1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT
IDP in Educational Technology – IIT Bombay

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.
IDP in Educational Technology, IIT Bombay

3. BALAKRISHNA PANDARABOINA
Assistant Professor,
Department of CSE,
BAPATLA Engineering College, Guntur.
IDP in Educational Technology, IIT Bombay

4. BALAKRISHNA PANDARABOINA
TOPIC : CREATION OF RECRUITMENT WEB PAGE
COURSE: Web Technologies
Computer Science& Engineering
3rd Year UG in Computer Science
BAPATLA Engineering College, (Autonomous) , Guntur
IDP in Educational Technology, IIT Bombay

5. OUT-OF-CLASS SEGMENT
This section helps you design the Out-of-Class segment of Flipped Classroom Strategy
IDP in Educational Technology, IIT Bombay

6. 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)
IDP in Educational Technology, IIT Bombay

7. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity:
At the end of watching the videos student be able to,
Identify the types of servers and browsers for developing web pages. (Recall)
Explain all the html elements which are required (Understand Level).
Explain all types of CSS applied (Understand Level).
Apply above obtained knowledge to design a web pages. (Apply)
Key Concept(s) to be covered:
Different types of servers and Web browsers
Html Tags
CSS concepts.
IDP in Educational Technology, IIT Bombay

8. 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
IDP in Educational Technology, IIT Bombay

9. 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 (
Third Look in Internet Video Repositories (filter for Creative Commons License)
Youtube (
Vimeo (
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

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

11. 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
CONCEPT
VIDEO SEGMENT
DURATION
(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
IDP in Educational Technology, IIT Bombay

12. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
CC-BY-SA (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
BOOLEAN IDENTITIES
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 – 25:56
6.15
SIMPLIFICATION
V5 - 25:57 – 31:42
5.75
TOTAL DURATION
31.6 min
EXAMPLE
IDP in Educational Technology, IIT Bombay

13. 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.
IDP in Educational Technology, IIT Bombay

14. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Instructions
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
IDP in Educational Technology, IIT Bombay

15. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Simplify expression using Boolean Identities
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
10 minutes
Watch V1 and then answer Q1
Watch V2 and then answer Q2
Watch V3 and then answer Q3, Q4
Explain DeMorgan’s theorem using Truth Tables and Logic Circuits
Q1. Using Proof by Perfect Induction, prove DeMorgan’s Theorem for 3 inputs.
Q2. Explain using DeMorgan’s theorem, how we can convert AND-OR Logic to NAND only or NOR only Logic?
Watch V4 and then answer Q1 and Q2
EXAMPLE
IDP in Educational Technology, IIT Bombay

16. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Simplify logic circuits using Boolean Identities
Q. Simplify given logic circuit
10 minutes
Submit answers to all questions 3 hours before coming to class.
Total activity duration
30 minutes
EXAMPLE
IDP in Educational Technology, IIT Bombay

17. IN-CLASS SEGMENT
This section helps you design the in-class segment of Flipped Classroom Strategy
IDP in Educational Technology, IIT Bombay

18. 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
IDP in Educational Technology, IIT Bombay

19. In-class Activity Design -1
Learning Objective(s) of In-Class Activity:
Enter Learning Objective(s) Here
Key Concept(s) to be covered:
Enter Key Concept(s) here
IDP in Educational Technology, IIT Bombay

20. 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
IDP in Educational Technology, IIT Bombay

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

22. 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
IDP in Educational Technology, IIT Bombay

23. 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:
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’
(A.B.C)’
(A’. B’. C’)’
EXAMPLE
IDP in Educational Technology, IIT Bombay

24. 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
IDP in Educational Technology, IIT Bombay

25. 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 T1 H1 S2 T2 H2 S3 T3 H3 S4 T4 H4
EXAMPLE
IDP in Educational Technology, IIT Bombay

26. 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
IDP in Educational Technology, IIT Bombay

27. 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
IDP in Educational Technology, IIT Bombay

28. 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
IDP in Educational Technology, IIT Bombay

29. 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
IDP in Educational Technology, IIT Bombay