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.

5. Akshay Bhosale Basic Intensity Transformations in Image Processing
Digital Image Processing
Electrical & Allied (Signal Processing)
B.E. (Final Year) Students (Electronics, Computer Science)
Shivaji University / Sanjay Ghodawat Institutes

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

7. 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)

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
Understand necessity of Image Enhancement (Understand Level)
Use Point Processing techniques for Image Enhancement (Apply Level)
Key Concept(s) to be covered
Spatial Domain
Point Processing
Some Image Enhancement techniques

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 (

10. Guidelines for Video Selection - 1
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.

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].
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.
Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8),

12. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Standard YouTube Licence
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Introduction to Image Enhancement
V1 - 3:58 to 8:04
4.08
Point Processing
V2 - 8:17 to 16:45
8.24
Image Negative
V3 - 20:47 to 26:12
5.25
Contrast Stretching
V4 - 26:20 to 34:31
8.11
Dynamic Range Compression
V5 - 34:29 to 39:12
4.43
Power Law Transformation
V6 - 39:13 to 48:47
9.34
TOTAL DURATION
39.45 minutes

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.

14. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Understand necessity of Image Enhancement
Q1. What is use of Image Enhancement ?
Q2. Classify Image Enhancement Techniques.
5 minutes
Watch V1 and then answer Q1 and Q2

15. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Use Point Processing techniques for Image Enhancement
Q1. Draw a point processing function which converts wide range of input pixel values to narrow range of output pixel values
Q2. Suggest a simple image enhancement technique to convert a very bright image to a normal image
10 minutes
Watch V2 and then answer Q1 Watch V4, V5 and V6 and then answer Q2
Total activity duration
15 minutes

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

17. 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.

18. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class, students will be able to,
Choose appropriate point processing technique for image enhancement
Key Concept(s) to be covered
Procedure for applying point processing techniques on images
Selecting proper image enhancement technique for images

19. 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

20. In-class Activity Design -2
Explain the strategy by giving details of
What Teacher will do?
The teacher will show few images to students and ask students to select a technique that will enhance the quality of image
What Student will do?
Students will discuss and apply one of the many techniques on the image to improve the quality of image

21. In-class Activity Design -2
Justify why the above is an active learning strategy
Students are allowed to think on what type of enhancement technique must be applied on a given image
Students discuss among themselves and decide on which technique is best suitable for image enhancement
Once student come up with the best technique, teacher can show the simulations for different techniques using software