FLIPPED CLASSROOM

ACTIVITY CONSTRUCTOR
USING EXISTING CONTENT
IDP in Educational Technology IIT Bombay

About this constructor

2

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 (OERs) or those licensed under
Creative Commons
The
slides
with white
background
areinputs
information
The slides
with Pale-yellow
background
require you to provide
sheets
Replace the text written in BLUE with your input
This will be followed by an example input.
IDP in Educational Technology, IIT Bombay

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

IDP in Educational Technology, IIT Bombay

Replace header with your

Name

TOPIC (CHOSEN FOR FLIPPED CLASSROOM)

COURSE (FROM WHICH TOPIC IS CHOSEN)

DOMAIN

TARGET AUDIENCE

AFFILIATION (UNIVERSITY/COLLEGE)
IDP in Educational Technology, IIT Bombay

JAYAKRISHNAN M
5

BOOLEAN EXPRESSIONS
DIGITAL CIRCUITS

ELECTRICAL 2nd Year UG Students in Electrical Engineerin

IDP-ET, IIT BOMBAY

EXAMPLE

IDP in Educational Technology, IIT Bombay

OUT-OF-CLASS SEGMENT
This section helps you design the Outof-Class segment of Flipped Classroom
Strategy

IDP in Educational Technology, IIT Bombay

About Out-of-Class Segment

7

Meant mainly for InformationTransmission to student

Mostly help achieve lower-order
cognitive levels (Recall-UnderstandApply)
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)
IDP in Educational Technology, IIT Bombay

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

IDP in Educational Technology, IIT Bombay

Out-of-class Activity Design1

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

At the end of watching the videos student should
be able to,
1. Simplify expressions using Boolean identities
(Apply Level)
2. Explain the DeMorgans theorem using Truth
Tables and Logic Circuits (Understand Level)
Simplify Logic
Key3.Concept(s)
to beCircuits,
covered:with at most 3 inputs,
using Identities
identities. (Apply Level)
1. Boolean
2. Proofs of Identities
3. Expression Simplification

EXAMPLE

IDP in Educational Technology, IIT Bombay

Guidelines for Video Selection - 1

10

First check in National Repositories

Second Look in International Repositories

NPTEL Videos (http://www.nptelvideos.in/)

NPTEL Youtube Channel (https://www.youtube.com/user/ nptelhrd)

OER Commons (https://www.oercommons.org /)

OCW Consortium (http://www.oeconsortium.org /)
Open Learing Initiative (http://oli.cmu.edu/)

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
IDP in Educational Technology, IIT Bombay

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]

[1] 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.
[2] Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia
IDP in Educational
Technology, IIT Bombay
instruction. American Psychologist,
63(8), 760-769.

12

Out-of-class Activity Design

-2
Main Video Source URLProvide URL here*
License of VideoProvide Resource License here*
Mapping Concept to Video Source
CONCEPT

VIDEO
SEGMENT

DURATION
(in min)

CONCEPT 1

Start Time
End Time

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
Educational
Technology,
IIT Bombay
activity should IDP
notinbe
more than
1Lecture
duration

13

Out-of-class Activity Design

-2
Main Video Source URLhttp://bit.ly/digckt_video1
License of Video CC-BY-SA (reuse allowed)
Mapping Concept to Video Source
CONCEPT

BOOLEAN
IDENTITIES

VIDEO
SEGMENT

DURATION
(in min)

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
6.15
31.6 min
TOTAL25:56
DURATION
IDP in Educational
Technology,
SIMPLIFICATION
V5
- 25:57 IIT Bombay 5.75
31:42

EXAMPLE

Guideline for designing Assessments

14

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.

