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

2. 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 IDP in Educational Technology, IIT Bombay 2  This will be followed by an example input.

3. Provide basic information about yourself and the topic in which you want to design a flipped classroom ABOUT YOU IDP in Educational Technology, IIT Bombay 3

4. Replace header with your Name DOMAIN TOPIC (CHOSEN FOR FLIPPED CLASSROOM) COURSE (FROM WHICH TOPIC IS CHOSEN) AFFILIATION (UNIVERSITY/COLLEGE) IDP in Educational Technology, IIT Bombay 4 TARGET AUDIENCE

5. JAYAKRISHNAN M ELECTRICAL BOOLEAN EXPRESSIONS DIGITAL CIRCUITS IDP-ET, IIT BOMBAY IDP in Educational Technology, IIT Bombay 5 2 nd Year UG Students in Electrical Engineering

6. This section helps you design the Out-of-Class segment of Flipped Classroom Strategy OUT-OF-CLASS SEGMENT IDP in Educational Technology, IIT Bombay 6

7. 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 7

8. Out-of-class Activity Design -1 1.Enter Learning Objective(s) Here 1.Enter Key Concept(s) here Learning Objective(s) of Out-of-Class Activity: IDP in Educational Technology, IIT Bombay 8 Key Concept(s) to be covered:

9. Out-of-class Activity Design-1 At the end of watching the videos student should be able to, 1.Simplify expressions using Boolean identities (Apply Level) 2.Explain the DeMorgan’s theorem using Truth Tables and Logic Circuits (Understand Level) 3.Simplify Logic Circuits, with at most 3 inputs, using identities. (Apply Level) 1.Boolean Identities 2.Proofs of Identities 3.Expression Simplification Learning Objective(s) of Out-of-Class Activity: IDP in Educational Technology, IIT Bombay 9 Key Concept(s) to be covered:

10. Guidelines for Video Selection - 1 IDP in Educational Technology, IIT Bombay 10  First check in National Repositories  NPTEL Videos (http://www.nptelvideos.in/)http://www.nptelvideos.in/  NPTEL Youtube Channel (https://www.youtube.com/user/nptelhrd)https://www.youtube.com/user/nptelhrd  Second Look in International Repositories  OER Commons (https://www.oercommons.org/)https://www.oercommons.org/  OCW Consortium (http://www.oeconsortium.org/)http://www.oeconsortium.org/  Open Learing Initiative (http://oli.cmu.edu/)http://oli.cmu.edu/  Third Look in Internet Video Repositories (filter for Creative Commons License)  Youtube (https://www.youtube.com)https://www.youtube.com  Vimeo (https://vimeo.com/)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 informationlink from Edutopia

11. Guidelines for Video Selection - 2 IDP in Educational Technology, IIT Bombay 11  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.

12. Out-of-class Activity Design - 2 Mapping Concept to Video Source IDP in Educational Technology, IIT Bombay 12 CONCEPTVIDEO SEGMENTDURATION (in min) CONCEPT 1Start Time – End Time M Main Video Source URL Provide URL here* * 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 License of VideoProvide Resource License here* TOTAL DURATION Provide total duration of video here**

13. Out-of-class Activity Design - 2 Mapping Concept to Video Source IDP in Educational Technology, IIT Bombay 13 CONCEPTVIDEO SEGMENTDURATION (in min) BOOLEAN IDENTITIES V1 - 0:00 – 6:456.75 V2 - 6:47 – 13:256.63 V3 - 13:27 – 19:466.32 PROOFSV4 - 19:47 – 25:566.15 SIMPLIFICATIONV5 - 25:57 – 31:425.75 Main Video Source URL http://bit.ly/digckt_video1 License of VideoCC-BY-SA (reuse allowed) TOTAL DURATION 31.6 min

14. Guideline for designing Assessments IDP in Educational Technology, IIT Bombay 14  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.

15. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective IDP in Educational Technology, IIT Bombay 15 Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Learning Objective Assessment Strategy Instructions Expected activity duration Provide expected duration of activity here** ** It is recommended that total duration of activity and video should not be greater than one lecture duration

16. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective IDP in Educational Technology, IIT Bombay 16 Learning Objective Assessment StrategyExpected 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? 10 minutes Watch V4 and then answer Q1 and Q2

17. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective IDP in Educational Technology, IIT Bombay 17 Learning Objective Assessment StrategyExpected 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

18. This section helps you design the in-class segment of Flipped Classroom Strategy IN-CLASS SEGMENT IDP in Educational Technology, IIT Bombay 18

19. 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 19

20. In-class Activity Design -1 1.Enter Learning Objective(s) Here 1.Enter Key Concept(s) here Learning Objective(s) of In-Class Activity: IDP in Educational Technology, IIT Bombay 20 Key Concept(s) to be covered:

21. In-class Activity Design -1 At the end of the class, students will be able to 1.Solve real-life scenario problems involving simplification of Boolean expressions (ANALYZE Level) 2.Implement logical expressions using Universal gates (NAND or NOR) (ANALYZE Level) 1.Use of Expression Simplification in Real World Problem Solving 2.Implementation using Universal Gates Learning Objective(s) of In-Class Activity: IDP in Educational Technology, IIT Bombay 21 Key Concept(s) to be covered:

22. In-class Activity Design -2 1.Active Learning Strategy 1.Enter Justification here Active Learning activity(ies) that you plan to do IDP in Educational Technology, IIT Bombay 22 Justify why the above is an active learning strategy Explain the strategy by giving details of: 1.What Teacher will do? 2.What Students will do?

23. In-class Activity Design -2 Real world problem solving using 1.Think-Pair-Share Concept clarification using 1.Peer Instruction Active Learning activity(ies) that you plan to do IDP in Educational Technology, IIT Bombay 23

24. In-class Activity Design -2 IDP in Educational Technology, IIT Bombay 24 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’)’

25. In-class Activity Design -2 IDP in Educational Technology, IIT Bombay 25 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

26. In-class Activity Design -2 IDP in Educational Technology, IIT Bombay 26 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.. S1S1 S1S1 T1T1 H1H1 S2S2 S2S2 T2T2 H2H2 S3S3 S3S3 T3T3 H3H3 S4S4 S4S4 T4T4 H4H4

27. In-class Activity Design -2 IDP in Educational Technology, IIT Bombay 27 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Assuming that Temperature and Humidity of a station are two Boolean variables T n and H n (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.

28. In-class Activity Design -2 IDP in Educational Technology, IIT Bombay 28 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)

29. In-class Activity Design -2 IDP in Educational Technology, IIT Bombay 29 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.

30. In-class Activity Design -2 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) IDP in Educational Technology, IIT Bombay 30 Justify why the above is an active learning strategy