1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR
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 In-Class Activity.
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. Prof. (Dr.) Ritu Gandhi Arora
Perceiving ourselves and Others
Perception and Perceptual Processes
Organisational Behaviour
MBA 1st Semester Students
DAV Institute of Management, M.D. University Rohtak
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
NOTE: This is same as your Resource Creation Assignment - 2
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)
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:
After watching this video students will be able to understand:
Implications of self concept through perception and
Perceptual processes;
2. The factors which affects of categorical thinking and mental models (i.e. factors) which affects the selection of stimuli.
Key Concept(s) to be covered:
Perception, Stimuli, Reacting, Organizing and interpretation
IDP in Educational Technology, IIT Bombay

8. 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

9. 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

10. Out-of-class Activity Design - 2
Uploaded Video URL
License of Video
Creative Common Attribution
Duration of Screencast
9 Minutes 16 Seconds
* Ensure that you give a Creative-Commons License to the uploaded video
IDP in Educational Technology, IIT Bombay

11. 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

12. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Students will be able to understand the reasons why different people perceive things /situations differently
Will show them perception cards and ask them to give meaning to those cards in their own language i.e. how they perceive them and why?
Discuss with your classmates after finishing writing down your ideas about the cards.
10 minutes
Submit the work before coming for the next class also discuss the same with your other classmates.
Expected activity duration
20 minutes
** It is recommended that total duration of activity and video should not be greater than one lecture duration
IDP in Educational Technology, IIT Bombay

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

14. 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

15. In-class Activity Design -1
Learning Objective(s) of In-Class Activity:
Students will be able to understand the concept of perception and Perceptual processes;
2. This activity will help them understand that how and why different people perceive different things Differently.
Key Concept(s) to be covered:
Perception, perceptual process, Stimuli, Selection, Organization
Interpretation of stimuli.
IDP in Educational Technology, IIT Bombay

16. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Peer Instruction
Think-Pair-Solo
Think –Pair- Share
Details of what Teacher will does and what student will does
Is explained in the following slides.
IDP in Educational Technology, IIT Bombay

17. Additional Slides for In-Class Activity Design
Peer Instruction Duration 5 minutes
Select one perception card each and give meaning to the word or phrase written to the card in your own language.
What Instructor Does: Poses Question, Let students pair and discuss, and finally summarizes.
What student does: Students will pick one perception card each and jot down the words/write paragraph which clearly gives meaning to that word, or explains the words in their own language.
IDP in Educational Technology, IIT Bombay

18. Additional Slides for In-Class Activity Design
Team-Pair-Solo
Team Phase: 10 Minutes
As the students ends up with writing meaning for the words written on the perception cards given to them, each student can ask other team mate about the meaning his team mate has assigned to the word or phrase and can further explore the meaning each one has shared.
Instructor: Poses questions, divides the students into teams of equal members, ensures cross-talk between students.
Student: Writes the meaning of the words in their notebook and discusses with team members about various meanings assigned by them for the similar words.
IDP in Educational Technology, IIT Bombay

19. Additional Slides for In-Class Activity Design
Think Phase: [1 min]
Give meanings to the words selected by you via perception cards.
Pair Phase: [4 min]
Compare your answer with your team mate and see what other meanings students have assigned to the similar words.
Share Phase: [10 min]
Share your answer with class and identify the other meanings assigned by different students.
IDP in Educational Technology, IIT Bombay

20. Additional Slides for In-Class Activity Design
End of Class and Summary:
The TPS is then followed by a 10 minute summary and extension by the teacher, where the teacher summarizes the session by mentioning the reasons behind different perceptions. It is not about different meanings of the same words but about different perceptions about same words.
IDP in Educational Technology, IIT Bombay

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