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 Provide basic information about yourself and the topic in which you want to design a flipped classroom.

5. SnehalMarathe Topic : Microwave Tubes COURSE : Microwave Engineering Communication Final Year Students AFFILIATION (SPPU UNIVERSITY/Army Inst. Of Tech.)

6. SnehalMarathe Two Cavity Klystron Microwave Tubes E&TC Final YEAR UG STUDENTS IN E&TC ENGINEERING Army Inst. Of Technology 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 Enter Learning Objective(s) Here Key Concept(s) to be covered Enter Key Concept(s) Here

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 Understand the working principles of all Microwave Tubes. Choose a suitable Microwave Tube for a particular application. Key Concept(s) to be covered Limitations of Conventional Tubes Velocity Modulation Applegate Diagram Bunching Process Application 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 Provide URL here* Main Video Source URL Provide Resource License here* License of Video Mapping Concept to Video Source TOTAL DURATION Provide total duration of video here** * 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.

15. Out-of-class Activity Design - 2 https://www.youtube.com/watch?v=yeUsIKEKYIY Main Video Source URL CC-BY-SA (reuse allowed) License of Video Mapping Concept to Video Source EXAMPLE 5.20 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 60min** Expected activity duration ** 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 • 30 minutes • Total activity duration

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 Enter Learning Objective(s) Here Key Concept(s) to be covered Enter Key Concept(s) here

24. In-class Activity Design -1 Learning Objective(s) of In-Class Activity At the end of the class, students will be able to, • Explain Two Cavity Klystron • Use of Two Cavity Klystron Microwave Tube • Key Concept(s) to be covered • Use as a amplifier • Multi-cavity klystron EXAMPLE

25. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Think - Pair - Share • Explain the strategy by giving details of Teacher will explain the concepts? Students will try to understand the use of microwave tubes over conventional tubes? • Justify why the above is an active learning strategy Students will actively participate in the lecture after observing the video.

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 two cavity klystron Q 1: What is transit time?  The time taken by an electron to travel from the cathode to the anode plate of an electron tube is known as transit time. EXAMPLE

28. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Q2: Mention the application of two-cavity klystron.          1. Used in Troposphere scatter transmitters.          2. Satellite communication ground stations.          3. Used in UHF TV transmitters.          4. Radar transmitters. 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. In-class Activity Design -2 TPS Strategy – What Instructor does First provide the theory of two cavity klystron EXAMPLE

31. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Comparison of vacuum tubes and microwave tubes Think individually and identify the limitations of vacuum tubes. 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. 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 vacuum tubes cannot be used at microwave frequencies. In the next iteration of TPS, in the Think Phase we ask students to give applications of two cavity klystron. 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