1. FLIPPED CLASSROOM ACTIVITY -1:4 Demultiplexer

2. Table of Contents SECTION SLIDE # 5 16 21 25 ABOUT ME 3
OUT-OF-CLASS SEGMENT 5
IN-CLASS SEGMENT 16
EVALUATION 21
COMMUNITY BUILDING 25

3. About me
Name: Modiboyena sivakrishna Education: B.E.(Electronics and Communication Engg.), M.Tech.(ES&VLSI) Assistant Professor Department of Electronics and Communication Engg., At Geethanjali Institute of science and technology, gangavaram, bombay highway, s.p.s.r.nellore, affiliated to JNTU Ananthapur. Participant from RC1294 Website: Topic of flipped classroom design: 1:4 Demultiplexer

4. Modiboyena sivakrishna Asst.professor,ECE
TOPIC:1:4 Demultiplexer
COURSE: SWITCHING THEORY AND LOGIC DESIGN
ECE
II-B.Tech.
AFFILIATION :JNTU Ananthapur,geethanjali institute of science and technology,gangavaram,nellore.

5. About Out-of-Class Segment
I have used an existing video for transmission of information about 1:4 Demultiplexer to student.
This is used to achieve lower-order cognitive levels (Recall-Understand-Apply)
I spent about 2 hours to search and locate videos.
This Out-of-Class activity is about 10 minutes, It needs time equal to only about 1 hour.

6. 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
Design a 1:4 Demultiplexer circuit.
Able to understand how to write a truth table and draw the logic diagram for Demultiplexers.
Key Concept(s) to be covered
How to Draw the block diagram
Writing truth tables.
Write Boolean expression
Draw the logic diagrams.

7. Guidelines for Video Selection - 1
First check in National Repositories
NPTEL Videos (
NPTEL Youtube Channel (
Second Look in International Repositories
OER Commons (
OCW Consortium (
Open Learing Initiative (

8. Guidelines for Video Selection - 1
Third Look in Internet Video Repositories (filter for Creative Commons License)
Youtube (
Vimeo (
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.

9. My Video Selection process:
I searched for videos on 1:4 Demultiplexer in the recommended sequence. However, after a short stint with NPTEL repository, I jumped to You tube repository for following reasons-
(i)Short length (in few minutes) videos are abundantly available on you tube. (ii) I was familiar with manoeuvring the you tube repository. (iii)I could easily apply creative commons filter.
I selected a video that has both text and audio narration to help in assimilation of content easier.**
I selected only one video because it is my experience that multiple presentation styles introduces confusion and insecurity in entry level students’ minds.
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 scale conference (pp ). ACM.
** Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8),

10. Out-of-class Activity Design - 2
Main Video Source URL
Creative Commons Attribution License (Reuse allowed)
License of Video
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
How to draw the block diagram
Writing truth tables.
Write the Boolean expression
4. Draw the logic diagrams.
2.00 M-2.50M
3.25 M M
6.07M- 7.38M
7.48M -9.43M
0.50 M
2.40M
1.31M
1.55 M
TOTAL DURATION 6.56 M

11. Designing Assessments
In order to motivate each student to participate in the out of class activity,
I have provided 3 assessments along with the video resource.
I have linked the submission with In semester evaluation marks and to the attendance credit for in-class segment.
The assessment is on achievement of lower cognitive levels (Recall – Apply), aligned to the learning objectives.
I aim to evaluate these assessments before the in-class-activity to understand the level of my students. Hence, I have declared the submission time as 2 hours before the in-class segment.

12. Out-of-class Activity Design – 3 (i)
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions to students
How to Draw the block diagram
Q1. After watching the video, Draw the block diagram
(Subjective type question-answer. )
10 M
1. Watch the video from 2.00 M-2.50M
, pause and Draw the block diagram.
2. Submit answers to questions on out-of-class activity (in hard copy or message to my personal whatsApp account two hours before the beginning of the in-class-segment.
For submitting in time, 5 marks will be given in ISE!. Also, attendance for the in-class-segment will be marked only if this submission is completed in time.

13. Out-of-class Activity Design – 3(ii)
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions to students
2. Write truth table of 1:4 demux
Q2. Based on the video, write the truth table for 1:4 demux
10 M
Watch the video 3.25 M M for example1, pause and write the answer.

14. Out-of-class Activity Design – 3(iii)
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions to students
3. Write the Boolean expression
Write equation for each term in the truth table
8 M
Watch 6.07M- 7.38M for boolean expression construction, pause and answer.
Expected activity duration 27 M, Video duration 8.40M

15. Out-of-class Activity Design – 3(iv)
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions to students
4. Draw the logic diagram
Draw the logic daigram for 1:4 demux
10 M
Watch 7.48M -9.43M
for logic diagram construction, pause and answer.
Expected activity duration 38 M, Video duration 9.43M

16. About In-Class Segment
I designed In-Class segment 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.
I have designed activity so that students have to do higher-order thinking (Analyze-Evaluate-Create).
I have designed activity such that students get feedback on their work, from peers and from me.
At the end of the activity, I provide summary that connects Out-of-Class and In-Class activities.

17. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
To learn pros and cons about the design of Demux.
Solve 1:8 Demux,1:16 Demux Design.
Key Concept(s) to be covered
Use of Demultiplexer in real life
2.Design of different types of Demultiplexers

18. In-class Activity Design -2
Active Learning activity(ies) that I plan to do
Concept clarification about designing the demultiplexer.
Real world problem solving using Think-Pair-Share

19. In-class Activity Design -2
Peer Instruction Strategy
What instructor Does-(5min)
Ask the students to design the 1:8 demultiplexer at the start of the class and provides procedure for designing it. Then asks the students to write the block diagram, truth table, logic expression and logic diagram.
2. Next, the instructor instructs the students to undergo think- pair -share phases as follows.

20. In-class Activity Design -2
Think phase (~8 minutes)
The Instructor tells the students to
(i) Think individually and assume the number of inputs and outputs and give the relationship between the inputs and outputs.
(ii) Draw the truth table corresponding to the statement(1:8 demux).
(iii)Write the Boolean expression from the truth table.
(iv)Implement the logic diagram and identify the number of gates required for implementing it
Students engage themselves actively according to the instructions.

21. In-class Activity Design -2
Pair phase (~10 minutes)
The Instructor tells the students to pair up and compare their designs. While students are pairing and discussing, instructor goes to 2~3 pairs to watch, motivate silent students and identify pairs suitable for presentation in the next share stage.
They justify own decisions to the peer. Discuss whose solution is more easy, more appropriate and Agree on one final answer.
If decisions are same in a pair, they think on other possibilities and strategies. Their doubts about own decisions, if they are not sure about it.

22. In-class Activity Design -2
Share phase (~10 minutes)
The Instructor asks one sample pair to share their answer ( with traditional decisions) with class. Next, the instructor invites other pairs with different set of decisions to share their answer. Students elaborate their discussion and conclusion.
After the sharing , instructor gives the solution
Now the instructor summarises to connect out-of-class activity and in-class-activity.
If time permits, another iteration of TPS is conducted. Here, complexity level is increased.

23. In-class Activity Design -2
My in-class activity design is an effective active learning strategy, because…
In both the above strategies (PI and TPS), 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 activity and do higher order thinking.
There is also feedback provided (either through peer discussion or instructor summary)

24. COMMUNITY BUILDING
I aim to build a community in my RC 1294 for the course of switching theory and logic design, along with two other participants- p.v.krishna rao, b.suhasini. I am in a process of contacting them.