The pandemic-related switch to completely online teaching has resulted in the creation of many digital textbooks, including a wealth of video material. Perhaps you have already asked yourself how you can continue to use your videos and integrate them into your teaching in a didactically valuable way in the future?
The method of choice could be the Inverted Classroom, for example.
In the inverted classroom, the usual activities of the teaching process, such as the synchronous transfer of knowledge "inside" the (virtual) lecture hall and the asynchronous deepening of knowledge, e.g. through homework, "outside" the (virtual) lecture hall are simply reversed.
Contact persons at the ZML
Svenja Geißler
Phone: +49 721-608-48154
E-mail: svenja.geissler∂kit.edu
Dr. Carolin Henken
Phone: +49 721-608-48204
E-mail: carolin.henken∂kit.edu
This means that the learning content is not taught on site at the university, but students use the asynchronous phases to acquire the relevant learning content independently. The content is provided to students in advance in the form of instructional videos or lecture recordings, written documents, digital media, or annotated slides. What is important here is that the instructional materials are well structured and that students are consistently guided through the learning material. During the synchronous phases - whether present at the university or in virtual form - the knowledge is solidified or deepened.
Are you interested in a deeper exchange around the topic of Inverted Classroom or would you like to get more detailed information about specific aspects of this teaching method? Then become part of our community:
Checkliste for the successful Inverted Classroom
Preparations for the start of the semester - structure the content!
Clearly formulate learning objectives and central questions of the course.
Prepare and structure materials (Break down into smaller portions? Is there a recognizable thread for students?)
Guide students through the self-learning materials (e.g. with guiding questions, quizzes, exercises, ...)
Set up course room in ILIAS and provide materials.
The Center for Technology-Enhanced Learning is happy to help you with the creation and preparation of digital learning materials as well as with questions about the Inverted Classroom. Contact us at: svenja.geissler∂kit.edu, carolin.henken∂kit.edu
At the beginning of the semester - provide orientation!
Have you informed your students about the following?
Goals, contents and (temporal) organization of your learning unit
Dates and deadlines for performance records or performance reviews
Communication possibilities between you and students
Communication possibilities between students
During the semester - show presence!
Create a framework for a good cooperation (get to know each other round, member gallery, ...)
Make the learning objectives of the course clear to students
Provide feedback via forums
Encourage professional exchange among students
Create space for students to apply what they have learned (case studies, practical exercises, student presentations ...)
Address problems
Possible formats: Open question sessions, Structured brainstorming, Groups or partner work, Active plenary.
Exam preparation
Save the results of the course with your students
Offer office hours for questions