FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT IDP in Educational Technology – IIT Bombay

2. ABOUT YOU • Prof. Mustafa Surti • Electronics and Communication Engg. Dept • SCET, RC ID: 1043 2

3. Mustafa Surti 3 Topic: Boolean Expression Course: Digital Electronics Domain:2nd yr Students of Electronics and Comm. AFFILIATION:GTU, scet

4. OUT-OF-CLASS SEGMENT 4

5. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity: 5 At the end of watching the videos student should be able to, 1. Explain how Boolean expression are useful. 2. Understanding of Basic rules of Boolean expression . 3. Understanding of Boolean expression with practical example . Key Concept(s) to be covered: 1. concept of Boolean expression 2. properties of Boolean expression 3. Rules of Boolean expression

6. Out-of-class Activity Design - 2 6 Main Video Source URL 1. https://www.youtube.com/watch?v=gj8QmRQtVao 2. https://www.youtube.com/watch?v=gnOP5uuXrrc . https://www.youtube.com/watch?v=QcgyhkWyP2Q License of Video: Standard you tube licence Mapping Concept to Video Source

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

8. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective 8 Total activity duration 30 min

9. IN-CLASS SEGMENT • This section helps you design the in-class segment of Flipped Classroom Strategy 9

10. About In-Class Segment 10 • 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

11. In-class Activity Design -1 11 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 Expression Implement different Boolean Expression using Boolean Laws Key Concept(s) to be covered: 1. Use Boolean Algebra to implement logical circuits 2. Implement concept of Boolean Expression

12. In-class Activity Design -1 12 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 logical 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 Boolean Expression EXAMPLE

13. In-class Activity Design -2 13 Active Learning activity(ies) that you plan to do Real world problem solving using Think-Pair-Share Concept clarification using Peer Instruction Explain the strategy by giving details of: Teacher will demonstrate various types of Boolean Expression. Students will find real time application based on Boolean Algebra . Justify why the above is an active learning strategy By verifying concept of Boolean Expression using Boolean Algebra one can implement various logics using gates.

14. In-class Activity Design -2 14 Active Learning activity(ies) that you plan to do Real world problem solving using Think-Pair-Share Concept clarification using truth table of various Boolean Expression. Peer Instruction

15. In-class Activity Design -2 15 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

16. In-class Activity Design -2 16 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

17. In-class Activity Design -2 17 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

18. In-class Activity Design -2 18 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