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.
