FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

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.

Table of Contents SECTION SLIDE # 7 19 32 ABOUT YOU 4 OUT-OF-CLASS SEGMENT 7 IN-CLASS SEGMENT 19 EVALUATION 32 COMMUNITY BUILDING

About you Provide basic information about yourself and the topic in which you want to design a flipped classroom. Name: Prof. Smita P.Shelke Desination: Assistant Professor Institute: GES’s Sir Dr.M.S.Gosavi College of Pharmaceutical Education & Research, Nashik-05

Smita P.Shelke Infra Red Spectroscopy B.Pharmacy Students of Final Year B.Pharm Biosciences & Allied GES’s Sir Dr.M.S.Gosavi College of Pharmaceutical Education & Research, Nashik-05

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

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

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)

Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity Information transfer regarding IR. To teach them basic theory behind IR. Key Concept(s) to be covered , Principle, Theory, Instrumentation

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

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/)

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 Edutopia for more information.

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.

Out-of-class Activity Design - 2 Main Video Source URL https://www.khanacademy.org/science/organic-chemistry/spectroscopy-jay/infrared-spectroscopy-theory/v/introduction-to-infrared-spectroscopy License of Video SY-NC-SA Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) Introduction to IR spectroscopy 1.00 –9.00M 9 M * 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.

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 CONCEPT VIDEO SEGMENT DURATION (in min) BOOLEAN IDENTITIES V1 - 0:00 – 6:45 6.75 V2 - 6:47 – 13:25 6.63 V3 - 13:27 – 19:46 6.32 PROOFS V4 - 19:47 – 25:56 6.15 SIMPLIFICATION V5 - 25:57 – 31:42 5.75 EXAMPLE TOTAL DURATION 31.6 min

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.

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Application of IR fundamentle frequencies Submit alteast 4 functional groups 9 min Use other videos also Complete the assessment within 8 days that is 16/10/2017 time: 12.00PM Each functional group carries 1 mark.

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Simplify expression using Boolean Identities Q. Simplify the expressions 1) (A+A’).B 2) A.((B+C’).(A+B+C)) 3) ((A+B)’.B).((A’+B’)+(A+B)’) 4) ((A+(A+B)’).(B+A)’)+B 10 minutes Watch V1 and then answer Q1 Watch V2 and then answer Q2 Watch V3 and then answer Q3, Q4 EXAMPLE

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Explain DeMorgan’s theorem using Truth Tables and Logic Circuits Q1.Using Proof by Perfect Induction, prove DeMorgan’s Theorem for 3 inputs. Q2. Explain using DeMorgan’s theorem, how we can convert AND-OR Logic to NAND only or NOR only Logic? 10 minutes Watch V4 and then answer Q1 and Q2 EXAMPLE

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Simplify logic circuits using Boolean Identities Q. Simplify given logic circuit 10 minutes Submit answers to all questions 3 hours before coming to class. EXAMPLE Total activity duration 30 minutes

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

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.

In-class Activity Design -1 Learning Objective(s) of In - Class Activity To interprete IR spectrum Key Concept(s) to be covered Fundamentle frequencies for different groups

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

In-class Activity Design -2 Active Learning activity(ies) that you plan to do Application of knowledge Explain the strategy by giving details of Teacher will clarify the doughts of students 2. Students will use data given Justify why the above is an active learning strategy Students will discuss among themsleves and with teacher also

In-class Activity Design -2 SKANI101x | Lighting

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

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

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

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

In-class Activity Design -2 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. S1 T1 H1 S2 T2 H2 S3 T3 H3 S4 T4 H4 EXAMPLE

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

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

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

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