FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

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.

3. Table of Contents

4. About you I am Dr. V.G.Sadh working as Assistant Professor in Department of Humanities, IES,IPS Academy, Indore.I am Doctorate  in English Literature, Post graduate in English Literature,Hindi Literature, Management. I have inclinations towards the Language and Management to make our system more beneficial for students.

5. Dr.V.G.Sadh Non verbal Communication Communication Skill Communication I ST Year students of Computer Science IES, IPS Academy ( RGTU, Bhopal )

6. Jayakrishnan M BOOLEAN EXPRESSIONS DIGITAL CIRCUITS ELECTRICAL 2nd YEAR UG STUDENTS IN ELECTRICAL ENGINEERING IDP-ET, IIT BOMBAY EXAMPLE

7. Out-of-class Segment This section helps you design the Out-of-Class segment of Flipped Classroom Strategy.

8. 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)

9. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity Learning Objective is: • To be aware students about Non verbal Communication. • Explain the Importance and relevance of Non verbal Communication. Key Concept(s) to be covered • Kinesics • Proximics

10. Out-of-class Activity Design-1 Learning Objective(s) of Out-of-Class Activity At the end of watching the videos student should be able to Simplify expressions using Boolean identities (Apply Level) Explain the DeMorgan’s theorem using Truth Tables and Logic Circuits (Understand Level) Simplify Logic Circuits, with at most 3 inputs, using identities(Apply Level) Key Concept(s) to be covered Boolean Identities. Proofs of Identities. Expression Simplification. EXAMPLE

11. 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/)

12. Guidelines for Video Selection - 1 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 Edutopiafor more information.

13. 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]. 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.

14. Out-of-class Activity Design - 2 https://youtu.be/1jFrW4FQqhQ https://www.youtube.com/watch?v=wSYhPFeoRis https://www.youtube.com/watch?v=lMkyWEm-SA0 Main Video Source URL License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source * It is recommended to provide customized shortened URLs, as they are easier to remember for future use. ** It is recommended that total duration of video watching and activity should not be more than 1Lecture duration. 30.42 Minute TOTAL DURATION

15. Out-of-class Activity Design - 2 Main Video Source URL http://bit.ly/digckt_video1 License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source EXAMPLE 31.6 min TOTAL DURATION

16. 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.

17. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Expected activity duration 57 Minute ** It is recommended that total duration of activity and video should not be greater than one lecture duration.

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

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

20. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective EXAMPLE Total activity duration 30 minutes

21. In-class Segment This section helps you design the in-class segment of Flipped Classroom Strategy.

22. 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.

23. In-class Activity Design -1 Learning Objective(s) of In - Class Activity Students will be able to understand relevance of Non verbal communication Students will use this Non verbal communication in their life to make their communication more effective. Key Concept(s) to be covered Use of Non verbal expression in better communication

24. In-class Activity Design -1 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 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 Universal Gates. EXAMPLE

25. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Use of gesture, posture and kinesics for better communication understanding by using Think- Pair –share, Role Play Concept clarification with the help of peer instructions Explain the strategy by giving details of Teacher will discuss about the various theories and forms of Non verbal communication with students. Students will also participate in this process to learn different techniques of non verbal communication. Justify why the above is an active learning strategy It involve all the students and teachers for understanding Non verbal communication Student does: Students will participate and learn in better

26. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Real world problem solving using. Think-Pair-Share Concept clarification using. Peer Instruction EXAMPLE

27. 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 basic identities and expression simplification. Q 1: What will happen to the output if one of the input to the logical AND gate is 1? Output is always 1 Output is always 0 Output will be same as second input Output will be complement of second input.  EXAMPLE

28. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: Which of the Boolean expressions correctly represent a 3-input OR (A+B+C)? (A.B)’. C’ A’. B’. C’ (A.B.C)’ (A’. B’. C’)’ EXAMPLE

29. 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. EXAMPLE

30. H3 S1 H4 T2 H2 S3 S4 S2 T3 In-class Activity Design -2 T1 H1 T4 TPS Strategy – What Instructor does First provide a premise Four sensor circuits S1, S2, S3 and S4, located at four different directions of an agricultural land, are used to communicate weather information about excess Humidity and temperature to a central station located at a distant agricultural university. The circuits give a high output if the value of temperature and humidity exceeds prescribed limit in a 4 second cycle – i.e. first S1, then S3, then S2 and finally S4. The central station needs to know which area gave high output. Assuming that each information is passed as digital signals through one digital circuit kept in the farm. EXAMPLE

31. In-class Activity Design -2 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

32. 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. 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

33. 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 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

34. 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) EXAMPLE