1. FLIPPED CLASSROOM ACTIVITY: ONLY HUMAN NEEDS APPLY – WINNERS AND LOSERS IN THE AGE OF SMART MACHINES

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.
This will be followed by an example input.

3. Table of Contents SECTION SLIDE # 7 17 26 ABOUT YOU 4
OUT-OF-CLASS SEGMENT 7
IN-CLASS SEGMENT 17
EVALUATION 26
COMMUNITY BUILDING

4. About you
Mr.Vamsi Krishna, Assistant Professor, working in Department of Management Sciences at RVR & JC College of Engineering, choosing a topic relating to Management Stream ; Deals with Tom Davenport Latest book which highlights : Only humans need apply- Winners and Losers in the age of smart machines

5. Replace Header with your Name
TOPIC (ONLY HUMANS NEED APPLY- WINNERS AND LOSERS IN THE AGE OF SMART MACHINES)
COURSE (MANAGEMENT) HR
STUDENTS
AFFILIATION (RVR & JC COLLEGE OF ENGINEERING,GUNTUR)

6. VAMSI KRISHNA PRATAPA AUTOMATION JOBS IN FUTURE MANAGEMENT
2nd YEAR PG STUDENTS FOR HUMAN RESOURCES
MANAGEMENT SCIENCES,RVR & JC CE,GUNTUR

7. Out-of-class Segment
This section helps you design the Out-of-Class segment of
Flipped Classroom Strategy.

8. 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)

9. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
How professionals across industries can find sustainable careers in the near future
Key concepts to be covered :
Millions of educated knowledge workers jobs at stake

10. 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
Many roads lead to automation(Apply Level)
Explain the transition from analytics to cognitive(Statistical models)- (Understand Level)
Is knowledge work next to go(Apply Level)
Key Concept(s) to be covered
Reason for automation

11. Guidelines for Video Selection - 1
Third Look in Internet Video Repositories (filter for Creative Commons License)
Youtube (
MIT initiative on the Digital Economy
Category :Education
Licence : Standard YouTube Licence

12. Out-of-class Activity Design - 2
Main Video Source URL (
License of Video
Standard YouTube Licence
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Explain the roads that leads to automation
Discuss the statistical models of MIT for automation
Is knowledge work next to go
V1 – 5:49 – 6:23
1 min 14 sec
V2 -7:28-8:05
1 min 23 sec
V3 – 8:06 -8:44
38 sec

13. 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.

14. Out-of-class Activity Design - 1
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
1. Many roads lead to automation
Q1.Need for automation
1) Expensive Labor
2) Too much Data
3) Need for Accurate decisions
4) Powerful technologies
5) Tedious work
6) All of the above
1min 14sec
Watch V1 and then answer Q1

15. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Explain the statistical models of MIT for automation
Analytics to Cognitive
Correlation/Regression
Text analytics
Natural Language processing
Logistic regression
Machine learning
Neural networks
Deep learning
All of the above
1 min 23 sec
Watch V2 and then answer Q2

16. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Is knowledge work next to go
a) Manual Labor jobs
b) Service/Administrative jobs
c) Knowledge work Jobs
d) All of the above jobs terminated
38 sec
Submit answers to all questions before coming to the class

17. Automation or Augmentation
In-class Segment
This section helps you design the in-class segment of Flipped Classroom Strategy.
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Automation or Augmentation
V4- 13: :20
1min 15 sec
Five ways of augmented setting
V5 - 16: :14
2min 31 sec

18. 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.

19. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
Automation or Augmentation
Key Concept(s) to be covered
Utilizing technology to help humans work better smarter and faster

20. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to understand the importance of Knowledge work jobs vs Automated tasks,
Key Concept(s) to be covered
Ways of Augmented setting

21. 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 Student will do?
Justify why the above is an active learning strategy
Enter Justification Here

22. 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

23. 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.
Q 1: What will happen to the Jobs or careers ,if the Brilliant technologies can now decide, learn, predict, and even comprehend much faster and more accurately than the human brain, and their progress is accelerating?
a)Jobs will decline
b)Jobs will increase
c)Neither increase nor decrease (Neutral)
d)Instead of viewing these machines as competitive interlopers, we can see them as partners and collaborators in creative problem solving as we move into the next era Output will be complement of second input. 

24. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: In the move towards automation, what does this mean for organizations? What does it mean for individuals? ( More than one answer)
Profitability
Productivity
Reduction of Unionism
Human job involves to work with a machine

25. 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.

26. In-class Activity Design -2
TPS Strategy – What Instructor does
First provide a premise
Step in—humans master the details of the system, know its strengths and weaknesses, and when it needs to be modified
Step up—humans take a big-picture view of computer-driven tasks and decide whether to automate new domains
Step aside—humans focus on areas they do better than computers, at least for now
Step narrowly—humans focus on knowledge domains that are too narrow to be worth automating
Step forward—humans build the automated systems

27. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Think individually and identify the scenario (Stepin vs Stepup vs Stepaside vs Stepnarrowly vs Step forward) in which a high output will occur from an area.

28. 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.

29. In-class Activity Design -2
TPS Strategy – What Instructor does – Sharing (8 min)
Step in
Step up
Step aside
Step Narrowly
Step forward
Teacher
Lawyer
Accountant
Architect
Scientist
Financial Advisor

30. 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)
Instead of viewing these machines as competitive interlopers, we can see them as
partners and collaborators in creative problem solving as we move into the next era