1. About Me
Provide basic information about yourself and the topic in which you want to design a flipped classroom I am Ms. Shubhangi Kamble working as an assistant professor in EXTC department, RMCET Ambav. I am in this field since 2008.I have selected the topic data compression using LZ78 dictionary technique for flipped classroom activity.

2. Prof. Shubhangi Kamble
Data compression using LZ78 dictionary technique
Data compression and Encryption
Electronics and Telecommunications
Final Year UG students in Electronics and telecommunication
RMCET,Ambav. Mumbai University.

3. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity student should be able to
Explain dictionary techniques for different types of data compression .
Solve examples on dictionary techniques for data compression.
Key Concept(s) to be covered
LZ78 Dictionary techniques
Encoding and Decoding .

4. Instruction to the Students for doing out of class activity
Watch the video and pause it after 1.36 minutes. You have to try to find the transmitted code for given string and submit to me. I have assigned five marks for on time submission.

5. 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
Solve numerical based on dictionary technique.(Apply Level)
Explain the LZ78 dictionary technique for data compression(Understand Level)
Key Concept(s) to be covered
Encoding.
Decoding.
Data compression ratio.

6. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Youtube License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
LZ 78 encoding and Decoding
V1-0:
2.24
TOTAL DURATION
2.24 Min.
* 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.

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Solve numerical based on dictionary technique
Q1. Encode the following string using LZ78
wabba$wabba$wabba$$wabba$woo$woo
10 minutes
Watch V1 and then answer Q1

8. 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 LZ78 dictionary technique for data compression
Q.1. What do you mean by data compression?
Q.2 Explain basic principle of LZ 78 data compression algorithm.
10 minutes
Watch V1 and then answer Q1 and Q2

9. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class, students will be able to,
1.Find compression ratio for given data. (ANALYZE Level)
2.Design and analyze data compression algorithm.(ANALYZE Level)
Key Concept(s) to be covered
Use different algorithm to find suitable compression ratio.
Design suitable data compression algorithm .

10. 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: Which is suitable data compression method for given example?
Example: wabba$wabba$wabba$woo$woo$woo
LZ78
LZ77
Both methods
None of the Above.

11. 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

12. 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 be suitable method for text, image and audio compression?
Lossy-Text,L ossless-Audio, Lossy-Image
Lossy-Audio, Lossless-Text,Lossless-Image
Lossless-Text,Lossy-Audio,Lossy-Image
None of the above.

13. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: Which of the following advantage of the LZ78 algorithm.
Lossless compression
Lossy compression
High compression ratio.
Low compression ratio

14. 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.

15. In-class Activity Design -2
TPS Strategy – What Instructor does
First provide a basic information
The measures used to assess the efficiency among these algorithms are
1.Bit per character
2.Compression rate.
Use Lz 78 algorithm to encode the string:
abracadabraabracadabra.

16. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Assuming the initial code word zero.
Think individually and identify the best compression ratio.

17. 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 for a, b, c, d codeword is zero.

18. 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 to get maximum compression ratio to increase the transmission speed.
In the next iteration of TPS, in the Think Phase we ask students to find best method as well as compression ratio for data compression .
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought.

19. 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.
Student Feedback:
1.They enjoyed lot as well as they got new idea to solve examples in minimum time.
2.All students are actively participated in class.