FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR

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

2. About this constructor • This activity constructor document is aimed at assisting teachers in designing Out-of-class segment of Flipped Classroom Activity in their own course by creating screencasts. • This constructor requires you to connect to the Out-of-Class activity with In-Class Activity. • 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 IDP in Educational Technology, IIT Bombay

3. ABOUT YOU Provide basic information about yourself and the topic in which you want to design a flipped classroom IDP in Educational Technology, IIT Bombay

4. Vishal Raman Gaikwad Dual Slope Analog to Digital Converter Electronic Measurement and Instrumentation Electronics T. Y. B. Tech. Walchand College of Engineering, Sangli (An Autonomous Institute) 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 NOTE: This is same as your Resource Creation Assignment - 2 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) • 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: Draw block diagram of Dual Slope Analog to Digital Converter Analyze Dual Slope Analog to Digital Converter Key Concept(s) to be covered: Operation of Dual Slope Analog to Digital Converter Analysis of Dual Slope Analog to Digital Converter IDP in Educational Technology, IIT Bombay

8. Guidelines for Video Creation - 1 • 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. • Ensure during screencasting that there is both text and audio narration. This will make 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

9. Guidelines for Video Creation - 2 • Use appropriate screencast software to create your screencast. • Watch this to get an idea of what the screencasts should contain. Note that each screencast has the following elements: • Audio Narration explaining the topic • Video of ppt slides/application and writing on slides/ focusing on application features (Either through writing, highlighting or mouse pointers) IDP in Educational Technology, IIT Bombay

10. Out-of-class Activity Design - 2 Uploaded Video URL https://youtu.be/RZjJ44wCutA License of Video Creative Commons 13.23 minutes Duration of Screencast * Ensure that you give a Creative-Commons License to the uploaded video 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 Expected activity duration 10 minutes IDP in Educational Technology, IIT Bombay

13. In-Class Activity Design This section helps you design the in-class segment of Flipped Classroom Strategy IDP in Educational Technology, IIT Bombay

14. 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

15. In-class Activity Design -1 Learning Objective(s) of In-Class Activity: Design Dual Slope Analog to Digital Converter Key Concept(s) to be covered: Design of 3 1/2 digit Dual Slope Analog to Digital Converter IDP in Educational Technology, IIT Bombay

16. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Think Pair Share Explain the strategy by giving details of: (You may use additional slides that are provided for detailing) IDP in Educational Technology, IIT Bombay

17. Additional Slides for In-Class Activity Design Think Phase [2 minutes] Draw the circuit diagram of 3 1/2 digit Dual Slope Analog to Digital Converter What Teacher does? Poses a question, asks students to think individually and write answer in their notebook. What student does?Thinks individually, recalls and writes answer in the note book. IDP in Educational Technology, IIT Bombay

18. Additional Slides for In-Class Activity Design Pair Phase [8 minutes] Design 3 1/2 digit Dual Slope Analog to Digital Converter which can measure voltage from 0V to 2V with measurement cycle interval 40 ms What Teacher does? Poses the question, asks students to pair up and discuss, goes around the class to check whether students are discussing and provides clues to pairs who have doubt. What student does?Pairs up with neighbor, Checks each others answer, discusses and writes the program. IDP in Educational Technology, IIT Bombay

19. Additional Slides for In-Class Activity Design Share Phase [10 minutes] Compare your solution with teachers solution. What Teacher does? Shows solution for the problem and summarizes key concepts involved in this problem i.e, initial output voltage of integrator. What student does?Shares answer with the class and compares his solution with teachers and other peers solution. End of class summary and an extension The TPS is then followed by a 10 minute summary and extension by the teacher, where Dual Slope Analog to Digital Converter is compared with other types of ADC. IDP in Educational Technology, IIT Bombay

20. Additional Slides for In-Class Activity Design Justify why the above is an active learning strategy During the think phase of the TPS activity, the student recalls what he has learnt in the out-of-class activity. During the pair phase, he and his neighbor analyzes the given problem and apply there understanding to solve the problem. During the share phase, this is student evaluates each solution. Thus, this activity engages the student in higher order learning, analyze and evaluate. Therefore, it is active learning strategy. Short Assessment Strategy The TPS activity providing a count of the number of students who were successful in solving the problem and helps in finding the achievement of learning objectives. IDP in Educational Technology, IIT Bombay

21. END OF CONSTRUCTOR IDP in Educational Technology, IIT Bombay