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IDP in Educational Technology, IIT Bombay

FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

IDP in Educational Technology, IIT Bombay 2

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


Table of Contents

SECTION SLIDE #ABOUT YOU 4OUT-OF-CLASS SEGMENT 7IN-CLASS SEGMENT 19

EVALUATION 32

COMMUNITY BUILDING


Name: Ananda S. HiremathDesignation: Assistant ProfessorCollege: BLDEA’s V. P. Dr. P. G. Halakatti College of Engg. & Tech., VijayapurTopic for flip-class: Computer Organization- Register Organization and Control Design

About you


Replace Header with your Name

Register Organization and Control Design

Computer Organization

Computer Science

2nd YEAR UG STUDENTS IN COMPUTER SCIENCE & ENGINEERING

VTU, BELGAUM


Jayakrishnan M

BOOLEAN EXPRESSIONS

DIGITAL CIRCUITS

ELECTRICAL

IDP-ET, IIT BOMBAY

2nd YEAR UG STUDENTS IN ELECTRICAL ENGINEERING

EXAMPLE


Out-of-class Segment

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


About Out-of-Class SegmentMeant 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)


Out-of-class Activity Design -1Learning Objective(s) of Out-of-Class ActivityAt the end of watching the videos student should be able to

Recollect the major components of CPU (Remember Level)Comprehend the Register Organization and Working of Control Unit of CPU (Understand Level)Identify the control unit working with an example (Apply Level)Examine the Encoding of ALU Operation with an example (Analysing Level)

Key Concept(s) to be coveredCPU Register Organization.Working of Control Unit and Control Word.Encoding of ALU Operation.


Out-of-class Activity Design-1Learning Objective(s) of Out-of-Class ActivityAt the end of watching the videos student should be able to

Simplify expressions using Boolean identities (Apply Level)Explain the DeMorgan’s theorem using Truth Tables and Logic Circuits (Understand Level)Simplify Logic Circuits, with at most 3 inputs, using identities(Apply Level)

Key Concept(s) to be coveredBoolean Identities.Proofs of Identities.Expression Simplification. EXAMPLE


Guidelines for Video Selection - 1First check in National Repositories

•NPTEL Videos (http://www.nptelvideos.in/)•NPTEL Youtube Channel (https://www.youtube.com/user/nptelhrd)

Second Look in International Repositories•OER Commons (https://www.oercommons.org/)•OCW Consortium (http://www.oeconsortium.org/)•Open Learing Initiative (http://oli.cmu.edu/)

https://www.youtube.com/user/nptelhrd

http://oli.cmu.edu/


Guidelines for Video Selection - 1Third 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.

http://www.edutopia.org/open-educational-resources-guide




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].


Out-of-class Activity Design - 2Main Video Source URL License of VideoMapping Concept to Video Source

https://www.youtube.com/watch?v=Oz8MeFSAme4&ab_channel=Education4uCC-BY-SA

CONCEPT VIDEO SEGMENT DURATION (in min)CPU Major Components V1-0.00 – 1.32 1.32

Register Organization V2-1.33 – 3.07 1.74

Operation of Control UnitExample

V3-3.08 – 3.21 0.13V4-3.22 – 5.11 1.89

Encoding of ALU Operation V5-5.12 – 5.51 0.39Examples V6-5.52 – 7.30 1.78

TOTAL DURATION 7.30 Min

https://www.youtube.com/watch?v=Oz8MeFSAme4&ab_channel=Education4u

https://www.youtube.com/watch?v=Oz8MeFSAme4&ab_channel=Education4u


Out-of-class Activity Design - 2http://bit.ly/digckt_video1CC-BY-SA (reuse allowed)

CONCEPT VIDEO SEGMENTDURATION

(in min)

BOOLEAN IDENTITIESV1 - 0:00 – 6:45 6.75

V2 - 6:47 – 13:25 6.63V3 - 13:27 – 19:46 6.32

PROOFS V4 - 19:47 – 25:56 6.15SIMPLIFICATION V5 - 25:57 – 31:42 5.75

TOTAL DURATION 31.6 min

Main Video Source URL License of VideoMapping Concept to Video Source

EXAMPLE


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.


