1. TEACHING DATABASE FUNDAMENTALS USING FLIPPED CLASSROOM MODEL Dr. Sai Kiran Lakkaraju EDGCT 5010 presentation

2. A GENDA Graduate Certificate in Education (Tertiary Teaching) Problem Based Learning Flipped Classroom Model Database Fundamentals Course Design Database Fundamentals Course Delivery Observations and Recommendations References 3 5 7 9 12 15 18

3. GRADUATE CERTIFICATE IN EDUCATION (TERTIARY TEACHING)

4. EDGCT 5007 Survey Title: Attitude towards Knowledge sharing in Australian Higher Education Institutions. 1.The agreement on knowledge (material) sharing is high 2.Academics share knowledge with other academics, who they trust 3.Academics don't expect rewards for knowledge sharing EDGCT 5009 4 Modules: 1.Peer review 2.Online Assessment 3.Roy Taskers workshop 4.Writers retreat EDGCT 5008 4 Major Modules: 1.Assessment design (Negotiated project) 2.Inclusive teaching practices for diverse learners 3.Introduction to teaching and learning online 4.Optimising Learning EDGCT 5010 Designed a course based on the ideas from Roy Taskers workshop Brain friendly teaching Problem based teaching Breaking the listening barriers Optimising learning Teaching without lectures, Learner centric teaching, Flipped classroom Assessment design Introduction to teaching and learning online Online Assessment

5. PROBLEM BASED LEARNING

6. “problem-based learning (PBL) is a teaching and learning method in which students engage a problem without preparatory study and with knowledge insufficient to solve the problem, requiring that they extend existing knowledge and understanding and apply this enhanced understanding to generating a solution.” (Wirkala & Kuhn, 2011)

7. FLIPPED CLASSROOM MODEL

8. F LIPPED CLASS ROOM “The flipped classroom is a model of teaching in which a student’s homework is the traditional lecture viewed outside of class on a vodcast. Then class time is spent on inquiry-based learning which would include what would traditionally be viewed as a student’s homework assignment. Synonymous with Reverse Classroom.” (Overmyer, 2013)

9. DATABASE FUNDAMENTALS COURSE DESIGN

10. DBFN -213 Teaching methodology The course revolved around 4 problems. 1.Khan RMS – In class discussion and solution development. In which teacher leads the discussion and guides the students to the solutions. 2.An e-Commerce system – in class discussion. Students have to lead the discussion and come to the solutions with the help of the teacher. 3.Patel Brothers employee management system – Given to the students as an assignment. 4.Raj and Rani product management – Exam case study. 12 workbooks were produced and were handed to the students at the beginning of the class. Assessments Computer Literacy test - Week 01 Mid-term test - Week 04 Online quiz - Week 08 Assignment - released in week 03 - Week 5 submission - Week 8 submission – Week 12 final submission Final exam – Part A – MCQ Part B – Theory Questions Part C – Case Study Workbooks: Week 1 – Week 12

11. KIBT – BBUS – G RADUATE A TTRIBUTES Graduate AttributesAssessments Discipline specific knowledge and skillsAll Critical, analytical and integrative thinkingClass participation Problem solving and research skillsProblems 2,3, and 4 Oral and written communication skillsWorkbooks, class participation Self management and independent learning skillsReading theory at home Ability to understand and apply business principles to commercial activities 4 Problems

12. COURSE DELIVERY

13. 12 Weeks 3 hours a week. Previous week review First Problem (Khan RMS) Second problem (e-Commerce System) Assessment if any.

14. D AIRY Observation Scale 1.Attendance, 2.past week work completion, 3.Student participation (contribution to the class discussion), 4.Preparation before the class, 5.Workbook completion in the class, and 6.Assessment if any and its result.

15. S TUDENT 01 1.Attended 8 classes. 2.Never completed 3.Participated in class discussions from week 6 4.No preparation. Except for the Assessment tasks. 5.Had to stay behind to help him complete the workbook. 6.63 out of 100. Good performance in the final exam. (attempted quiz 43 times to get 9 out of 10)

16. S TUDENT 02 1.Attended 8 classes. (late starter. Regular from week 3) 2.Often completed. 3.Raise questions in person. Does not answer unless questioned. 4.Most of the time. However only for the past classes not current. 5.Completes most of the times. Definitely completes for the next class. 6.66 out of 100. Performed consistently in the final exam.

17. S TUDENT 03 1.Attended 10 classes. 2.Always completed. Only the activity parts not the theory. 3.Outspoken. Asked advanced questions (out of scope). 4.Got 3 books and prepared for the class all the time. 5.Only completed the activities not the theory 6.72 out of 100. Poor performance in the final exam.

18. OBSERVATIONS AND RECOMMENDATIONS

19. O BSERVATIONS 1.The responsibility of learning is on the student not on me. 2.Flipped classroom model in a small group is very effective. 3.The delivery of the material becomes mechanical (!). 4.Monitoring individual student progress is laborious and will become impossible. 5.Redesigning the courses and developing workbooks need expertise. 6.May be I reinvented the wheel !

20. R ECOMMENDATIONS In a typical 4 hour session 1 hour past week review 2 hours Flipped class room (workbook completion) 1 hour lecture A new case for every workbook.

21. Q UESTIONS AND COMMENTS Bibliography Ferreni, S. P., & O'Connor, S. K. (2013). Redesign of a Large Lecture Course Into a Small-Group Learning Course. American journal of Pharmaceutical Education, 77(1). G.H.Aylward, & G.A.Barclay. (1970). Teaching Chemistry Without Lectures. International Symposium on University Chemical Education (pp. 29-36). Frascati (Rome): Pure and Applied Chemistry. Overmyer, J. (2013, 05 31). definitions of terms. Retrieved from Mathematics and Science Teaching Institute at the University of North Colorado: http://www.flippedclassroom.com/help/definitions.php http://www.flippedclassroom.com/help/definitions.php Wirkala, C., & Kuhn, D. (2011). Problem-Based Learning in K - 12 Education: Is it Effective and How Does it Achieve its Effects? American Educational Research Journal, 1157-1186.