FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT By: Dr. Pariza KambojThis work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

2. Dr. Pariza Kamboj Topic: Circuit Switching and Packet Switching Subject: Wireless Communication Computer Engineering 1st yr PG Students (Computer Engineering) GTU , Sarvajanik College of Engineering and Technology, Surat

3. 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 • Distinguish between FDM & TDM multiplexing (*BT- **AL) • Checking the transmission time of a file over circuit switching (BT- ***EL) • Relating TDM & statistical multiplexing with packet switching (BT- AL) • Relating the store & forward concept to find out the transmission delay of a file (BT – AL) • Compare the circuit switching and packet switching transmission (BT - AL) • Examine and compare the usage of circuit switching and packet switching (BT-AL) • *BT- Blooms Taxonomy, ** AL- Analyze Level, *** EL- Evaluating Level

4. Out-of-class Activity Design-1 Key Concept(s) to be covered • Circuit Switching • Time Division Multiplexing & Frequency Division Multiplexing • Packet Switching • Statistical Multiplexing • Store & Forward concept in packet switching

5. Out-of-class Activity Design - 2 Main Video Source URL https://goo.gl/W8kQzU License of Video Creative Commons Attribution license (reuse allowed) Mapping Concept to Video Source Total Duration: 18.35 min

6. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective 1

7. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective 2

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

9. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective 4

10. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective 5

11. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective 6 Students will be assigned 3 marks if assignment submitted on or before tomorrow a pm. Total activity duration: 40 minutes

12. In-class Activity Design -1 Learning Objective(s) of In-Class Activity At the end of the class, students will be able to, • Finding the transmission time of a file from point A to point B in any kind of network using any kind (EL) • Finding the transmission time of a file from point A to point B using any kind of multiplexing. (EL) • Clarity of transmission over internet using packet switching • Examples of circuit & packet switching networks Key Concept(s) to be covered • Types of Switching networks

13. In-class Activity Design -2 Active Learning activity(ies) that you plan to do • Transmission over internet using packet switching • Think-Pair-Share • Concept & comparison clarification using • Peer Instruction

14. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Ask a PI question at the start of the class and provide summary of basic about the problem. Q 1: Which is better switching while users are 100 times than the earlier situation. ( Discussion Between All Pairs )  

15. In-class Activity Design -2 Peer Instruction Strategy – What Student Does • Each student will provide own answer. • Then they will discuss in pairs and will find out try to find out the right /common outcome. • Instructor will provide the explanation for each right or non-right answer.

16. In-class Activity Design -2 TPS Strategy – What Instructor does Find the time to send a file from sender to receiver in circuit switching as well in packet switching taking all characteristics of the network as same. • Which is faster technique? • Which techniques provides more monetary benefits to the service provider?

17. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~5 minutes) Instruction: • Which is faster technique? • Which techniques provides more monetary benefits to the service provider? Think individually about the one possible technique fro both the questions.

18. In-class Activity Design -2 TPS Strategy – What Instructor does Pair (~10 minutes) Instruction: • Now pair up and compare your answers. Agree on one final answer. • Verify the answers using the solution of the given problem.

19. In-class Activity Design -2 TPS Strategy – What Instructor does Share (~10 minutes) • Instructor then ask the pairs to tell their answers • After communicating all possible answers to the class, instructor gives feedback on the right as well as non right answers. • Instructor further extend the discussion of switching in context of internet.

20. In-class Activity Design -2 Justify why the above is an active learning strategy • In the above strategies, students are motivated to participate in the activity instead of monotonous listening to regular lecture and that is also in proper instructed manner. • They are required to apply their brain while thinking individually about the content provided pout of the class and apply the learnt concept for higher cognitive level of learning. • Instructor further clarifies their doubts with explanation and further extend the concept to the internet communication.