FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT IDP in Educational Technology – IIT Bombay

2. About this constructor • This activity constructor document is aimed at assisting teachers in designing Flipped Classroom Activity in their own course using existing content. • This guide will deal with Open Education Resources (OER’s) or those licensed under Creative Commons • The slides with white background are information sheets • The slides with Pale-yellow background require you to provide inputs • Replace the text written in BLUE with your input • This will be followed by an example input. IDP in Educational Technology, IIT Bombay

3. ABOUT YOU Ms. Vaishali. M. Bogar Assistant Prof. in Applied Mechanics Dept. Govt. College of Engg. Karad Topic: Cement Concrete IDP in Educational Technology, IIT Bombay

4. Vaishali M. Bogar Course: Concrete Technol.ogy Topic : ConcreteMaterial CivilEngineering Second Year Civil Engg. ShivajiUniversity, Kolhapur IDP in Educational Technology, IIT Bombay

5. OUT-OF-CLASS SEGMENT This section helps you design the Out-of-Class segment of Flipped Classroom Strategy IDP in Educational Technology, IIT Bombay

6. About Out-of-Class Segment • Meant mainly for Information-Transmission to student • Mostly help achieve lower-order cognitive levels (Recall-Understand-Apply) • Teacher takes time to search and locate videos • Out-of-Class activity should not be too lengthy (ideally think of 1 lecture being transferred outside) IDP in Educational Technology, IIT Bombay

7. Out-of-class Activity Design -1 1. Learning Objective(s) of Out-of-Class Activity: After watching video and referring other resources provided learner will be able to: i)Know about cement concrete as a building material. ii)Constitutuents of concrete. iii)Admixtures, chemical admixtures and its role. iv)Concrete composites v)Grade of concrete vi)Performance of concrete vii)Applications 2. Key Concept(s) to be covered: Cement concrete, it’s constituents, properties, performance, application IDP in Educational Technology, IIT Bombay

8. Guidelines for Video Selection - 1 • First check in National Repositories • NPTEL Videos (http://www.nptelvideos.in/) • NPTEL YoutubeChannel (https://www.youtube.com/user/nptelhrd) • Second Look in International Repositories • OER Commons (https://www.oercommons.org/) • OCW Consortium (http://www.oeconsortium.org/) • Open Learing Initiative (http://oli.cmu.edu/) • Third Look in Internet Video Repositories (filter for Creative Commons License) • Youtube (https://www.youtube.com) • Vimeo (https://vimeo.com/) Please note that Repository List is not exclusive and there are many more in the web. Please check this link from Edutopia for more information IDP in Educational Technology, IIT Bombay

9. Guidelines for Video Selection - 2 • Keep the length of video short (not more than10 minutes). This is because it has been found that shorter videos are more engaging[1]. • If the topic is too big for a single 10 min video, split the topic into multiple videos and give instructions to pause. (E.g. Pause at 4:30 sec) • Select videos that have both text and audio narration. This will help in assimilation of content easier.[2] [1] Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of mooc videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). ACM. [2] Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769. IDP in Educational Technology, IIT Bombay

10. Out-of-class Activity Design - 2 Main Video Source URL www.nptelvideos.in/2012/11/building-materials-and-construction-html Module 3 lecture 1 License of Video Mapping Concept to Video Source 59 min but watch in segments TOTAL DURATION * It is recommended to provide customized shortened URLs, as they are easier to remember for future use ** It is recommended thattotal duration of video watching and activity should not be more than 1Lecture duration IDP in Educational Technology, IIT Bombay

11. Out-of-class Activity Design - 2 Main Video Source URL http://bit.ly/digckt_video1 License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source Total Duration 50 min Educational Technology, IIT Bombay

12. Guideline for designing Assessments • It is recommended to provide few assessment with each video resource • The assessment has to be at lower cognitive levels (Recall – Apply), aligned to the learning objectives • It is recommended that you evaluate these assessments before the in-class to understand the level of students. IDP in Educational Technology, IIT Bombay

13. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Expected activity duration- 60 min. ** It is recommended thattotal duration of activity and video should not be greater than one lecture duration IDP in Educational Technology, IIT Bombay

14. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective EXAMPLE IDP in Educational Technology, IIT Bombay

15. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective 60 minutes Total activity duration IDP in Educational Technology, IIT Bombay

16. IN-CLASS SEGMENT This section helps you design the in-class segment of Flipped Classroom Strategy IDP in Educational Technology, IIT Bombay

17. About In-Class Segment • Make sure that In-Class segment contain activities for effective learning • In active learning student goes beyond listening, copying of notes, execution of prescribed procedures • Students are required to talk, write, reflect and express their thinking • Engage students in higher-order thinking (Analyze-Evaluate-Create) • Ensure that students get feedback on their work, either from peers or you. • Ensure to provide summary that connects Out-of-Class and In-Class activities IDP in Educational Technology, IIT Bombay

