Talk given at the E-Learn 2015 conference on "Implementation of the Inverted Classroom Model for Theoretical Computer Science"

1. Implementation
of
ICM
for
Theoretical
Computer
Science
Implementation
of
ICM
for
Theoretical
Computer
Science
(E-­‐Learn
2015,
Kona,
Hawaii)
Prof.
Dr.
Karsten
Morisse
Hochschule
Osnabrück

2. OverviewOverview
• ICM
– some remarks
• ICM
– Personal
experiences
• ICM
– Students‘
votes &
Results
E-­‐Learn
2015,
Oct
2015 ICM@TCS

3. ICM
-­‐ EXPLANATIONICM
-­‐ EXPLANATION
Inverted Classroom
Flipped Classroom
E-­‐Learn
2015,
Oct
2015 ICM@TCS

4. 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

5. ICM
-­‐ DefinitionICM
-­‐ Definition
E-­‐Learn
2015,
Oct
2015 ICM@TCS
Inverted
Classroom
2.
Application,
usage,
practice
1.
Instruction
Script/Textbook
Traditional
class
1.
Instruction
Lehrorientierung
Dozentenzentrierter
Informationstransfer
2.
Application,
usage,
practice
Script/Textbook Problems/Exercises

6. 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
– ....
E-­‐Learn
2015,
Oct
2015 ICM@TCS
Traditional
class Inverted Classroom
1.
Instruction
Lehrorientierung
Dozentenzentrierter
Informationstransfer
2.
Application,
usage,
practice
1.
Instruction
Scr ipt
2.
Application,
usage,
practice
Praktizieren
Scr ipt Auf gaben

7. 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
Lehrorientierung
Dozentenzentrierter
Informationstransfer
2.
Application,
usage,
practice
1.
Instruction
Scr ipt
2.
Application,
usage,
practice
Praktizieren
Scr ipt Auf gaben

8. 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

9. 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

10. 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

11. 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
• ....
E-­‐Learn
2015,
Oct
2015 ICM@TCS
à Use Lecture Recordings

12. 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

13. Course
Audio-­‐/VideotechnologyCourse
Audio-­‐/Videotechnology
E-­‐Learn
2015,
Oct
2015 ICM@TCS

14. Offered
course
materialOffered
course
material
E-­‐Learn
2015,
Oct
2015 ICM@TCS
Live/VoD Synchronized
View
Podcast
(Video
/
Enhanced)
E-­‐AssessmentAnnotated
Slides

15. 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

16. Lecture recordingLecture recording
E-­‐Learn
2015,
Oct
2015 ICM@TCS

17. Course materialCourse material
E-­‐Learn
2015,
Oct
2015 ICM@TCS
Textbook
TI
Toolbox

18. 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
Instruction
Exercises

19. STUDENTS‘
VOTESSTUDENTS‘
VOTES
E-­‐Learn
2015,
Oct
2015 ICM@TCS
Evaluation
2007
S.
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

20. 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

21. 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

22. 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

23. 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
0
1
2
3
4
5
6
7
8
Strongly
Agree
Agree Disagree Strongly
Disagree
NA
Datenreihe1
0
2
4
6
8
10
Strongly
Agree
Agree Disagree Strongly
Disagree
NA
Datenreihe1

24. 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

25. 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

26. PERFORMANCE
&
BENEFITSPERFORMANCE
&
BENEFITS
E-­‐Learn
2015,
Oct
2015 ICM@TCS

27. 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

28. 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!

29. 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,
ProfessionelleIntelligenz,
Eichborn-­‐Verlag,
2012
Former
CTO
of
IBM
Germany;
Author,
Innovator

30. Prof.
Dr.
Karsten
Morisse
Mail:
k.morisse@hs-­‐osnabrueck.de
Fon:
+49.541.969
3615
E-­‐Learn
2015,
Oct
2015 ICM@TCS
Thank
you!
Questions
/
Remarks
/
Comments?