1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING CREATED OER CONTENT

2. About you
Myself Dr Pavani V, Associate Professor and HOD, Department of Pharmaceutics, GRCP, Hyderabad, Telangana. I designed this flipped classroom activity for M. Pharm first year students for the course Modern Pharmaceutics.

3. Pavani V TOPIC: Preformulation COURSE: MODERN PHARMACEUTICS
DOMAIN: BOSCIENCES AND ALLIED
TARGET AUDIENCE: I YEAR PG/MPHARM STUDENTS IN PHARMACY
AFFILIATION: GOKARAJU RANGARAJU COLLEGE OF PHARMACY

4. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
At the end of watching this video student will be able to
Define Preformulation and its importance (Understand Level)
Explain different parameters influenced by preformulation studies(Apply Level)
Identify different types of incompatibilities (Apply Level)
Key Concept(s) to be covered
Importance of preformulation.
Types of DE incompatibilities.
Examples of DE incompatibilities.

5. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Creative Commons Attribution license (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Importance
V1: 00– 2:49
2.49
Types
V2:
4.51
TOTAL DURATION
8:41 min

6. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Define Preformulation and its importance
Answer the following
Q1. Define preformulation
Q2. Give the importance of preformulation studies
7 min
Watch V1 and
then answer Q1
& Q2

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Explain different parameters influenced by preformulation studies
Answer the following
Q1. mention parameters influenced by preformulation?
7 min
Watch V2 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)
IdenIdentify different types of incompatibilities
Answer the following
Q1. What are different types of incompatibilities ?
Q2. What type of interaction exists between primary amines and MCC?
6 min
Watch V2 and then answer Q1 & Q2
Submit answers to all questions two hours before coming to the class.
Continuous assessment marks (10 M) is given based on timely submission.
Total activity duration
20 minutes

9. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class, students will be able to,
Differentiate between different types of incompatibilities
Understand the significance of DEC studies
Key Concept(s) to be covered
Significance of preformualtion
Types of incompatibilities

10. In-class Activity Design -2
Active Learning activity(ies) that i plan to do
Identify the type of incompatibility
Think-Pair-Share
Concept clarification using.
Peer Instruction

11. 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 types and uses of dosage forms.
Total duration: 10 mins
Q1: Change in pH of stomach by administration of antacids comes under which type of incompatibity?
Physical b) chemical c) biopharmaceutical d) all
 Q2: Drug excipient interactions can be
a) Beneficial b) detrimental c) both d) none

12. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
For each question they will first vote by showing the paper on which answer alphabet is written individually.
Then they will discuss with peers about different types of dosage forms and come to consensus.
Listen to instructors explanation.

13. In-class Activity Design -2
TPS Strategy – total duration: 16 mins What Instructor does Ask the students to identify the incompatibility. Justify the selection. Think (~3 minutes) Instruction: Think individually and identify the incompatibility Pair (~5 minutes) Instruction: Students are instructed to pair with adjacent student and compare their answers and to agree on one final answer. While students are pairing and discussing, instructor goes around the class and encourages all the students to pair and discuss.

14. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (~8 minutes)
Each group shares their answer with the class along with the reasoning. Other students can ask them questions. Instructor checks whether each group shared their answers and if any different opinions are there. After sharing, instructor explains the correct solution along with reasoning.

15. In-class Activity Design -2
Justify why the above is an active learning strategy
In the above two strategies, students are made to do activities beyond simple listening and implementation of instructed steps. They are made to think, write, evaluate and analyse based on the knowledge acquired in out of class activity. They are engaged through out the activity. Their doubts can be clarified immediately as instructor guides and clarifies during the activities.