FLIPPED CLASSROOM
ACTIVITY CONSTRUCTOR –
USING EXISTING CONTENT
IDP in Educational Technology – IIT Bombay
About this constructor
2
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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
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The slides with Pale-yellow background require you to
provide inputs
Replace the text written in BLUE with your input
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This will be followed by an example input.
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IDP in Educational Technology, IIT Bombay
Table of Contents
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Section
Slide #
ABOUT YOU
4
OUT-OF-CLASS SEGMENT
7
IN-CLASS SEGMENT
19
EVALUATION
32
COMMUNITY BUILDING
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4
ABOUT YOU
Provide basic information about yourself and the
topic in which you want to design a flipped
classroom
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Replace header with your Name
5
TOPIC (CHOSEN FOR FLIPPED CLASSROOM)
COURSE (FROM WHICH TOPIC IS CHOSEN)
DOMAIN
TARGET AUDIENCE
AFFILIATION (UNIVERSITY/COLLEGE)
IDP in Educational Technology, IIT Bombay
JAYAKRISHNAN M
6
BOOLEAN EXPRESSIONS
DIGITAL CIRCUITS
ELECTRICAL
2nd Year UG Students in Electrical Engineering
IDP-ET, IIT BOMBAY
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OUT-OF-CLASS SEGMENT
This section helps you design the Out-of-Class
segment of Flipped Classroom Strategy
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About Out-of-Class Segment
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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)
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IDP in Educational Technology, IIT Bombay
Out-of-class Activity Design -1
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Learning Objective(s) of Out-of-Class Activity:
1.  Enter Learning Objective(s) Here
Key Concept(s) to be covered:
1.  Enter Key Concept(s) here
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Out-of-class Activity Design-1
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Learning Objective(s) of Out-of-Class Activity:
At the end of watching the videos student should be able to,
1.  Simplify expressions using Boolean identities (Apply Level)
2.  Explain the DeMorgan’s theorem using Truth Tables and Logic
Circuits (Understand Level)
3.  Simplify Logic Circuits, with at most 3 inputs, using identities.
(Apply Level)
Key Concept(s) to be covered:
1.  Boolean Identities
2.  Proofs of Identities
3.  Expression Simplification
IDP in Educational Technology, IIT Bombay
Guidelines for Video Selection - 1
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First check in National Repositories
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Second Look in International Repositories
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NPTEL Videos (http://www.nptelvideos.in/)
NPTEL Youtube Channel (https://www.youtube.com/user/nptelhrd)
OER Commons (https://www.oercommons.org/)
OCW Consortium (http://www.oeconsortium.org/)
Open Learing Initiative (http://oli.cmu.edu/)
Third Look in Internet Video Repositories (filter for Creative Commons
License)
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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
IDP in Educational Technology, IIT Bombay
Guidelines for Video Selection - 2
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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]
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[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 Learning@ scale conference (pp. 41-50). ACM.
[2] Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia
instruction. American Psychologist, 63(8), 760-769.
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Out-of-class Activity Design - 2
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Main Video Source URL
License of Video
Provide URL here*
Provide Resource License here*
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
CONCEPT 1
Start Time – End
Time
M
TOTAL DURATION
Provide total duration of video here**
* 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 IDP in Educational Technology, IIT Bombay
Out-of-class Activity Design - 2
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Main Video Source URL
License of Video
http://bit.ly/digckt_video1
CC-BY-SA (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
V1 - 0:00 – 6:45
6.75
V2 - 6:47 – 13:25
6.63
V3 - 13:27 – 19:46
6.32
PROOFS
V4 - 19:47 – 25:56
6.15
SIMPLIFICATION
V5 - 25:57 – 31:42
5.75
BOOLEAN
IDENTITIES
TOTAL DURATION
IDP in Educational Technology, IIT Bombay
31.6 min
Guideline for designing Assessments
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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.
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IDP in Educational Technology, IIT Bombay
Out-of-class Activity Design - 3
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Aligning Assessment with Learning Objective
Learning
Objective
Assessment
Strategy
Learning
Objective
Assessment
Strategy
Expected
duration
(in min)
Additional
Instructions (if
any)
Instructions
Expected activity duration Provide expected duration of activity here**
** It is recommended that total duration of activity and video should not be greater than one
lecture duration
IDP in Educational Technology, IIT Bombay
Out-of-class Activity Design - 3
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Aligning Assessment with Learning Objective
Learning
Objective
Simplify
expression
using Boolean
Identities
Explain
DeMorgan’s
theorem using
Truth Tables
and Logic
Circuits
Assessment Strategy
Q. Simplify the expressions
1) (A+A’).B
2) A.((B+C’).(A+B+C))
3) ((A+B)’.B).((A’+B’)+(A+B)’)
4) ((A+(A+B)’).(B+A)’)+B
Q1. Using Proof by Perfect
Induction, prove DeMorgan’s
Theorem for 3 inputs.
