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
My name is Rahul pratap singh, and I am an Assistant Professor in Raja Balwant Singh Engg. Technical Campus, Bichpuri, Agra My topic is Organization management.

5. Replace Header with your Name
Introduction to Organization Management, Nature ,Scope and Complexity
ORGANIZATION MANAGEMENT
DOMAIN
TARGET AUDIENCE
AFFILIATION (UNIVERSITY/COLLEGE)

6. 2nd YEAR UG STUDENTS IN ELECTRICAL ENGINEERING
Jayakrishnan M
BOOLEAN EXPRESSIONS
DIGITAL CIRCUITS
ELECTRICAL
2nd YEAR UG STUDENTS IN ELECTRICAL ENGINEERING
IDP-ET, IIT BOMBAY
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
Introduction to Organization Management
Nature
Scope and Complexity
Key Concept(s) to be covered
Introduction to Organization Management
Nature
Scope and Complexity

10. 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 (

11. 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.

12. 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),

13. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
NPTEL Videos
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
NATURE OF ORGANIZATION
13:59- 23:10
9:11
CHARACTERISTICS OF ORGANIZATION
29:50-35:25
5:15
ANALOGY OF ORGANIZATIO WITH HUMAN BODY
36:01-38:45
2:46
TOTAL DURATION
17:12

14. 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.

15. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Definition of nature& Organization
Write down the definition of nature & scope
5mins
Watch V1 and then answer Q1
Expected activity duration
5mins

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,
Solve real-life scenario problems involving nature, scope(ANALYZE Level)
Key Concept(s) to be covered
At the end of the class, students will be able to,
Solve real-life scenario problems involving scope of organization manegement expressions (ANALYZE Level)

19. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Active Learning Strategy is Think-Pair-Share
Explain the strategy by giving details of
What Teacher will do? (Peer Instruction)
What Student will do? (Peer Instruction)
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.