FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents

3. About Me Namshkar, I am Dr. Aditi R Khandelwal. I am working as an Sr. Assistant Professor at THE IIS UNIVERSITY, JAIPUR in the Department of Commerce and Management. Today’s topic for Flipped Classroom is : Organization Management – Introduction, Nature and Complexities.

4. Dr. Aditi R Khandelwal TOPIC (Organization Management - Nature, Scope and Complexity) COURSE (B.Com & M.Com) Commerce 1st YEAR UG STUDENTS IN COMMERCE THE IIS UNIVERSITY

5. 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)

6. 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 • What is an Organization • Origin of Organization . • Characteristics and scope of Organization • Dimensions of Organization Key Concept(s) to be covered • Introduction to Oraganization • Nature and Scope of Organization

7. Guidelines for Video Selection • 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]. 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. Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769.

8. Video Selection National Repositories https://www.youtube.com/user/nptelhrd https://www.programiz.com/c-programming/c-for-loop https://www.tutorialspoint.com/cprogramming/c_loops.htm International Repositories https://www.eskimo.com/~scs/cclass/notes/top.html http://www.phys.uconn.edu/~rozman/Courses/P2200_13F/downloads/TheBasicsofCProgramming-draft-20131030.pdf Open Learing Initiative(http://oli.cmu.edu/) Internet Video Repositories (filter for Creative Commons License) https://vimeo.com/search?q=exception+handling+in+java https://www.youtube.com/results?search_query=loops+in+c+programming+in+english

9. Out-of-class Activity Design-2 https://www.youtube.com/watch?time_continue=133&v=v9YkwuPPWxQ Main Video Source URL License of Video CC-BY-SA (Prof. Prof. Vinayshil Gautam) Mapping on next slide.

10. Out-of-class Activity Design-2 Mapping Concept to Video Source TOTAL DURATION 41.54 Min

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 to evaluate these assessments before the in-class to understand the level of students.

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

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

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

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.

16. In-class Activity Design -1 Learning Objective(s) of In - Class Activity At the end of the class, students will be able to, Have an understanding of Organization, their application and dimensions. C Aptitude Questions and Answers on Organization meaning, characteristics Key Concept(s) to be covered • Meaning and Characteristics of Organization. • Scope of Organization .

17. In-class Activity Design -2 Active Learning Strategy Real world problem solving using. Think-Pair-Share Concept clarification using. Peer Instruction

18. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the two PI questions at the start of the class and provide summary of exception and exception handling using various methods. Q 1: The Concept of management was developed in ______; India Abroad

19. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: In context of organizations how is today’s industrial revolution different industrial revolution in past? a) It is more advanced b) It is Continuousc) It has written records d) It is modern and connected

20. In-class Activity Design -2 Peer Instruction Strategy – What Student Does For each question they will first vote individually. Then they will discuss with peers and come to consensus. Listen to instructors explanation.

21. In-class Activity Design -2 TPS Strategy – What Instructor does Discuss among urself if we are advanced or Past generations were advanced.

22. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~3 minutes) Instruction: Give examples which signify that the older generations were a lot developed then us today.

23. In-class Activity Design -2 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.

24. In-class Activity Design -2 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 an exception is generated & handled in real life In the next iteration of TPS, In the Think Phase ,Ask students to write types of organisatons. In the pair phase, Ask students to compare the answers. In the share phase ,Again the different answers are sought.

25. In-class Activity Design -2 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)

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