1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

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 19 32 ABOUT YOU 4
OUT-OF-CLASS SEGMENT 7
IN-CLASS SEGMENT 19
EVALUATION 32
COMMUNITY BUILDING

4. About you
Provide basic information about yourself and the topic in which you want to design a flipped classroom.

5. Replace Header with your Name
COMPUTER LANGUAGES
COMPUT ER FUNDAMENTALS
BCA/MCA SEMESTER 1 STUDENTS
COMPUTER SCIENCE
ASSAM DON BOSCO UNIVERSITY

6. 2nd YEAR UG STUDENTS IN ELECTRICAL ENGINEERING
Jayakrishnan M
BOOLEAN EXPRESSIONS
DIGITAL CIRCUITS
ELECTRICAL
2nd YEAR UG STUDENTS IN ELECTRICAL ENGINEERING
IDP-ET, IIT BOMBAY
EXAMPLE

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
At the end of watching the videos student should be able to
Know about Machine Language
Know about Assembly language
Know about low level language
Know about high level language
Key Concept(s) to be covered
Different languages
Basic C programming

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
Simplify expressions using Boolean identities (Apply Level)
Explain the DeMorgan’s theorem using Truth Tables and Logic
Circuits (Understand Level)
Simplify Logic Circuits, with at most 3 inputs, using identities(Apply Level)
Key Concept(s) to be covered
Boolean Identities.
Proofs of Identities.
Expression Simplification.
EXAMPLE

11. 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 (

12. 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.

13. 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 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),

14. Out-of-class Activity Design - 2
Main Video Source URL
26.31 min
License of Video
CC-BY-(3.0 US)
TOTAL DURATION
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Introduction to computer languages
V :00 – 04:31
4:31
Types of programming language
V2 – 04:32 – 06:26
1.94
Machine level language and computer instructions
V3 – 06:27 – 10:47
4.2
Assembly language
V4-- 10:48 – 13:50
3.02
High level language and example
V5- 13:51– 17:37
3.86
Compile,interpreter,language translator and examples
V6- 17:38– 26:31
8.93
Mapping Concept to Video Source

15. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
CC-BY-SA (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
BOOLEAN IDENTITIES
V1 - 0:00 – 6:45
6.75
V2 - 6:47 – 13:25
6.63
V3 - 13:27 – 19:46
6.32
PROOFS
V4 - 19:47 – 25:56
6.15
SIMPLIFICATION
V5 - 25:57 – 31:42
5.75
EXAMPLE
TOTAL DURATION
31.6 min

16. 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.

17. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
List the program examples as high, low or mid level language.
q1:MOV r0, #0C ; LOAD: MOV r1,(r0) ;
q2:int main(){ // printf() printf("Hello, World!"); return 0;} 5
To answer q1, watch v4.
To answer q2, watch v5
Expected activity duration
5-10min

18. Out-of-class Activity Design - 3
Expected activity duration
10 min
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Write simple programming statements to accomplish the task.
Q1. Load two variables ‘a’ and ‘b’ in register and add the values
Q2. Classify C,C++,FOXPRO,BASIC as compiler based or interpreter based languages 10
To answer question 1 , watch v4.
To answer question 2 watch v5.

19. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected 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
EXAMPLE

20. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
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
EXAMPLE

21. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected 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.
EXAMPLE
Total activity duration
30 minutes

22. In-class Segment
This section helps you design the in-class segment of Flipped Classroom Strategy.

23. 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.

24. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class, students will be able to
. Understand,classify different languages and write different languages examples (Analyze,Evaluate level)
.Correlate compiler , translator and source program. (Analyze, Evaluate level)
Key Concept(s) to be covered
Writing simple program instructions in different languages

25. 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 simplification of Boolean expressions (ANALYZE Level)
Implement logical expressions using Universal gates (NAND or NOR)
(ANALYZE Level)
Key Concept(s) to be covered
Use of Expression Simplification in Real World Problem Solving.
Implementation using Universal Gates.
EXAMPLE

26. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Active Learning Strategy
Program creation using
Think pair share
2. Concept clarification using peer instruction

27. In-class Activity Design -2
Explain the strategy by giving details of
What Teacher will do?
Will pose problem statement to formulate assembly language program corresponding to it.
Q1. a) Increment the memory variable COUNT by 1.
b) Transfer the value 48 in the memory variable total
c) ADD the content of the BH register into the AH register.
Q2. a) Perform AND operation on the variable MASK1 and 128.
b) ADD 10 to the variable MARKS.

28. In-class Activity Design -2
Explain the strategy by giving details of
What Student will do?
For each question they will first create the solution individually.
Then they will discuss with peers and come to consensus.
Listen to instructors explanation.

29. In-class Activity Design -2
TPS Strategy- What Instructor does?
The instructor initially draws the registers architecture block diagram in the board for reference.
He then writes the ASSEMBLY keyword for performing different operations.

30. In-class Activity Design -2
TPS Strategy- What Instructor does?
Think (~2 minutes)
Instruction: He asks the students to think individually about how the values are stored and retrieved in the registers .
He also ask them to think about different assembly level instructions to perform them

31. In-class Activity Design -2
TPS Strategy- What Instructor does?
Pair (~5 minutes)
Instruction: Instructor asks the students to pair up and compare the 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 the memory variable count is ‘COUNT’, memory variable total is ‘TOTAL’, develop equations to perform assembly program instructions to accomplish the task.

32. 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.
In the next iteration of TPS , the instructor pose similar like problems and ask the students to follow the same.

33. 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)
Justify why the above is an active learning strategy

34. 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
EXAMPLE

35. 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 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. 
EXAMPLE

36. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: 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’)’
EXAMPLE

37. 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.
EXAMPLE

38. In-class Activity Design -2
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. S1 T1 H1 S2 T2 H2 S3 T3 H3 S4 T4 H4
EXAMPLE

39. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Assuming that Temperature and Humidity of a station are two Boolean variables Tn and Hn (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.
EXAMPLE

40. 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.
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)
EXAMPLE

41. 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 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.
EXAMPLE

42. 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)
EXAMPLE