FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR IDP in Educational Technology – IIT Bombay

About this constructor This activity constructor document is aimed at assisting teachers in designing Out-of-class segment of Flipped Classroom Activity in their own course by creating screencasts. This constructor requires you to connect to the Out-of-Class activity with In-Class Activity. 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 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

Anjali Ahuja Topic: Selecting Target Market Course: Marketing Management DOMAIN: Marketing TARGET AUDIENCE: MBA 2nd Sem./BBA 3rd Sem. AFFILIATION: DAV Institute of Management (Maharshi Dayanand University, Rohtak) IDP in Educational Technology, IIT Bombay

OUT-OF-CLASS SEGMENT This section helps you design the Out-of-Class segment of Flipped Classroom Strategy NOTE: This is same as your Resource Creation Assignment - 2 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) 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: After watching the video, students will be able to understand the concept of selection of target market and would be able to use this knowledge in solving real life cases related to targeting. Key Concept(s) to be covered: Targeting Strategies Differentiated/undifferentiated marketing IDP in Educational Technology, IIT Bombay

Guidelines for Video Creation - 1 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. Ensure during screencasting that there is both text and audio narration. This will make 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

Guidelines for Video Creation - 2 Use appropriate screencast software to create your screencast. Watch this to get an idea of what the screencasts should contain. Note that each screencast has the following elements: Audio Narration explaining the topic Video of ppt slides/application and writing on slides/ focusing on application features (Either through writing, highlighting or mouse pointers) IDP in Educational Technology, IIT Bombay

Out-of-class Activity Design - 2 Uploaded Video URL https://www.youtube.com/watch?v=RZnJVt-0oyg&feature=youtu.be License of Video Creative Commons Duration of Screencast 7.49 mins * Ensure that you give a Creative-Commons License to the uploaded video 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) Students will be able to solve problems related to targeting Which of the targeting strategy you would recommend in case of toothpaste and why? Write 3 reasons.* 10 min. Submit the answers to the teacher one hour before the class. *Assessment is at Recall and Apply cognitive levels. Expected activity duration 10 minutes IDP in Educational Technology, IIT Bombay

In-Class Activity Design 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: Through In class activity, students will be able to: (i) analyze & solve cases related to target market selection and (ii) will be able to design various innovative solutions for a particular problem/situation. Key Concept(s) to be covered: Case Analysis Target market Selection Innovative solutions IDP in Educational Technology, IIT Bombay

In-class Activity Design -2 Active Learning activity(ies) that you plan to do Case Analysis Think Pair Share Explain the strategy by giving details of: (Details are in next slides) IDP in Educational Technology, IIT Bombay

Additional Slides for In-Class Activity Design Active Learning activity(ies) that you plan to do Case Analysis Duration: 10 Minutes Explain the strategy by giving details of: What Teacher will do?: Teacher will distribute a case study to all students to read, analyze and to write down the solutions of the problems given at the end of case study. Teacher will also answer the queries of students (if any arises while reading the case). What Students will do?: Students will read and analyze the case and will solve the problems on basis of case analysis. Justify why the above is an active learning strategy It is an active learning strategy because the students have to deeply analyze the case study to solve the problems. Case studies are used to bring innovative solutions.

Additional Slides for In-Class Activity Design Assessment Strategy: For a short assessment in case study the teacher will ask from the students who all have solved all the queries, or who have solved half of them and all those who were not able to solve even a single query. The teacher will note down all the possible solutions given by individual student on the board. * This assessment strategy will check whether the student was able analyze the case or not. Duration: 5 Minutes

Additional Slides for In-Class Activity Design Active Learning activity(ies) that you plan to do 2. Think Pair Share: (i) Think Phase Duration: 3 Minutes Explain the strategy by giving details of: What Teacher will do?: Teacher will now ask the students to think and write the pros and cons of their own solutions keeping in view the solutions given by other students. What Students will do?: Students after looking at the solutions provided by others will think about the pros and cons of their solutions in comparison to others. IDP in Educational Technology, IIT Bombay

Additional Slides for In-Class Activity Design Active Learning activity(ies) that you plan to do 2. Think Pair Share: (i) Pair Phase Duration: 7 Minutes Explain the strategy by giving details of: What Teacher will do?: Teacher will now ask the students to pair up with a partner and discuss the solution, pros and cons with each other and to finally come up with a common solution. What Students will do?: Students will make pairs and will discuss with each other their solutions and pros and cons. After discussion they will come up with a better and common solution. IDP in Educational Technology, IIT Bombay

Additional Slides for In-Class Activity Design Active Learning activity(ies) that you plan to do 2. Think Pair Share: (i) Share Phase Duration: 10 minutes Explain the strategy by giving details of: What Teacher will do?: Teacher will now ask the pairs to share their common solutions and positives of their new solution with the whole class. Teacher will then hold a class discussion to come at a final optimum solution. What Students will do?: Students in pair will share their new solutions with the whole class. Then they will discuss to find a optimum solution. Total Duration of TPS: 20 minutes IDP in Educational Technology, IIT Bombay

Additional Slides for In-Class Activity Design Justify why the above is an active learning strategy Think-Pair-Share is an active learning strategy and is used for those problems which are open-ended and may have multiple views. Students learn in TPS by sharing. In the given TPS activity they learned through thinking about the pros and cons of their own solutions and then by interacting with others to know various other view points and finally to design an innovative solution. IDP in Educational Technology, IIT Bombay

Additional Slides for In-Class Activity Design Assessment Strategy: For a short after TPS activity teacher will ask for self assessment on certain parameters (including innovativeness of the solution). He will explain those parameter to the students and will ask them to rate themselves on those parameters for their solutions on the given case study. * This assessment strategy will check whether the student see its own solution as an innovative solution in comparison to others or not.

END OF CONSTRUCTOR IDP in Educational Technology, IIT Bombay