1. OUT-OF-CLASS ACTIVITY CONSTRUCTOR FOR FLIPPED CLASSROOM
IDP in Educational Technology – IIT Bombay

2. About this constructor
This activity constructor document is aimed at assisting teachers in designing Out-of-class segment of Flipped Classroom Activity in their own course by creating screencasts.
This constructor requires you to connect to the Out-of-Class activity with Resource Creation Assignment.
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
IDP in Educational Technology, IIT Bombay

3. ABOUT YOU
Provide basic information about yourself and the topic in which you want to design a flipped classroom
IDP in Educational Technology, IIT Bombay

4. NIDHI TURAN TOPIC (PROBLEM RECOGNITION COURSE (Consumer Behaviour)
Marketing
MBA 3rd Sem
AFFILIATION (DAVIM, Faridabad
IDP in Educational Technology, IIT Bombay

5. Your Resource Creation Assignment 1
Purchase decision making Process regarding a House Purchase
Process of Consumer decision making (discussing stage 1 of the process) “Problem Recognition”
IDP in Educational Technology, IIT Bombay

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

7. About Out-of-Class Segment
Meant mainly for Information-Transmission to student
Mostly help achieve lower-order cognitive levels (Recall-Understand-Apply)
Out-of-Class activity should not be too lengthy (ideally think of 1 lecture being transferred outside)
IDP in Educational Technology, IIT Bombay

8. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity:
To know the problem recognition process
To know the involvement levels of decision making
To know the factors influencing actual state and desired state
Key Concept(s) to be covered:
Involvement in decision making
Actual state
Desired state
IDP in Educational Technology, IIT Bombay

9. Guidelines for Video Creation - 1
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.
Ensure during screencasting that there is both text and audio narration. This will make 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

10. Guidelines for Video Creation - 2
Use appropriate screencast software to create your screencast.
Watch this to get an idea of what the screencasts should contain. Note that each screencast has the following elements:
Audio Narration explaining the topic
Video of ppt slides/application and writing on slides/ focusing on application features (Either through writing, highlighting or mouse pointers)
IDP in Educational Technology, IIT Bombay

11. Out-of-class Activity Design - 2
Uploaded Video URL
Duration of Screencast
09 min 02 sec
* Ensure that you give a Creative-Commons License to the uploaded video
IDP in Educational Technology, IIT Bombay

12. 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

13. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
To know the problem recognition process
To know the involvement levels of decision making
To know the factors influencing actual state and desired state
Total Duration
Write down the process of problem recognition
To purchase a house which level of involvement is required
What are the factors that influences the decision making 10 30
Instructions
IDP in Educational Technology, IIT Bombay

14. In-Class Activity Design
This section helps you design the in-class segment of Flipped Classroom Strategy
IDP in Educational Technology, IIT Bombay

15. 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

16. In-class Activity Design -1
Learning Objective(s) of In-Class Activity:
To know the problem recognition process
To know the involvement levels of decision making
To know the factors influencing actual state and desired state
Key Concept(s) to be covered:
Involvement in decision making
Actual state
Desired state
IDP in Educational Technology, IIT Bombay

17. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Will provide case study to students for discussion
Explain the strategy by giving details of: (You may use additional slides that are provided for detailing)
Teacher will observe whether all the students
are participating the discussion or not.
Student will have to discuss and find out the solution to the problem
Justify why the above is an active learning strategy
All the students are actively participating in all the discussions.
IDP in Educational Technology, IIT Bombay

18. END OF CONSTRUCTOR
IDP in Educational Technology, IIT Bombay

19. IDP in Educational Technology, IIT Bombay