FLIPPED CLASSROOM ACTIVITY About OutofClass Segment I have

FLIPPED CLASSROOM ACTIVITY

About Out-of-Class Segment I have used an existing video for explanation of basic concepts of Data mining. § This is used to achieve lower-order cognitive levels (Recall-Understand. Apply) § I took enough time to search and locate videos. § This Out-of-Class activity is not too lengthy, It needs time equal to only about 1 lecture (1 hour) §

Out-of-class Activity (Design -1) Learning Objective(s) of Out-of-Class Activity At the end of watching the videos student should be able to 1. Understand the basic concepts of Data mining. 2. The need of Data mining and its characteristics. 3. In detail architecture of Data mining. 4. Relate to Real-World applications of Data Mining. Key Concept(s) to be covered 1. Basic concepts and definition of Data mining. 2. Characteristics of Data mining. 3. Architecture of Data mining. 4. Real-World applications of Data Mining.

Out-of-class Activity (Design -2) Main Video Source URL: https: //www. youtube. com/watch? v=Kiv_S--w. Y-4 License of Video: Creative Commons Attribution License (Reuse allowed) Mapping Concept to Video Source CONCEPT 1. Basic concepts and definition of Data mining. 2. Characteristics of Data mining. 3. Architecture of Data mining. 4. Real- world Data mining Applications TOTAL DURATION 1. 18. 26 Mts. VIDEO SEGMENT DURATION (in min) V 1: 0. 00 Mts- 15. 00 Mts 15 Mts V 2: 15. 01 Mts-39. 30 Mts 24. 30 Mts V 3: 39. 31 Mts - 50. 00 Mts 10. 30 Mts V 4 : 50. 01 Mts – 1. 18. 26 Mts 28. 26 Mts

Out-of-class Activity Design – 3 (i) Aligning Assessment with Learning Objective Expected Learning Assessment duration Objective Strategy (in min) 1. Understand the basic concepts of Data mining with real time application. After watching the video, define Data mining (Subjective type question-answer. ) 10 Mts Additional Instructions to students 1. Watch the video segment V 1 2. Submit answers to questions on out-ofclass activity. A real time example is expected in the answer.

Out-of-class Activity Design – 3(ii) Aligning Assessment with Learning Objective 2. Analyse the characteristics of Data mining. How it can be linked to real time example. Assessment Strategy Based on the appropriate answer and the example assessment will done. Expected duration (in min) Additional Instructions to students Watch the video segment V 2. 20 Mts.

Out-of-class Activity Design – 3(iii) Aligning Assessment with Learning Objective Expecte Learning d Assessment Strategy Objective duration (in min) 3. Study the data mining architecture in depth Students will be asked to explain the architecture and its real time application. 10 Mts. Additional Instructions to students Watch video segment V 3. Students will be asked to refer the real time examples which are explained earlier.

Out-of-class Activity Design – 3(iv) Aligning Assessment with Learning Objective Expected Learning duration Assessment Strategy Objective (in min) 4. Relate to Real. World Data Mining applications Students will be asked to explain the Real-World applications of Data Mining. 10 Mts. Additional Instructions to students Watch video segment V 3. Students will be asked to refer the real time examples which are explained earlier.

In-class Activity Design -1 Learning Objective(s) of In - Class Activity 1. To learn pros and cons about selection of recent directions in data mining. 2. Solve real time example with the construction of Data mining. Key Concept(s) to be covered 1. Use of Data mining in any analytics domain. 2. To study about the different resources used for data mining construction.

In-class Activity Design -2 Active Learning activity(ies) that I plan to do Real world problem solving (Based on the resources used for data mining. ) § Think-Pair-Share § Peer Instruction (Refer to slides 12 to 17) Explanation of the strategy with details as follows 1. What Teacher will do? (Refer to slides 12 to 16) 2. What Student will do? (Refer to slides 12 to 16) Justify why the above strategy is an active learning strategy 1. Given in the last slide of this PPT.

In-class Activity Design -2 Active Learning activity(ies) that I plan to do • Concept clarification about the characteristics and architecture using Peer Instruction. • Real world problem solving using Think-Pair. Share 11

In-class Activity Design -2 Peer Instruction Strategy What instructor Does-(5 min) Give a real time example and discuss the challenges like data storage, scalability, real time ETL for solving any huge database problem. 12

In-Class-Activity Design 2 What students do-(15 mts) § