Inverted Classroom - is video all we need?

The inverted classroom modell works through students preparing themselves in advance, so that the lesson itself in which they are present can concentrate on building understanding, discussing and transferring the content (Schäfer, 2012).
The preparation is often done through video (Fischer, Spannagel,2012) and it seems as if this is seen as the only and the best way to do it. But is that true? Isn’t it – espacially in studying humanities - eqally important that students get in contact with important authors of the subject, that they read and learn to extract the quintessence of an article or even to balance different positions and find their opinion on a topic?

The talk will first focus on the use of the inverted classroom method in seminars of art education at the university of Paderborn as well as the importance of academic texts, reading and writing espacially in the field of art education in Germany.
Second it will present the meaning of the preparational stage and present findings of a small exploratory study on the question to what extend videos can be used as a preparing method. The goal is to initiate a discussion about the importance of video in the inverted classroom modell.

Fischer, M. & Spannagel, C. (2012). Lernen mit Vorlesungsvideos in der umgedrehten Mathematikvorlesung. In: J. Desel, J. M. Haake & C. Spannagel (Hrsg.), DeLFI 2012 – Die 10. e-Learning Fachtagung Informatik der Gesellschaft für Informatik e. V. (S. 225-236). Bonn: Köllen Druck+Verlag.
Schäfer, A. M-(2012). Das Inverted Classroom Modell. In J. Handke & A. Sperl (Hrsg.) Das Inverted Classroom Modell: Begleitband zur ersten deutschem ICM-Konferenz, München: Oldenbourg Wissenschaftsverlag, S. 3-13.