FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents

3. About you I Preeti Khare, assistant professor SGSITS Indore(RC1116). I am designing flipclass room activity for “UML relationship- Association”

4. Preeti Khare Association Relationship in UML(Unified Modeling Language) Object Oriented Software Engineering Computer Engineering BE III YEAR UG STUDENTS IN COMPUTER ENGINEERING CSE Deptt,SGSITS, INDORE

5. Out-of-class Segment This section helps you design the Out-of-Class segment of Flipped Classroom Strategy.

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)

7. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity • To make student understand the basics of relationships of UML To learn how to use the concepts in real world scenario. Key Concept(s) to be covered UML Relationship Association, Composition

8. Out-of-class Activity Design-1 • Learning Objective(s) of Out-of-Class Activity • At the end of watching the videos student should be able to • Apply association relationship in different UML diagrams. • Apply composition and aggrgation relationship in different UML diagrams. Key Concept(s) to be covered • Connection between classes. • Whole-Part relationship. EXAMPLE

9. Guidelines for Video Selection - 1 • National Repositories NPTEL Youtube Channel () Youtube: https://www.youtube.com/watch?v=LvDtFPcdOkg https://www.youtube.com/watch?v=d5ecYmyFZW0

10. Out-of-class Activity Design - 2 Video1 () Video2(https://www.youtube.com/watch?v=LvDtFPcdOkg ) Video3(https://www.youtube.com/watch?v=d5ecYmyFZW0 ) Main Video Source URL License of Video Standard YouTube License Mapping Concept to Video Source TOTAL DURATION 15:45 minutes

11. 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.

12. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Expected activity duration 10 minutes

13. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective EXAMPLE

14. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective EXAMPLE

15. In-class Segment This section helps you design the in-class segment of Flipped Classroom Strategy.

16. 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.

17. In-class Activity Design -1 Learning Objective(s) of In - Class Activity At the end of the class, students will be able to,Solve real-life scenario problems involving association relationship, aggrgation and composition. Key Concept(s) to be covered Use of composition, Aggregation, Binary Association in UML diagram of software design

18. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Think-Pair-Share Explain the strategy by giving details of As a teacher i will provide some real scenario based question to all students to think and apply the concept thought in given video. Now students will analyse and think on the scenario given and first 10 minutes they will design their own solution and for next 15 minutes students will discuss with pair regarding the solution of given problems. Justify why the above is an active learning strategy It is Think-Pair-Share activity, because here instructor is providing some real world problems and students are providing solution after analysis and also discussing with their friends in class.

19. 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

20. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Consider the following scenario: Suppose that you are required to implement a system for a car dealership. The system needs to store information about each customer. This includes the customer’s ID number, name, address and contact number. The dealership sells both used and new cars. For all cars the registration number, year, make cost price and selling price must be stored. The dealership sells both new and used cars. Information regarding the previous owner, i.e. the contact person’s name and number, must also be stored for each used vehicle. Q 1: Identify Main Actors involved in above process. Q2: Identify classes involved in above process. EXAMPLE

21. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: Which is the strongest form of association? a. Binary association b. Composition c. Aggregation d. Realization EXAMPLE

22. 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

23. In-class Activity Design -2 TPS Strategy – What Instructor does Consider the following scenario and do the following activities: Consider a book store in a shopping mall. The customer selects the books from racks to purchase. Prepare a sequence diagram for book store checkout system. The customer brings selected books to cashier. The cashier scans each item with checkout system to prepare an order. The cashier requests to customer for payment. The customer gives credit card to cashier. The verifier and checkout system scans the card. The verifier accepts the card and payment is accepted. Customer signs the credit card slip. The purchased books are handed over to customer. Activity 1: Enlist primary and secondary actors for the above scenario. Activity 2: Figure out different classes and draw the association, aggregation and composition among the identified classes. Activity 3: Draw a conceptual class diagram for above case study. EXAMPLE

24. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Assuming that students are able to read and understand the given case study and as a instructor i will ask students if any difficulty they are facing to understand the given case study. Student first 10 minutes need to think individually and solve the given activities 1, 2 and 3. Next 10 minutes instructor will allow students for peer discussion on that given case study. Then share their views with class. EXAMPLE

25. 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. Instructor will provide answer of questions: Ans1: customer, Verifier, Admin Ans2: customer , Book, Order, Item EXAMPLE

26. In-class Activity Design -2 TPS Strategy – What Instructor does Share (~8 minutes) Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution and how minimizations using Boolean expressions play a major role in real life applications, like Multiplexer. In the next iteration of TPS, in the Think Phase we ask students to convert the Boolean expression in the form of NAND only logic using DeMorgan’s Theorem and identities. In the pair phase we ask students to compare the answers. In the share phase again the different answers are sought. EXAMPLE

27. 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) EXAMPLE