Out-of-class Activity Design - 3Aligning Assessment with Learning Objective

LearningObjective Assessment Strategy Expected duration

(in min) Additional Instructions (if any)

Recollect the major components of CPU

Q1. Name the blank blocks and explain it working

5 Min Watch V1 and then answer Q1





Comprehend the Register Organization and Working of

Control Unit of CPU

Q1. Explain the work of MUX.Q2. Explain the work of SELA, SELB, OPR.Q3. Demonstrate the working of 3x8 decoder.Q4. In brief about control unit

05 Min

Watch V2 and then answer Q1,Q2,Q3

Watch V3 and then answer Q4





Identify the control unit working with an example

Q1. Solve the flowing R1<- R2+R3R2<- R1-R3R5<- R3*R4R4<- R2/R5

10 Min Watch V4 and then answer Q1





Examine the Encoding of ALU Operation with an example

Q1. Encode the followingR1<- R2+R3R2<- R1-R3R5<- R3*R4R4<- R2/R5

10 MinWatch V4 and V6 and then

answer Q1Ref: Encode Table

Expected activity duration 30 Min** It is recommended that total duration of activity and video should not be greater than

one lecture duration.


Out-of-class Activity Design - 3

Learning Objective Assessment Strategy

Expected Duration(in min)

Additional Instructions (if

any)Simplify

expression using

Boolean Identities

Q. Simplify the expressions 1) (A+A’).B2) A.((B+C’).(A+B+C))3) ((A+B)’.B).((A’+B’)+(A+B)’)4) ((A+(A+B)’).(B+A)’)+B 10 minutes

Watch V1 and then answer Q1Watch V2 and

then answer Q2Watch V3 and

then answer Q3, Q4

Aligning Assessment with Learning Objective

EXAMPLE






any)Explain

DeMorgan’s theorem

using Truth Tables and

Logic Circuits

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?

10 minutesWatch V4 and

then answer Q1 and Q2


EXAMPLE






any)Simplify logic circuits using

Boolean Identities

Q. Simplify given logic circuit

10 minutesSubmit answers to

all questions 3 hours before

coming to class.


EXAMPLETotal activity duration 30 minutes


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


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.


In-class Activity Design -1

1. Solve register transfer, arithmetic and logic based instruction to extract detail working of control unit.(ANALYZE Level)

2. Encode the arithmetic and logic instruction for 8086 microprocessor. (ANALYZE Level)

Learning Objective(s) of In - Class Activity

1. Use instruction to know detail working of control unit.2. Encode the arithmetic and logic instruction.

Key Concept(s) to be covered


In-class Activity Design -1Learning Objective(s) of In-Class Activity At the end of the class, students will be able to,

Solve real-life scenario problems involving simplification of Boolean expressions (ANALYZE Level)

Implement logical expressions using Universal gates (NAND or NOR) (ANALYZE Level)

Key Concept(s) to be covered Use of Expression Simplification in Real World Problem Solving. Implementation using Universal Gates.

EXAMPLE


In-class Activity Design -2Active Learning activity(ies) that you plan to do

1. Solve register transfer, arithmetic and logic based instruction to extract detail working of control unit.(ANALYZE Level)

2. Encode the arithmetic and logic instruction for 8086 microprocessor. (ANALYZE Level)

3. Using Peer Instruction Strategy


In-class Activity Design -2Peer Instruction Strategy -What Teacher will do?Q1. Solve the following instruction with details control signal and

also write the encoding details.a) R1<- R3*R4

i) 10001011ii) 00001011

ii) 00001010


In-class Activity Design -2Peer Instruction Strategy - What Student will do? For each question they will first vote individually. Then they will discuss with peers and come to consensus. Listen to instructors explanation.


In-class Activity Design -2Justify why the above is an active learning strategyIn 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)


In-class Activity Design -2Active Learning activity(ies) that you plan to doReal world problem solving using.

Think-Pair-Share

Concept clarification using.Peer Instruction

EXAMPLE


In-class Activity Design -2Peer Instruction Strategy – What Teacher DoesPose the two PI questions at the start of the class and provide summary of basic identities and expression simplification.Q 1: What will happen to the output if one of the input to the logical AND gate is 1?

Output is always 1Output is always 0Output will be same as second inputOutput will be complement of second input.

EXAMPLE


In-class Activity Design -2Peer Instruction Strategy – What Teacher Does Q 2: 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’)’

EXAMPLE


In-class Activity Design -2Peer 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.

EXAMPLE


In-class Activity Design -2TPS Strategy – What Instructor doesFirst provide a premiseFour 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

T1 H1

S2

T2 H2

S3

T3

H3S4

T4

H4

EXAMPLE


In-class Activity Design -2TPS Strategy – What Instructor doesThink (~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.

EXAMPLE


In-class Activity Design -2TPS Strategy – What Instructor doesPair (~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 selectionand output selection.i.e. A,B and output (T+H)

EXAMPLE


In-class Activity Design -2TPS Strategy – What Instructor doesShare (~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.

EXAMPLE


In-class Activity Design -2Justify why the above is an active learning strategyIn 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)

EXAMPLE

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