OUT-OF-CLASS ACTIVITY CONSTRUCTOR FOR FLIPPED CLASSROOM 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 Resource Creation Assignment. 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
NIDHI TURAN TOPIC (PROBLEM RECOGNITION COURSE (Consumer Behaviour) Marketing MBA 3rd Sem AFFILIATION (DAVIM, Faridabad IDP in Educational Technology, IIT Bombay
Your Resource Creation Assignment 1 Purchase decision making Process regarding a House Purchase Process of Consumer decision making (discussing stage 1 of the process) “Problem Recognition” 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) 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: To know the problem recognition process To know the involvement levels of decision making To know the factors influencing actual state and desired state Key Concept(s) to be covered: Involvement in decision making Actual state Desired state 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://youtu.be/WhONL7CAPDY Duration of Screencast 09 min 02 sec * 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) To know the problem recognition process To know the involvement levels of decision making To know the factors influencing actual state and desired state Total Duration Write down the process of problem recognition To purchase a house which level of involvement is required What are the factors that influences the decision making 10 30 Instructions 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: To know the problem recognition process To know the involvement levels of decision making To know the factors influencing actual state and desired state Key Concept(s) to be covered: Involvement in decision making Actual state Desired state IDP in Educational Technology, IIT Bombay
In-class Activity Design -2 Active Learning activity(ies) that you plan to do Will provide case study to students for discussion Explain the strategy by giving details of: (You may use additional slides that are provided for detailing) Teacher will observe whether all the students are participating the discussion or not. Student will have to discuss and find out the solution to the problem Justify why the above is an active learning strategy All the students are actively participating in all the discussions. IDP in Educational Technology, IIT Bombay
END OF CONSTRUCTOR IDP in Educational Technology, IIT Bombay
IDP in Educational Technology, IIT Bombay