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

4. About Me
I am Dr. V Srinivasa Reddy, Professor in Department of Civil Engineering, GRIET, Hyderabad ( RC 1080)
I intend to design a flipped classroom for the Topic in Structural Analysis
Kani’s Method of Analysis

5. Dr. V Srinivasa Reddy ( RC 1080)
KANI’S METHOD OF ANALYSIS
STRUCTURAL ANALYSIS
CIVIL ENGINEERING
B.TECH – III Year- I Sem. Students
GOKARAJU RANGARAJU INSTITUTE OF ENGINEERING AND TECHNOLOGY
HYDERABAD ( RC 1080)

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

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)

8. 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:
Fixed End Moments
Understand Rotation Factors
Determine End Moments using Kani’s Method
Key Concept(s) to be covered
Rotation Factors
Rotational Contributions

9. 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 (

10. 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.

11. 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),

12. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Standard YouTube License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Fixed End Moments/
Rotational Factor
V1:
2.43
Cycles of Rotational Contribution
V2:
7.68
Final End Moments
V3:
2.14
Download Notes :-
TOTAL DURATION
12.25 min

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 - 3
Aligning Assessment with Learning Objective 1
Learning
Objective 1
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Determine Fixed End Moments
Determine fixed end moments for beams loaded with central point load, UDL , eccentric load
3 min
Watch video snippet 1
Calculate Rotational Factors
Calculate Stiffness of various members based on far end support condition

15. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective 2
Learning
Objective 2
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Cycles of Rotational Contributions
Fill up Kani’s cycles Table for 3 iterations
10 min
Watch video 2 snippet

16. Out-of-class Activity Design - 3
Total activity duration = 12 min
Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Evaluate Final End Moments
Calculate end moments
1 min
Watch video 3 snippet

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

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
At the end of the class, students will be able to:
Find fixed end moments of beam with different types of loadings
Perform cycles of rotational contribution of all support conditions
Determine final end moments and draw BMD.
Key Concept(s) to be covered
Expose them to different types of loadings
Calculate stiffness of beams with various support conditions
Perform cycles of rotational contribution

20. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Think Pair Share Activity
Explain the strategy by giving details of
Teacher will test the application of conceptual understanding ( real time scenarios) by posing different questions
Student will give his opinion and thoughts /ideas to resolve
Justify why the above is an active learning strategy
Concept clarification using Peer instruction and real time applications using TPS
There is also feedback provided (either through peer discussion or instructor summary)