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 Provide basic information about yourself and the topic in which you want to design a flipped classroom IDP in Educational Technology, IIT Bombay

4. Prof. (Dr.) Ritu Gandhi Arora Perceiving Ourselves and Others Self Concept and Social Identity Theory Organisational Behaviour MBA Ist Semester Students DAV Institute of Management, Faridabad IDP in Educational Technology, IIT Bombay

5. JAYAKRISHNAN M BOOLEAN EXPRESSIONS DIGITAL CIRCUITS ELECTRICAL 2nd Year UG Students in Electrical Engineering IDP-ET, IIT BOMBAY EXAMPLE IDP in Educational Technology, IIT Bombay

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

7. 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

8. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity: • At the end of watching this video students will be able to understand: • The Self Concept: Existential and Categorical Self; • Social Identity Theory: • Personal and Social Identity • Steps: Categorize, Identification and Comparison. Key Concept(s) to be covered: Existential Self, Categorical Self, Personal Identity, Social Identity, Categorizing, Identification and Comparison. IDP in Educational Technology, IIT Bombay

9. 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, Simplify expressions using Boolean identities (Apply Level) Explain the DeMorgan’s theorem using Truth Tables and Logic Circuits (Understand Level) Simplify Logic Circuits, with at most 3 inputs, using identities. (Apply Level) Key Concept(s) to be covered: Boolean Identities Proofs of Identities Expression Simplification EXAMPLE IDP in Educational Technology, IIT Bombay

10. 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

11. 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

12. Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=PaA0mLVQd3k License of Video Education, Standard You Tube License Mapping Concept to Video Source 9.35 min. TOTAL DURATION IDP in Educational Technology, IIT Bombay

13. 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 EXAMPLE 31.6 min TOTAL DURATION IDP in Educational Technology, IIT Bombay

14. 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

15. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Expected activity duration 15 minutes ** It is recommended thattotal duration of activity and video should not be greater than one lecture duration IDP in Educational Technology, IIT Bombay

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

17. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective 40 minutes Total activity duration EXAMPLE IDP in Educational Technology, IIT Bombay

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

19. 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

20. In-class Activity Design -1 Learning Objective(s) of In-Class Activity: Enter Learning Objective(s) Here Key Concept(s) to be covered: Enter Key Concept(s) here IDP in Educational Technology, IIT Bombay

21. 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 simplification of Boolean expressions (ANALYZE Level) • Implement logical expressions using Universal gates (NAND or NOR) (ANALYZE Level) Key Concept(s) to be covered: Use of Expression Simplification in Real World Problem Solving Implementation using Universal Gates EXAMPLE IDP in Educational Technology, IIT Bombay

22. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Active Learning Strategy Explain the strategy by giving details of: What Teacher will do? What Students will do? Justify why the above is an active learning strategy Enter Justification here IDP in Educational Technology, IIT Bombay

23. 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

24. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the two PI questions at the start of the class and provide summary of basic identities and expression simplification: Q1: What will happen to the output if one of the input to the logical AND gate is 1 Output is always 1 Output is always 0 Output will be same as second input Output will be complement of second input.  Q2: Which of the Boolean expressions correctly represent a 3-input OR (A+B+C)? (A.B)’. C’ A’. B’. C’ (A.B.C)’ (A’. B’. C’)’ EXAMPLE IDP in Educational Technology, IIT Bombay

25. 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

26. H3 S1 H4 T2 H2 S3 In-class Activity Design -2 S4 S2 T3 T1 H1 T4 TPS Strategy – What Instructor does First provide a premise: Four sensor circuits S1, S2, S3 and S4, located at four different directions of an agricultural land, are used to communicate weather information about excess Humidity and temperature to a central station located at a distant agricultural university. The circuits give a high output if the value of temperature and humidity exceeds prescribed limit in a 4 second cycle – i.e. first S1, then S3, then S2 and finally S4. The central station needs to know which area gave high output. Assuming that each information is passed as digital signals through one digital circuit kept in the farm.. EXAMPLE IDP in Educational Technology, IIT Bombay

27. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Assuming that Temperature and Humidity of a station are two Boolean variables Tn and Hn (where n is the station number) as given in the fig, Think individually and identify the scenario (boolean expression) in which a high output will occur from an area. 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. Now assuming that two variables A and B, as shown in table, are used to select sensor output based on time, develop a Boolean expression to combine time selection and output selection. i.e. A,B and output (T+H) EXAMPLE IDP in Educational Technology, IIT Bombay

29. 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 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) EXAMPLE IDP in Educational Technology, IIT Bombay