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 # 2 3 ABOUT ME 1 OUT-OF-CLASS SEGMENT
IN-CLASS SEGMENT 3
EVALUATION
COMMUNITY BUILDING

4. About you
M.A. Raheem Electronic Workshop, Electronic Engineering and Analog Electronic Circuits Lab Experiments Demonstration Feedback Amplifiers

5. Electronic Engineering -II Micro-Controller
M.A.Raheem
Electronic Engineering -II Micro-Controller
FeedBack Amplifier
EE/EC
Students 2th
Mufffakham Jah College of Engg and Tech (Affiliated to Osmania University)

6. M.A.Raheem EXAMPLE Electronic Engineering Feedback Amplifiers EE, AEC
2nd YEAR UG STUDENTS IN ELECTRICAL ENGINEERING
MJCET
EXAMPLE

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

8. 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)

9. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
Knowledge of Processor Architecture
Key Concept(s) to be covered
ASIC Flow

10. 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
Identify the topology of feedback amplifers(Apply Level)
Explain the experiments amplifier Circuits (Understand Level)
Perform individual experiments (Apply Level)
Key Concept(s) to be covered
Identify topology
Equipments required.
Identify the resistor values.
EXAMPLE

11. 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 (

12. 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.

13. 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),

14. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Standard YouTube License*
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Electronic Engg II
EE II Channel
6 To 10 Min
TOTAL DURATION
56- mins*
* 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.

15. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Current Series FB
Voltage Shunt FB
Voltage Shunt FP
CSFB - 0:00 – 6:11
6.11
V2 – 6:11 – 13:03
7.53
V3 – 13:04 – 19:11
V4 – 19:12 – 25:14
6.07
6.02
EXAMPLE
TOTAL DURATION
25.14 min

16. 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.

17. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Learning Objective
Instructions
Expected activity duration
Each vedio demontration 3 to 10 mins
** It is recommended that total duration of activity and video should not be greater than one lecture duration.

18. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Identify the topology of Feedback Amplifers
Q. Analysis of Feed back Amplifiers
1) Current Series Feedback Amplifier
2) Current Shunt Series Feedback Amplifier
3) Voltage ShuntFeedback Amplifier
4) VoltageSeries Feedback Amplifier
10 minutes
Watch V1 and then answer Q1
Watch V2 and then answer Q2
Watch V3 and then answer Q3, Q4
EXAMPLE

19. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Explain Feedback amplifers
experiments
Q1.Using practical cirtuits.
Q2. Explain using CRO, Function Generator and Breadboard
10 minutes
Watch V1 –V4 and then answer Q1 and Q2
EXAMPLE

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

21. 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.

22. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
How many equipments are required
Key Concept(s) to be covered
Practical Demonstration is done

23. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to,
Feedback amplifiers (ANALYZE Level)
Implement practical lab experiments(Feedback amplifers)
(ANALYZE Level)
Key Concept(s) to be covered.
Practical demonstration of feedback amplifiers.
Use of resistors colour code
EXAMPLE

24. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Feedback amplifiers demonstration
Explain the strategy by giving details of
Video awareness of practical
Idea to get the experiment?
Justify why the above is an active learning strategy
Teacher –student easy to grab the experiment

25. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Real world problem solving using.
Think-Pair-Share the experiments
Concept clarification using.
Peer Instruction
EXAMPLE

26. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does Quizes
EXAMPLE

27. In-class Activity Design -2
Justify why the above is an active learning strategy
Feedback
EXAMPLE

28. Thank You