FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT IDP in Educational Technology – IIT Bombay

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. IDP in Educational Technology, IIT Bombay

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

ALKA NARULA CAPITAL BUDGETING TECHNIQUES FINANCIAL MANAGEMENT BBA 2nd YEAR MDU, ROHTAK IDP in Educational Technology, IIT Bombay

EXAMPLE JAYAKRISHNAN M BOOLEAN EXPRESSIONS DIGITAL CIRCUITS ELECTRICAL 2nd Year UG Students in Electrical Engineering IDP-ET, IIT BOMBAY EXAMPLE IDP in Educational Technology, IIT Bombay

OUT-OF-CLASS SEGMENT This section helps you design the Out-of-Class segment of Flipped Classroom Strategy IDP in Educational Technology, IIT Bombay

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) IDP in Educational Technology, IIT Bombay

Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity: At the end of watching the videos students should be able to, 1. Understand the concept of Capital Budgeting. 2. Evaluate the project by NPV technique of Capital Budgeting. 3.Understand IRR technique of Capital Budgeting. Key Concept(s) to be covered: Capital budgeting Techniques of Capital Budgeting NPV, IRR IDP in Educational Technology, IIT Bombay

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 IDP in Educational Technology, IIT Bombay

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/) 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 IDP in Educational Technology, IIT Bombay

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] [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

Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=QRh0tiG2lVk https://www.youtube.com/watch?v=KKqzSGMz9Sk Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) Concept of capital budgeting Concept of NPV V1 - 0:00 – 2:27 2.27 V2 - 2.28 – 9:53 7.25 Concept of rate of return Concept of Internal rate of return V3 -0:00 – 5:10 V4-5:11-9:57 5.10 4.46 19.50 IDP in Educational Technology, IIT Bombay

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 TOTAL DURATION 31.6 min EXAMPLE IDP in Educational Technology, IIT Bombay

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

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Concept of capital budgeting Concept of NPV Q1. what do you mean by capital budgeting? Discuss the purpose of capital budgeting from the point 0f view of an industrial concern. Q2. A project requires a capital outlay of Rs.35000 and is expected to generate cash inflows of Rs. 10000 per year for 5 years .The cost of capital is 10%.calculate the NPV of the project. 10 min 10 Min. To answer the given question watch video 1(v1) by log on to first URL To solve the given problem watch V2 by log on to first URL IDP in Educational Technology, IIT Bombay

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Concept of IRR Q1. How is a project evaluated under the Internal Rate of Return method of capital budgeting? What are the advantages and disadvantages of this method? 10 min To answer the given question watch video 3 & 4 (V3 & V4)by log on to second URL IDP in Educational Technology, IIT Bombay

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 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? Watch V4 and then answer Q1 and Q2 EXAMPLE IDP in Educational Technology, IIT Bombay

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. Total activity duration 30 minutes EXAMPLE IDP in Educational Technology, IIT Bombay

IN-CLASS SEGMENT This section helps you design the in-class segment of Flipped Classroom Strategy IDP in Educational Technology, IIT Bombay

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

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 IDP in Educational Technology, IIT Bombay

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 IDP in Educational Technology, IIT Bombay

In-class Activity Design -2 Active Learning activity(ies) that you plan to do Active Learning Strategy Explain the strategy by giving details of: What Teacher will do? What Students will do? Justify why the above is an active learning strategy Enter Justification here IDP in Educational Technology, IIT Bombay

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 IDP in Educational Technology, IIT Bombay

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: Q1: 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.  Q2: 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 IDP in Educational Technology, IIT Bombay

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 IDP in Educational Technology, IIT Bombay

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 IDP in Educational Technology, IIT Bombay

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 IDP in Educational Technology, IIT Bombay

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 IDP in Educational Technology, IIT Bombay

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 IDP in Educational Technology, IIT Bombay

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 IDP in Educational Technology, IIT Bombay