IDP in Educational Technology, IIT Bombay

15

Out-of-class Activity Design

-3

Aligning Assessment with Learning Objective

Learning
Objective

Assessme
nt
Strategy

Learning
Objective

Assessmen
t Strategy

Expected
duration
(in min)

Additional
Instructio
ns (if any)
Instruction
s

Provide expected duration of activity here**

Expected activity duration

** It is recommended that total duration of activity and video should not be

greater than one lecture duration
IDP in Educational Technology, IIT Bombay

16

Out-of-class Activity Design

-3

Aligning Assessment with Learning Objective

Learning
Objectiv
e
Simplify
expression
using
Boolean
Identities

Explain
DeMorgan
s theorem
using Truth
Tables and
Logic
Circuits

Assessment Strategy

Expected
Duration
(in min)

Additional
Instructions
(if any)

10 minutes

Watch V1 and
then answer Q1
Watch V2 and
then answer Q2
Watch V3 and
then answer
Q3, Q4

Q1. Using Proof by

Perfect Induction, prove
DeMorgans Theorem for
3 inputs.
Q2. Explain using
10 minutes
DeMorgans theorem,
how we can convert
IDP in Educational Technology, IIT Bombay
AND-OR Logic to NAND
only or NOR only Logic?

Watch V4 and
then answer Q1
and Q2

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

EXAMPLE

17

Out-of-class Activity Design

-3

Aligning Assessment with Learning Objective

Learning
Objective
Simplify
logic
circuits
using
Boolean
Identities

Assessment Strategy

Expected
Duration
(in min)

Q. Simplify given logic circuit

10 minutes

Additional
Instructions
(if any)
Submit answers
to all questions
3 hours before
coming to class.

Total activity duration 30 minutes

EXAMPLE

IDP in Educational Technology, IIT Bombay

18

IN-CLASS SEGMENT
This section helps you design the inclass segment of Flipped Classroom
Strategy

IDP in Educational Technology, IIT Bombay

About In-Class Segment

19

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 (AnalyzeEvaluate-Create)

Ensure that students get feedback on their

work, either from peers or you.

Ensure to provide summary that connects Out-ofClass and In-Class activities

IDP in Educational Technology, IIT Bombay

In-class Activity Design -1

20

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

IDP in Educational Technology, IIT Bombay

In-class Activity Design -1

21

Learning Objective(s) of In-Class Activity:

At the end of the class, students will be able to
1. Solve real-life scenario problems involving
simplification of Boolean expressions
(ANALYZE Level)
2. Implement logical expressions using
Universal gates (NAND or NOR) (ANALYZE
Key Concept(s)
Level) to be covered:

1. Use of Expression Simplification in Real World Problem Sol

2. Implementation using Universal Gates

EXAMPLE

IDP in Educational Technology, IIT Bombay

In-class Activity Design -2

22

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 Students will do?
Justify why the above is an active learning strategy
1. Enter Justification here
IDP in Educational Technology, IIT Bombay

In-class Activity Design -2

23

Active Learning activity(ies) that you plan to do

Real world problem solving using
1. Think-Pair-Share
Concept clarification using
2. Peer Instruction

EXAMPLE

IDP in Educational Technology, IIT Bombay

In-class Activity Design -2

24

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:
Q1: 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.
Q2: Which of the Boolean expressions correctly represent a 3-input
OR (A+B+C)?
(A.B). C
A. B. C
IDP in Educational Technology, IIT Bombay
(A.B.C)

EXAMPLE

In-class Activity Design -2

25

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

IDP in Educational Technology, IIT Bombay

In-class Activity Design -2

26

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 SSis passed as digital signals through
1
1
one digital circuit kept in the farm..
S
S
4
4

H
4

T4

T
1

T2

H
S
S
2
2

S
S
3
3

T3

EXAMPLE

IDP in Educational Technology, IIT Bombay

In-class Activity Design -2

27

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

IDP in Educational Technology, IIT Bombay

In-class Activity Design -2

28

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

IDP in Educational Technology, IIT Bombay

In-class Activity Design -2

29

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 DeMorgans 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

IDP in Educational Technology, IIT Bombay

In-class Activity Design -2

30

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-ofclass and do higher order thinking.
There is also feedback provided (either through
peer discussion or instructor summary)

EXAMPLE

IDP in Educational Technology, IIT Bombay