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.

Meenakshi T Bearing capacity analysis of shallow foundations Design of Foundations CIVIL 3rd YEAR UG STUDENTS IN CIVIL ENGINEERING WIT Solapur, Solapur University

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 At the end of watching the videos student should be able to Differentiate different types of Foundations (Understand Level) Understand General shear failure and Local shear failure (Understand Level) Calculate bearing capacity of shallow foundation using Terazaghi’s bearing capacity analysis(Apply Level) Key Concept(s) to be covered Types of foundations. Failure patterns in soil. Terazaghi’s bearing capacity analysis.

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://youtu.be/H6_J8LuTa-M License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) Types of Foundations V1 - 0:00 – 9:15 9.15 Failure patterns of soil V2 – 9:16 – 18:20 9.04 Terazaghi’s bearing capacity analysis V3 – 18:21 – 26:35 8.15 V3 – 26:36 – 34:11 7.36 TOTAL DURATION 34.11 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) Understand different types of foundations Q1. In what parameters the shallow foundation and deep foundations are differentiated 3 minutes Watch V1 and then answer Q1

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Understand failure patterns in soil If the visible heave is not present, then what would be the pattern of failure ? 2 minutes Watch V2 and then answer Q2

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Calculate bearing capacity of soil using Terazaghi’s bearing capacity analysis Q3. A footing of 4mx4m carries a uniform gross pressure of 300 kN/m 2 at a depth of 1.5m in a sand. The saturated unit weight of the sand is 20 kN/m3 and the unit weight above the water table is 17 kN/m3 . The shear strength parameters are c’=0, ’=320 . Determine the bearing capacity with respect to shear failure using Terazaghi’s bearing capacity analysis 15 minutes Submit answers to all questions 3 hours before coming to class.

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 At the end of the class, students will be able to, Solve real-life scenario problems involving calculation bearing capacity of soil (ANALYZE Level) Key Concept(s) to be covered Use Terazhagi’s bearing capacity analysis to find bearing capacity of soil in Real World Problem Solving.

In-class Activity Design -2 Active Learning activity(ies) that you plan to do Real world problem solving using. Think-Pair-Share

In-class Activity Design -2 TPS Strategy – What Instructor does A public building consists of a high central tower which is supported by four widely spaced columns. Each column carry a combined dead load and representative sustained load of 2500 kN inclusive of the substructure (gross load). Trial borings showed that there is a 7.6m of stiff fissured Ankara clay (cu=85 kPa, Eu = 30 MN/m 2 and mv = 1x10-4 m 2 /kN) followed by dense sand. Determine the required foundation depth and allowable bearing pressure for the tower footings. Assume wet = sat = 18.6 kN/m2 (above and below GWT) w = 10 kN/m

In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: The safe bearing capacity can be calculated with trial depths Think individually and identify the depth which is suitable for safe bearing capacity of soil

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.

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 the trial depths are related to safe bearing capacity of soil? In the pair phase we ask students to compare the answers. In the share phase again the different answers are sought.

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)