FLIPPED CLASSROOM ACTIVITY Constructor – USING EXISTING CONTENT

1. FLIPPED CLASSROOM ACTIVITY Constructor – USING EXISTING CONTENT

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.

3. Table of Contents

4. About you Provide basic information about yourself and the topic in which you want to design a flipped classroom.

5. Gaurav Rajesh Agrawal VHDL ADVANCED DIGITAL SYSTEM DESIGN ELECTRONICS 4TH YEAR UG STUDENTS OF ELECTRONICS & TELECOMMUNICATION ENGG. RTMNU, NAGPUR

6. Leena A. Yelmule VHDL ADVANCED DIGITAL SYSTEM DESIGN ELECTRONICS 4TH YEAR UG STUDENTS OF ELECTRONICS & TELECOMMUNICATION ENGG. RTMNU, NAGPUR

7. Radha K. Chimurkar VHDL ADVANCED DIGITAL SYSTEM DESIGN ELECTRONICS 4TH YEAR UG STUDENTS OF ELECTRONICS & TELECOMMUNICATION ENGG. RTMNU, NAGPUR

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

9. 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)

10. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity Enter Learning Objective(s) Here Key Concept(s) to be covered Enter Key Concept(s) Here

11. 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 Basic VHDL concept Different Design Units(Understand Level) VHDL program(Apply Level) Key Concept(s) to be covered VHDL INTRODUCTION. DESIGN UNITS. VHDL Basic Programming.

12. Guidelines for Video Selection - 1 First check in National Repositories NPTEL Videos (http://www.nptelvideos.in/) NPTEL Youtube Channel (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/)

13. Guidelines for Video Selection - 1 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 Edutopiafor more information.

14. 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]. 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. Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769.

15. Out-of-class Activity Design - 2 Main Video Source URL Provide URL here* License of Video Provide Resource License here* Mapping Concept to Video Source TOTAL DURATION Provide total duration of video here** * It is recommended to provide customized shortened URLs, as they are easier to remember for future use. ** It is recommended that total duration of video watching and activity should not be more than 1Lecture duration.

16. Out-of-class Activity Design - 2 Main Video Source URL https://youtu.be/BDq8-QDXmek License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source 30.52 min TOTAL DURATION

17. 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.

18. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Expected activity duration Provide expected duration of activity here** ** It is recommended that total duration of activity and video should not be greater than one lecture duration.

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

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

21. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Total activity duration 40 minutes

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

23. 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.

24. 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

25. In-class Activity Design -1 Learning Objective(s) of In-Class Activity At the end of the class, students will be able to, • Learn basic VHDL Programming(ANALYZE Level) • Implement VHDL code for basic digital circuits(ANALYZE Level) • Key Concept(s) to be covered • Learn the basic steps for writing a VHDL code. • Different styles of coding.

26. 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 Student will do? Justify why the above is an active learning strategy Enter Justification Here

27. 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

28. 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. Q 1: How many architectures can be written for a single entity? 1 Architecture 0 Architecture Multiple Architecture None 

29. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: What is the full form of VHDL? Very High Speed Integrated Circuit HDL Very Fast HDL Versatile HDL Very HDL

30. 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.

31. In-class Activity Design -2 TPS Strategy – What Instructor does First provide a premise Write a VHDL code for designing full adder using half adder.

32. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Draw the truth table and diagrammatic representation of full adder. Draw its flow chart and write its algorithm. Which modelling style can be used?

33. 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. Finalize any one method for implementation of the code.

34. 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 different digital circuits can be designed using VHDL. In the next iteration of TPS, in the Think Phase we ask students to design VHDL code for multiplexer, Binary to Gray Converter. In the pair phase we ask students to compare the answers. In the share phase again the different answers are sought.

35. 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)