FLIPPED CLASSROOM ACTIVITY

CONSTRUCTOR – USING EXISTING CONTENT

IDP in Educational Technology, IIT Bombay

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.

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Table of Contents

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

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

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Replace Header with your Name

TOPIC (CHOSEN FOR FLIPPED CLASSROOM)

COURSE (FROM WHICH TOPIC IS CHOSEN)

DOMAIN TARGET AUDIENCE

AFFILIATION (UNIVERSITY/COLLEGE)

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Jayakrishnan M

BOOLEAN EXPRESSIONS

DIGITAL CIRCUITS

ELECTRICAL 2nd YEAR UG STUDENTS IN ELECTRICAL ENGINEERING

IDP-ET, IIT BOMBAY

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

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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)

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Out-of-class Activity Design -1

Learning Objective(s) of Out-of-Class Activity

1. Enter Learning Objective(s) Here

Key Concept(s) to be covered

1. Enter Key Concept(s) Here

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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
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Guidelines for Video Selection - 1
 First check in National Repositories
• NPTEL Videos (http://www.nptelvideos.in/)
• NPTEL Youtube Channel (https://www.youtube.com/user/nptelhrd)

 Second Look in International Repositories

• OER Commons (https://www.oercommons.org/)
• OCW Consortium (http://www.oeconsortium.org/)
• Open Learing Initiative (http://oli.cmu.edu/)

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Guidelines for Video Selection - 1
 Third Look in Internet Video Repositories (filter for Creative Commons License)
• Youtube (https://www.youtube.com)
• Vimeo (https://vimeo.com/)

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.

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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 Learning@ scale conference (pp. 41-50). ACM.
• Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia
instruction. American Psychologist, 63(8), 760-769.

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Out-of-class Activity Design - 2
Main Video Source URL Provide URL here*
License of Video Provide Resource License here*
Mapping Concept to Video Source
DURATION
CONCEPT VIDEO SEGMENT (in min)

CONCEPT 1 Start Time – End Time M

TOTAL DURATION Provide total duration of video here**

* 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.

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Out-of-class Activity Design - 2
Main Video Source URL http://bit.ly/digckt_video1
License of Video CC-BY-SA (reuse allowed)
Mapping Concept to Video Source
DURATION
CONCEPT VIDEO SEGMENT (in min)
V1 - 0:00 – 6:45 6.75
BOOLEAN IDENTITIES 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

TOTAL DURATION 31.6 min

EXAMPLE
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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.

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

Expected activity duration Provide expected duration of activity here**

** It is recommended that total duration of activity and video should not be greater than
one lecture duration.
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Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Expected Additional
Learning
Assessment Strategy Duration Instructions (if
Objective
(in min) any)
Simplify Q. Simplify the expressions Watch V1 and
expression 1) (A+A’).B then answer Q1
using 2) A.((B+C’).(A+B+C)) Watch V2 and
Boolean 3) ((A+B)’.B).((A’+B’)+(A+B)’) 10 minutes then answer Q2
Identities 4) ((A+(A+B)’).(B+A)’)+B Watch V3 and
then answer Q3,
Q4
EXAMPLE
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Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Expected Additional
Learning
Assessment Strategy Duration Instructions (if
Objective
(in min) any)
Explain Q1.Using Proof by Perfect
DeMorgan’s Induction, prove DeMorgan’s
theorem Theorem for 3 inputs. Watch V4 and
using Truth Q2. Explain using DeMorgan’s 10 minutes then answer Q1
Tables and theorem, how we can convert and Q2
Logic Circuits AND-OR Logic to NAND only or
NOR only Logic?
EXAMPLE
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Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Expected Additional
Learning
Assessment Strategy Duration Instructions (if
Objective
(in min) any)
Simplify logic Q. Simplify given logic circuit
circuits using Submit answers to
Boolean all questions 3
10 minutes
Identities hours before
coming to class.

Total activity duration 30 minutes EXAMPLE

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

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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.

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In-class Activity Design -1

Learning Objective(s) of In - Class Activity

1. Enter Learning Objective(s) Here

Key Concept(s) to be covered

1. Enter Key Concept(s) here

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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
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In-class Activity Design -2
Active Learning activity(ies) that you plan to do
1. Active Learning Strategy

Explain the strategy by giving details of

1. What Teacher will do?
2. What Student will do?

Justify why the above is an active learning strategy

1. Enter Justification Here

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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
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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
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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
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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
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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

H4
T1 H H3
S4 S3
1
T4 T3
T2 H2
S2 EXAMPLE
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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
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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
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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
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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
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