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

OverviewOverview

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

E-‐Learn 2015, Oct 2015 ICM@TCS

ICM -‐ EXPLANATIONICM -‐ EXPLANATION

Inverted ClassroomFlipped Classroom


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.


ICM -‐ DefinitionICM -‐ Definition


Inverted Classroom

2. Application, usage, practice

1. Instruction

Script/Textbook

Traditional class

1. Instruction

LehrorientierungDozentenzentrierter Informationstransfer


Script/Textbook Problems/Exercises

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– ....


Traditional class Inverted Classroom

1. Instruction



1. Instruction

Scr ipt

2 . Application, usage, practicePraktizieren

Scr ipt Auf gaben

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


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

Traditional class Inverted Classroom

1. Instruction



1. Instruction

Scr ipt

2 . Application, usage, practicePraktizieren

Scr ipt Auf gaben

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

PERSONAL EXPERIENCES WITH ICMPERSONAL EXPERIENCES WITH ICM

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


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”


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• ....


àUse Lecture Recordings

Course Audio-‐/VideotechnologyCourse Audio-‐/Videotechnology

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

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


Course Audio-‐/VideotechnologyCourse Audio-‐/Videotechnology


Offered course materialOffered course material


Live/VoD Synchronized View

Podcast (Video / Enhanced)

E-‐AssessmentAnnotated Slides

Course Theoretical Computer ScienceCourse Theoretical Computer Science

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


Lecture recordingLecture recording


Course materialCourse material


TextbookTI Toolbox

Presence timePresence time


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

STUDENTS‘ VOTESSTUDENTS‘ VOTES


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

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.“


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“


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


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


NA

Datenreihe1

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



012345678

Strongly Agree


NA

Datenreihe1

0

2

4

6

8

10

Strongly Agree


NA

Datenreihe1

Length of videoLength of video

The video length is appropriate

I prefer complete lecture recordings



0

1

2

3

4

5

6

7

Strongly Agree


NA

Datenreihe1

0

1

2

3

4

5

6

7

Strongly Agree


NA

Datenreihe1

Personal responsibilityPersonal responsibility

ICM supports personal responsibility and active learning



0

2

4

6

8

10

12

Strongly Agree


NA

Datenreihe1

PERFORMANCE & BENEFITSPERFORMANCE & BENEFITS


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“


-‐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

Important benefitsImportant benefits

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


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!

Role change of lecturerRole change of lecturer


„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

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


Thank you!

Questions / Remarks / Comments?

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Implementation of Inverted Classroom Model for Theoretical Computer Science