1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. 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.

3. Table of Contents SECTION SLIDE # 7 19 32 ABOUT YOU 4
OUT-OF-CLASS SEGMENT 7
IN-CLASS SEGMENT 19
EVALUATION 32
COMMUNITY BUILDING

4. About you
Provide basic information about yourself and the topic in which you want to design a flipped classroom. I am Kiran Ajetrao, Faculty Electronics and Telecommunication Engineering, K J Somaiya College of Engineering Mumbai. Topic Is Digital Logic design.

5. Mr. Kiran Ajetrao Synchronous Counter Design Digital Logic design EXTC
SY B.Tech students
Autonomous college affiliated to Mumbai University

6. Out-of-class Segment
Here the students are required to watch the video given below

7. 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 the state table for given MOD(understand level)
Design counter for given number of states(apply level)
Design counter using any flip-flop(apply level)
Key Concept(s) to be covered
Concept of flipflop
Excitation table for all flipflops

8. Guidelines for Video Selection - 1
First check in National Repositories
NPTEL Videos (
NPTEL Youtube Channel (
Second Look in International Repositories
OER Commons (
OCW Consortium (
Open Learing Initiative (

9. Out-of-class Activity Design - 1
Main Video Source URL
License of Video
CC-BY-SA (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Flip-Flop Summery
V1 - 0:00 – 10:00
10.00
V2 – 0:00 – 4:28
4:28
SIMPLIFICATION
V3 – 0:00 – 6:58
6:58
TOTAL DURATION
20.86 min

10. Out-of-class Activity Design - 2
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Excitation Table
Q.1. Design Excitation table for JK, T, SR, and D flipflop
10 minutes
Watch V1 and V2 to answer Q1

11. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Design Of synchronous counter
Q.2 Design 3 bit synchronous counter using T flipflop
10 minutes
Watch V3 and answer Q2

12. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class, students will be able to,
1. Design counter for any state diagram given to them
Design random sequence counter given to them
Key Concept(s) to be covered
Use of excitation table to design synchronous counter
Implementation and design using any flipflop

13. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Active Learning Strategy
Explain the strategy by giving details of
What Teacher will do?
What Student will do?
Justify why the above is an active learning strategy
Enter Justification Here

14. In-class Activity Design -1
Active Learning activity(ies) that you plan to do
Design a BCD counter using JK flipflop and display using seven segment display.
Think-Pair-Share
Concept clarification using.
Peer Instruction

15. 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 to start with design. Q. A BCD counter has different states. (a) 3 (b) 4 (c) 10 (d) 9

16. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: The maximum number of flip-flops required for a MOD-10 counter
(a) (b) (c) (d) 5

17. 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.

18. In-class Activity Design -2
TPS Strategy – What Instructor does
First provide a premise
Students will be required to draw the possible combinations of state diagrams for BCD counter

19. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Think individually for state diagram and draw it in the note book without discussing with others.

20. 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.

21. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (~8 minutes)
Instructor asks a group to share their answer with class and draw it on board.
As students will get different state diagrams , the instructor will explain them which one is correct and why? If not correct then also justification will be given to it.

22. 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)