Implementation of ICM for Theoretical Computer Science Implementation of ICM for Theoretical Computer Science (ELearn 2015, Kona, Hawaii) Prof. Dr. Karsten Morisse Hochschule Osnabrück
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
E-‐Learn 2015, Oct 2015 ICM@TCS
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
ICM -‐ DefinitionICM -‐ Definition
E-‐Learn 2015, Oct 2015 ICM@TCS
Inverted Classroom
2. Application, usage, practice
1. Instruction
Script/Textbook
Traditional class
1. Instruction
LehrorientierungDozentenzentrierter Informationstransfer
2. Application, usage, practice
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– ....
E-‐Learn 2015, Oct 2015 ICM@TCS
Traditional class Inverted Classroom
1. Instruction
LehrorientierungDozentenzentrierter Informationstransfer
2. Application, usage, practice
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
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
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)
E-‐Learn 2015, Oct 2015 ICM@TCS
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
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
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
E-‐Learn 2015, Oct 2015 ICM@TCS
Course Audio-‐/VideotechnologyCourse Audio-‐/Videotechnology
E-‐Learn 2015, Oct 2015 ICM@TCS
Offered course materialOffered course material
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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
E-‐Learn 2015, Oct 2015 ICM@TCS
Lecture recordingLecture recording
E-‐Learn 2015, Oct 2015 ICM@TCS
Course materialCourse material
E-‐Learn 2015, Oct 2015 ICM@TCS
TextbookTI Toolbox
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
STUDENTS‘ VOTESSTUDENTS‘ VOTES
E-‐Learn 2015, Oct 2015 ICM@TCS
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.“
E-‐Learn 2015, Oct 2015 ICM@TCS
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
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
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
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
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
PERFORMANCE & BENEFITSPERFORMANCE & BENEFITS
E-‐Learn 2015, Oct 2015 ICM@TCS
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
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!
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
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?