18. In-class Activity Design -1 Learning Objective(s) of In-Class Activity: • Students will use out-of-class observation for ingredients of concrete • Students will learn current trends and methods in construction practice. • 3. Students will be able to choose correct ingredients for concrete • International standards for ingredients of concrete • Resons for use of specific material Key Concept(s) to be covered: IDP in Educational Technology, IIT Bombay

19. In-class Activity Design -1 Learning Objective(s) of In-Class Activity: 1. Learner will understand role of ingredients in development of strength in concrete. 2. They shall understand specific applications of respective type of concrete. ingredients will lead to research towards Taylor made solution to real life problems.) Key Concept(s) to be covered: Thorough understanding of properties of ingredients that will lead towards research Taylormade solution to real life problems. EXAMPLE IDP in Educational Technology, IIT Bombay

20. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Concept clarification using PI strategy Explain the strategy by giving details of: Teacher will pose questions to students at the start of class. Concept clarification will be done by instructor at the end od activity. What Students will do? All students will select correct answer from multiple choices given. Peer discussion and student come out with consensus Justify why the above is an active learning strategy Instructor presents correct answer and justify it. As correct and incorrect answers for specific question are discussed in single run students will understand and remember forever, this is ACTIVE LEARNING IDP understaucational Technology, IIT Bombay

21. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Real world problem solving using Think-Pair-Share Concept clarification using Peer Instruction EXAMPLE IDP in Educational Technology, IIT Bombay

22. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does • Pose PI questions at the start of the class and provide summary of basic ingredients and expression simplification: • Importance of ingredients of concrete • A) Cement • Q1: Which cement is generally used for conventional costruction? • Portland Pozzolona cement • Ordinary portland cement • Low heat cement. • Q2: Generally used grade of cement is ? • 33 Mpa • 43 Mpa • 53 Mpa EXAMPLE IDP in Educational Technology, IIT Bombay

23. Q3: average size of fine aggregate is: • 0- 4.75 mm • 4.75-10mm • 10 mm -20 mm • Q4 : The shape of coarse aggregate should be: • rounded • flaky • Angular • Q5 : Which of the following is suitable for concreting? • Ice water • Potable water • Sea water IDP in Educational Technology, IIT Bombay

24. In-class Activity Design -2 Peer Instruction Strategy – What Student Does For each question they will first vote individually Then they will discuss with peers and come to consensus Listen to instructors explanation EXAMPLE IDP in Educational Technology, IIT Bombay

25. In-class Activity Design -2 TPS Strategy – What Instructor does • First provide a premise: Advantages and Dsadvantages of concrete • A s a part of effective learning student should understand advantages of concrete and its limitations of use in specific condition. • For this they will study necessity and types of concrete in flipped classroom component. • Students will able to know - standard condition for appropriate use of concrete from video provided in out-of-class resources. EXAMPLE IDP in Educational Technology, IIT Bombay

26. Advantages And Disadvantages Of Concrete • Advantages - • Lower life cycle cost • ™Mould-ability ™ Robustness. • ™Can be designed for desired property ™ • Disadvantages • Low tensile strength. • ™Lower ductility (brittle) IDP in Educational Technology, IIT Bombay

27. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Think individually and find most promising property of concrete to be used as construction material in Low cost housing. EXAMPLE IDP in Educational Technology, IIT Bombay

28. In-class Activity Design -2 TPS Strategy – What Instructor does Pair (~5 minutes) Instruction: Now pair up and compare your answers. Agree on one final answer. While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing. As concrete is versatile material it is found that different properties of concrete are highlighted by different groups as most promising. They are discussing how their selected property of concrete was best. EXAMPLE IDP in Educational Technology, IIT Bombay

29. In-class Activity Design -2 TPS Strategy – What Instructor does Share (~8 minutes) Instructor asks randomly 2-3 groups to share their answer with class as there are different answers. After sharing is done, instructor gives feedback on the correct solution : As concrete is being used here as important material for low cost housing, it’s unique property - Lower life cycle cost isimportant from this point of view. Other properties are also discussed in class and importance of above property is highlighted to students. Some students also discussed about limitations of concrete like low tensile strength. EXAMPLE IDP in Educational Technology, IIT Bombay

30. In-class Activity Design -2 Justify why the above is an active learning strategy In both the above strategies, students are required to go beyond mere listening and execution of prescribed steps. They are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking. There is also feedback provided (either through peer discussion or instructor summary) For ex. In PI strategy, students were motivated to collect more information about ingredients of concrete from out-of-class activity viz. knowing locally available materials, specifications, market survey. In TPS strategy, whole class was engaged in finalizing appropriate property of concrete for low cost housing. All advantages and disadvantages of concrete were discussed and the best one was example of active learning through TPS strategy. IDP in Educational Technology, IIT Bombay