Q2. Explain using DeMorgan’s
theorem, how we can convert
AND-OR Logic to NAND only or
NOR only Logic?
Expected
Duration
(in min)
Additional
Instructions (if
any)
10 minutes
Watch V1 and then
answer Q1
Watch V2 and then
answer Q2
Watch V3 and then
answer Q3, Q4
10 minutes
Watch V4 and then
answer Q1 and Q2
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Out-of-class Activity Design - 3
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Aligning Assessment with Learning Objective
Learning
Objective
Simplify logic
circuits using
Boolean
Identities
Assessment Strategy
Expected
Duration
(in min)
Q. Simplify given logic circuit
10 minutes
Total activity duration
30 minutes
IDP in Educational Technology, IIT Bombay
Additional
Instructions (if
any)
Submit answers to
all questions 3 hours
before coming to
class.
19
IN-CLASS SEGMENT
This section helps you design the in-class segment
of Flipped Classroom Strategy
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About In-Class Segment
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¨ 
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
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Engage students in higher-order thinking (Analyze-EvaluateCreate)
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
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In-class Activity Design -1
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Learning Objective(s) of In-Class Activity:
1.  Enter Learning Objective(s) Here
Key Concept(s) to be covered:
1.  Enter Key Concept(s) here
IDP in Educational Technology, IIT Bombay
In-class Activity Design -1
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Learning Objective(s) of In-Class Activity:
At the end of the class, students will be able to
1.  Solve real-life scenario problems involving simplification
of Boolean expressions (ANALYZE Level)
2.  Implement logical expressions using Universal gates
(NAND or NOR) (ANALYZE Level)
Key Concept(s) to be covered:
1.  Use of Expression Simplification in Real World Problem Solving
2.  Implementation using Universal Gates
IDP in Educational Technology, IIT Bombay
In-class Activity Design -2
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Active Learning activity(ies) that you plan to do
1.  Active Learning Strategy
Explain the strategy by giving details of:
1.  What Teacher will do?
2.  What Students will do?
Justify why the above is an active learning strategy
1.  Enter Justification here
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In-class Activity Design -2
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Active Learning activity(ies) that you plan to do
Real world problem solving using
1.  Think-Pair-Share
Concept clarification using
1.  Peer Instruction
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In-class Activity Design -2
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Peer Instruction Strategy – What Teacher Does
Pose the two PI questions at the start of the class and provide summary of
basic identities and expression simplification:
Q1: What will happen to the output if one of the input to the logical AND gate is 1
Output is always 1
Output is always 0
Output will be same as second input
Output will be complement of second input. Q2: Which of the Boolean expressions correctly represent a 3-input OR (A+B+C)?
(A.B)’. C’
A’. B’. C’
(A.B.C)’
(A’. B’. C’)’
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In-class Activity Design -2
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Peer Instruction Strategy – What Student Does
For each question they will first vote individually
Then they will discuss with peers and come to consensus
Listen to instructors explanation
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In-class Activity Design -2
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TPS Strategy – What Instructor does
First provide a premise:
Four sensor circuits S1, S2, S3 and S4, located at four different directions of an
agricultural land, are used to communicate weather information about excess Humidity
and temperature to a central station located at a distant agricultural university. The
circuits give a high output if the value of temperature and humidity exceeds
prescribed limit in a 4 second cycle – i.e. first S1, then S3, then S2 and finally S4. The
central station needs to know which area gave high output.
Assuming that each information is passed as digital signals through one digital circuit
kept in the farm..
S1
H4
S4
T4
T1
H
H3
1
T2
H2
T3
S2
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S3
In-class Activity Design -2
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TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Assuming that Temperature and Humidity of a station are two
Boolean variables Tn and Hn (where n is the station number) as given in the fig,
Think individually and identify the scenario (boolean expression) in which a
high output will occur from an area.
IDP in Educational Technology, IIT Bombay
In-class Activity Design -2
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TPS Strategy – What Instructor does
Pair (~5 minutes)
Instruction: Now pair up and compare your answers. Agree on one final
answer.
While students are pairing and discussing, instructor goes to 2~3 sections to
see what they are doing.
Now assuming that two variables A and B, as shown in table, are used to
select sensor output based on time, develop a Boolean expression to combine
time selection and output selection.
i.e. A,B and output (T+H)
IDP in Educational Technology, IIT Bombay
In-class Activity Design -2
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TPS Strategy – What Instructor does
Share (~8 minutes)
Instructor asks a group to share their answer with class and see whether there
are different answers. After sharing is done, instructor gives feedback on the
correct solution and how minimizations using Boolean expressions play a major
role in real life applications, like Multiplexer.
In the next iteration of TPS, in the Think Phase we ask students to convert the
Boolean expression in the form of NAND only logic using DeMorgan’s
Theorem and identities.
In the pair phase we ask students to compare the answers
In the share phase again the different answers are sought.
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In-class Activity Design -2
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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.
There is also feedback provided (either through peer discussion
or instructor summary)
IDP in Educational Technology, IIT Bombay