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 Prakash T Assistant Professor, Department of Mechanical Engineering, Thiagarajar College of Engineering, Madurai – 625015. Tamilnadu, India IDP in Educational Technology, IIT Bombay

4. PRAKASH T 2D Geometrical Transformation Geometric Modeling Mechanical Engineering 2nd Year UG students in Mechanical Engineering Thiagarajar College of Engineering, Madurai, Tamil nadu IDP in Educational Technology, IIT Bombay

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

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) IDP in Educational Technology, IIT Bombay

7. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity: • At the end of watching the videos student will be able to, • Explain the 2D geometrical translation of given problem environment (understand level) • Explain the 2D geometrical rotation (understand level) • Explain the 2D geometrical scaling and mirror (understand level) Key Concept(s) to be covered: • 2D Translation • 2D Rotation • 2D Scaling and 2D Mirror IDP in Educational Technology, IIT Bombay

8. 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/) • 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

9. 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

10. Out-of-class Activity Design - 2 http://nptel.ac.in/courses/112102101/8 Main Video Source URL License of Video Open source from NPTEL Mapping Concept to Video Source 00:08:44 TOTAL DURATION IDP in Educational Technology, IIT Bombay

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. IDP in Educational Technology, IIT Bombay

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

13. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective 30 minutes Total activity duration IDP in Educational Technology, IIT Bombay

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

15. 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

16. In-class Activity Design -1 Learning Objective(s) of In-Class Activity: At the end of the class, students will be able to • Use 2D geometrical transformation matrix for given problem environment (APPLY Level) Key Concept(s) to be covered: • Use of 2D geometrical transformation matrix for given Problem Solving IDP in Educational Technology, IIT Bombay

17. In-class Activity Design -2 Active Learning activity(ies) that you plan to do • Think pair share IDP in Educational Technology, IIT Bombay

18. In-class Activity Design -2 Explain the strategy by giving details of: • What Teacher will do? • Provide videos which contains the concept of geometrical transformation • Conduct Pre test and form students group • Conduct TPS activity • Conduct post test to identify students understanding • Concept clarification IDP in Educational Technology, IIT Bombay

19. In-class Activity Design -2 Explain the strategy by giving details of: • What Students will do? • Need to watch the videos before entering the class. • Need to finish outside class activity before entering the class • Effective interaction with faculty IDP in Educational Technology, IIT Bombay

20. In-class Activity Design -2 Justify why the above is an active learning strategy Pre­test Pre­test is conducted using multiple choice question and geometric transformation problem in-order to evaluate students understanding about this concept. Pre­test is evaluated by faculty and students are grouped. This group contains High Medium and Low performers based on pre­test assessment. IDP in Educational Technology, IIT Bombay

21. In-class Activity Design -2 Justify why the above is an active learning strategy Think Pair Share activity Think phase: Students are insisted to write the mathematical derivation of geometric transformation individually. (3 min) Pair phase: Students are advised to discuss the topic with group members. (6 min) Share Phase: Each group need to present what they discussed in pair phase. (5 min for each group) IDP in Educational Technology, IIT Bombay

22. In-class Activity Design -2 Justify why the above is an active learning strategy Post­test Post­test was conducted using multiple choice question and geometric transformation problem. Pre­test and Post­test results are compared and students learning is analyzed IDP in Educational Technology, IIT Bombay