trahasch, S. (2006). Eine lernerzentrierte Evaluation des Einsatzes von Vorlesungsaufzeichnungen zur Unterstützung der Präsenzlehre. In M. Mühlhäuser, G. Rößling, R. Steinmetz (Hrsg.), DeLFI 2006 4. e-Learning Fachtagung Informatik (S. 39-50). Bonn: Köllen Verlag. Hermann, C., Welte, M., Latocha, J., Wolk, C., Huerst, W. (2007). Eine logfilebasierte Evaluation des Einsatzes von Vorlesungsaufzeichungen. In C. Eibl, J. Magenheim, S. Schubert, M. Wessner (Hrsg.), DeLFI 2007 5. e-Learning Fachtagung Informatik (S. 151-160). Bonn: Köllen Verlag. Kerres, M. (2012) Mediendidaktik. 3.Oldenbourg Verlag München, 3. Aufl., 2012. Ketterl, M., Mertens, R., Morisse, K. & Vornberger, O. (2006). Studying with Mobile Devices: Workflow and Tools for Automatic Content Distribution. In Proceedings of Ed-Media 2006 World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2006 (pp. 2082 - 2088). Chesapeake, VA: AACE. Ketterl, M., Schmidt, T., Mertens, R. & Morisse, K. (2006). Techniken und Einsatzszenarien für Podcasts in der universitären Lehre. In: C. Rensing (Hrsg.) Proceedings der Pre-Conference Workshops der 4. e-Learning Fachtagung der GI (DeLFI) (S. 81 – 90). Berlin: Logos-Verlag. Krüger, M. (2005). Vortragsaufzeichnungen – Ein Querschnitt über die pädagogischen Forschungsergebnisse. In H. Horz, W. Huerst, T. Ottmann, C. Rensing, S. Trahasch (Hrsg.), eLectures – Einsatzmöglichkeiten, Herausforderungen und Forschungsperspektiven (S. 25-30). Workshop im Rahmen der GMW und DeLFI Jahrestagung 2005. Berlin: Logos-Verlag. Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31, 30-43. Mazur, E. (1997). Peer Instruction: A User's Manual, Series in Educational Innovation, Prentice Hall, Upper Saddle River, NJ, 1997. Mertens, R., Ketterl, M. & Vornberger, O. (2007). The virtPresenter lecture recording system: Automated production of web lec- tures with interactive content overviews. International Journal of Interactive Technology and Smart Education (ITSE), 4 (1). February 2007. Troubador publishing, UK. S. 55-66.
Morisse, K. & Ramm, M. (2007). Teaching via Podcasting: One year of One year of Experience with Workflows, Tools and Usage in Higher Education. In Proceedings of ED-Media 2007, World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2007 (pp. 2081 2088). Chesapeake, VA: AACE. Morisse, K (2013) Playlist Theoretische Informatik, http://bit.ly/1abFjuL (30.03.2015) Opencast (2015) Matterhorn Lecture Capture http://opencast.org/matterhorn/ (30.03.2015)
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Education,
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