Robots in Education is an accessible introduction to the use of robotics in formal learning, encompassing pedagogical and psychological theories as well as implementation in curricula. Today, a variety of communities across education are increasingly using robots as general classroom tutors, tools in STEM projects, and subjects of study. This volume explores how the unique physical and social-interactive capabilities of educational robots can generate bonds with students while freeing instructors to focus on their individualized approaches to teaching and learning. Authored by a uniquely interdisciplinary team of scholars, the book covers the basics of robotics and their supporting technologies; attitudes toward and ethical implications of robots in learning; research methods relevant to extending our knowledge of the field; and more.

Robots in Education is an accessible introduction to the use of robotics in formal learning, encompassing pedagogical and psychological theories as well as implementation in curricula. Today, a variety of communities across education are increasingly using robots as general classroom tutors, tools in STEM projects, and subjects of study. This volume explores how the unique physical and social-interactive capabilities of educational robots can generate bonds with students while freeing instructors to focus on their individualized approaches to teaching and learning. Authored by a uniquely interdisciplinary team of scholars, the book covers the basics of robotics and their supporting technologies; attitudes toward and ethical implications of robots in learning; research methods relevant to extending our knowledge of the field; and more.

When the 1st German Inverted Classroom Conference was staged in 2012, the organizers thought that it may have been the first and last conference of this kind: Too few teachers seemed to be familiar with this model in the first place and only a tiny fragment of them would actually apply this model to their own teaching scenarios. However, in the 2013 conference, we were overwhelmed with a large number of teachers who not only wanted to find out about this teaching and learning concept but had already used it. Consequently, the focus of the 2nd German Inverted Classroom Conference to which this conference volume is dedicated was no longer the "installation" of the Inverted Classroom Model (ICM) but fine adjustments in the actual application of it. This is reflected in the contributions to this volume. Even though all three central aspects of the ICM are addressed, (1) content production and delivery, (2) testing, and (3) the in-class phase, there has been a shift away from mere content production towards an expansion of the model as well as a move towards fine adjustments of the three components.

Only two years after its first run, the Inverted Classroom Conference has become a familiar event at Marburg University. Most conference participants not only knew about this digital teaching and learning scenario but were experienced users and developers. While during its predecessors most participants wanted to familiarize themselves with the central components of the Inverted Classroom Model, the focus of the 3rd German Inverted Classroom Conference in 2014, to which this conference volume is dedicated, was not only a discussion of variants of the model but also, for the first time, the inclusion of long-term evaluations and aspects of student behavior. This shift of emphasis is reflected in the contributions to this volume. Even though all central aspects of the ICM - content production and delivery, testing, and the in-class phase - are still addressed, we can now find recommendations concerning digital material acquisition, in-class tuition, the role of student tutors as well as first long-term studies about ICM effects. In general then, the focus was much wider than that of the first two ICM-conferences: from a new and originally non-familiar teaching and learning scenario to more general aspects of digitization of teaching and learning in the 21st century.

Der Inverted Classroom ist eine seit vielen Jahren bekannte Lehr- und Lernmethode, die in jungster Zeit durch die Moglichkeiten der Nutzung digitaler Lehr- und Lernmaterialien enormen Auftrieb erfahren hat. Das Grundprinzip dieses didaktischen Modells ist recht einfach. Es kehrt die zentralen Aktivitaten des Lehrens und Lernens um: Die Inhaltsvermittlung und -erschliessung erfolgt nicht wie traditionell im Rahmen einer gemeinsamen Prasenzphase sondern orts- und zeitungebunden uber das Internet. Die nachgeschaltete Prasenzphase dient zur Vertiefung, Ubung oder Diskussion des Gelernten."

Die folgenden Motivationen haben zu dem vorliegenden Buch gefuhrt: Da ist zunachst einmal die eigene Unzufriedenheit mit derzeit verfugbaren Buchern, die sich mit der gleichen oder ahnlicher Materie befassen. Sowohl theoretische Abhandlungen uber das Thema, Kunstliche Intelligenz', Einfuhrungen in moderne Programmiertechniken oder den Umgang mit Computersystemen scheinen sich heutzutage fast ausschliesslich an Mathematiker, Physiker oder Informatiker zu wenden, an potentielle Computerbenutzer also, die mit vielen Aspekten der Materie bereits vertraut sind. Dies musste ich beim Studium von Programmiersprachen wie LISP oder PROLOG schnell erkennen. Entnervt von mathematischen Problemen wie etwa dem Errechnen der Fakultat naturlicher Zahlen oder allgemeinen Problemloesungsverfahren wie etwa dem Turm von Hanoi dachte ich so manchmal daran, das Studium der jeweiligen Programmierhandbucher aufzugeben. Dabei wollte ich mich doch als Linguist mit den Problemen der naturlichen Sprache auseinander- setzen und nicht etwa mit dem Loesen algebraischer Probleme. Das allerdings, so wurde mir bald klar, war nicht vorgesehen. Also machte ich mich selbst ans Werk. UEber das Studium der elektronischen Datenver- arbeitung allgemein, ersten Schritten mit einem Betriebssystem, dem Verstehen des Zusammenwirkans der Komponenten eines Computersystems bis hin zum Erlernen der Programmiersprachen BASIC, LISP und PROLOG gelang es mir, mich in die Geheimnisse moderner Computertechnologie einzuarbeiten. Schon bald wurde mir die Relevanz der Informationsverarbeitung auf einem Computer fur mein Hauptarbeitsgebiet, die Lin- guistik, klar. Geht es doch heute der modernen Linguistik u. a. darum, die Regeln der naturlichen Sprache auf Computersystemen zu implementieren.

The hybrid CD-ROM The Mouton Interactive Introduction to Phonetics and Phonology presents all topics of an introduction to phonetics and phonology in a multimedia environment and includes evaluation and assessment of the learning process. The system is primarily designed for students attending introductory courses in phonetics and phonology but also allows students from other areas to learn more about the field, as well as introducing them to the advantages of multimedia presentation. Teachers will find that the CD-ROM offers a valuable alternative to conventional methods when it comes to presenting linguistic phenomena in a vivid and exciting way. The phonetics section of the CD-ROM exhibits, among others, all aspects of articulatory, auditory and acoustic phonetics. It includes hundreds of animations and sound examples (cardinal vowels, IPA consonants, spoken comments etc.). The phonology module covers topics such as the phoneme, distinctive features, non-linear phonology and the sound systems of British and American English. Additional modules, such as context-sensitive bibliographical references and screen-oriented help facilities, a glossary of important linguistic terms and a small text-editor support the student in exploring the contents of the CD-ROM. The most powerful module of the system is the "Interactive Tutor". It trains the skill of the student and monitors his individual progress. All results are stored in an individual student-protocol allowing training independent of time restrictions. For all topics there is a variety of exercises ranging from simple multiple-choice tasks to complex naming or construction tasks or even exercises involving phonemic transcription using a virtual keyboard. A large number of exercises have several difficulty levels which are activated depending on the student's progress. System Requirements:Pentium PC with Windows 9x, NT or Power MAC with OS 7+