FLIPPED CLASSROOM ACTIVITY – USING EXISTING CONTENT

1. FLIPPED CLASSROOM ACTIVITY – USING EXISTING CONTENT

2. ABOUT YOU Ms. Vaishali. M. Bogar Assistant Prof. in Applied Mechanics Dept. Govt. College of Engg. Karad Topic: Cement Concrete

3. Vaishali M. Bogar Course: STRENGTH OF MATERIALS Topic : COLUMN AND STRUTS CivilEngineering Second Year Civil Engg. ShivajiUniversity, Kolhapur IDP in Educational Technology, IIT Bombay

4. 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

5. Out-of-class Activity Design -1 1. Learning Objective(s) of Out-of-Class Activity: After watching PRESENTATION and referring other resources provided learner will be able to: i) Know about understand response of column under loading ii) identify short and long column . iii) learn failure theories of column 2. Key Concept(s) to be covered: Column and strut , effect of end conditions on response , failure methodologies IDP in Educational Technology, IIT Bombay

6. 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

7. 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

8. 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

9. Out-of-class Activity Design - 2 Main Source URL http:www.vmbogar.wordpress.com/OER/columnandstrut License CC-BY-SA (reuse allowed) POWER POINT PRESENTATION Total Duration 7min.

10. Out-of-class Activity Design - 1 Aligning Assessment with Learning Objective Expected activity duration- 10 min. IDP in Educational Technology, IIT Bombay

11. Out-of-class Activity Design - 2 Aligning Assessment with Learning Objective EXAMPLE IDP in Educational Technology, IIT Bombay

12. In-class Activity Design -1 Learning Objective(s) of In-Class Activity: • Students will use out-of-class observation for column and strut • Students will learn current trends and methods in analysis of structures ce. • 3. Students will be able to design columns and struts • Failure of columns • Theories of failure of column Key Concept(s) to be covered:

13. In-class Activity Design -1 Learning Objective(s) of In-Class Activity: • Learner will understand concept of column and strut • 2. They shall understand specific difference in short and long column • 3 failure modes and theories of failure for columns Key Concept(s) to be covered: Thorough understanding of column, effective length , load , failure mechanism for long and short column

14. 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

15. In-class Activity Design -2 TPS Strategy – What Instructor does • First provide a premise: define column , examples of column and struts from natural artificial structures • As a part of effective learning student should understand significance of end conditions of columns and its effective length, failure mode i.e. long or short column • For this they will study slenderness ratio as necessary yardstick for definition of column as short or long from presentation . • Students will able to know – limitations of eulers theory from presentation

16. EULER’S THEORY - PE= (π2EI) / Le2we know that buckling of column will take place at axis of least resistance. Therefore substituting I=Ak2(a=area and k=radius of gyration)PE= (π2EAk2) / Le2 = (π2EA) (Le/k)2here (Le/k)2 is slenderness ratioBased on slenderness ratio ,columns are classified as short ,long and intermediate. Generally the slenderness ratio of short column is less than 32 , long column is greater than 120, Intermediate columns greater than 32 and less than 120.

17. Rankine’s formula - 1/ PR= 1/ Pc + 1/ PE PR = crippling load by Rankine’s formula Pc = crushing load = σc .A PE = buckling load= PE= (π2 EI) / Le2

18. For short columns: The effective length will be small and hence the value of PE =(π2 EI) / Le2 will be verylarge. Hence 1/ PE is very small and can be neglected. therefore 1/ PR= 1/ Pc or PR =Pc For long column: we neglect the effect direct compression or crushing and hence the term 1/ Pccan be neglected. therefore 1/ PR= 1/ PE or PR =PE Hence Rankines formula, 1/ PR= 1/ Pc + 1/ PE is satisfactory for all types of columns

19. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Think individually and VISUALIZE SHORT AND LONG COLUMN ON BASE OF SLENDERNESS RATION CONCEPT .

20. In-class Activity Design -2 Justify why the above is an active learning strategy In 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. For ex. In TPS strategy, whole class was engaged in deciding and thinking on concept of short and long column. As load carrying capacity of columns is depending on its effective length, importance of column end conditions were deeply studied. Use of Euler's and Rankings theories of failure were studied along with its limitations. It will be the one of the best example of active learning through TPS strategy.