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FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT - PowerPoint Presentation

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FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT - PPT Presentation

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 ID: 797657

video class learning activity class video activity learning design segment moments https min videos rotational assessment duration www students

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Slide1

FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

Slide2

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.

About this constructor

Slide3

Table of Contents

SECTIONSLIDE #ABOUT ME4OUT-OF-CLASS SEGMENT 7IN-CLASS SEGMENT

19EVALUATION 32COMMUNITY BUILDING

Slide4

I am Dr. V Srinivasa Reddy, Professor in Department of Civil Engineering, GRIET, Hyderabad ( RC 1080)

https://drvsr.wordpress.com/https://rc1080griet.wordpress.com/I intend to design a flipped classroom for the Topic in Structural Analysis Kani’s Method of AnalysisAbout Me

Slide5

Dr. V Srinivasa Reddy ( RC 1080)

KANI’S METHOD

OF ANALYSIS

STRUCTURAL ANALYSIS

CIVIL ENGINEERING

B.TECH – III Year- I Sem. Students

GOKARAJU RANGARAJU INSTITUTE OF ENGINEERING AND

TECHNOLOGY

HYDERABAD ( RC 1080)

Slide6

Out-of-class Segment

This section helps you design the Out-of-Class segment of

Flipped Classroom Strategy.

Slide7

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)

Slide8

Out-of-class Activity Design -1

At the end of watching the videos student should be able

to:Fixed End MomentsUnderstand Rotation FactorsDetermine End Moments using Kani’s Method

Learning Objective(s) of Out-of-Class Activity

Rotation Factors

Rotational Contributions

Key Concept(s) to be covered

Slide9

Guidelines for Video Selection - 1

First check in National Repositories

NPTEL Videos (http://www.nptelvideos.in/)NPTEL Youtube Channel (https://www.youtube.com/user/nptelhrd)Second Look in International RepositoriesOER Commons (https://www.oercommons.org/)OCW Consortium (http://www.oeconsortium.org/)

Open

Learing

Initiative

(

http://oli.cmu.edu/

)

Slide10

Guidelines for Video Selection - 1

Third Look in Internet Video Repositories (filter for Creative Commons License)

Youtube (https://www.youtube.com)Vimeo (https://vimeo.com/)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.

Slide11

Guidelines for Video Selection - 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 Learning@ scale conference (pp. 41-50). ACM. Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769.

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].

Slide12

Out-of-class Activity Design - 2

Main Video Source URL

License of Video

Mapping Concept to Video Source

https://www.youtube.com/watch?v=kQTR41-AQEw

Standard YouTube License

CONCEPT

VIDEO SEGMENT

DURATION

(in min)

Fixed End Moments/

Rotational Factor

V1: 0.00 - 2.43

2.43

Cycles of Rotational

Contribution

V2: 2.43- 10.11

7.68

Final End

Moments

V3: 10.11-12.25

2.14

TOTAL DURATION

12.25 min

Download Notes :-

https://goo.gl/KeqoR1

Slide13

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.

Slide14

Out-of-class Activity Design - 3

Aligning Assessment with Learning

Objective 1LearningObjective 1Assessment StrategyExpected duration (in min)

Additional Instructions (if any)

Determine Fixed End

Moments

Determine

fixed end moments for beams loaded with central point load, UDL , eccentric load

3 min

Watch video

snippet 1

Calculate Rotational Factors

Calculate

Stiffness of various members based on far end support condition3 minWatch video

snippet 1

Slide15

Out-of-class Activity Design - 3

Aligning Assessment with Learning

Objective 2LearningObjective 2Assessment StrategyExpected duration (in min)

Additional Instructions (if any)

Cycles of Rotational

Contributions

Fill up Kani’s cycles Table for 3 iterations

10 min

Watch

video 2 snippet

Slide16

Total

activity

duration = 12 minOut-of-class Activity Design - 3Aligning Assessment with Learning ObjectiveLearning

Objective

Assessment Strategy

Expected duration

(in min)

Additional Instructions (if any)

Evaluate

Final End Moments

Calculate

end moments

1 minWatch video 3 snippet

Slide17

In-class Segment

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

Slide18

About In-Class Segment

Make sure that In-Class segment contain activities for effective learningIn 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.

Slide19

In-class Activity Design -1

At the end of the class, students will be able

to:

Find fixed end moments of beam with different types of loadings

Perform cycles of rotational contribution of all support conditions

Determine final end moments and draw BMD.

Learning Objective(s) of In - Class Activity

Expose them to different types of loadings

Calculate stiffness of beams with various support conditions

Perform

cycles of rotational contribution

Key Concept(s) to be covered

Slide20

In-class Activity Design -2

Active Learning activity(

ies

) that you plan to do

Think Pair Share Activity

Explain the strategy by giving details of

Teacher will test the application of conceptual understanding ( real time scenarios) by posing different questions

Student

will

give his opinion and thoughts /ideas to resolve

Justify why the above is an active learning strategy

Concept clarification using Peer instruction and real

time applications using

TPS

There

is also feedback provided (either through peer discussion or instructor summary)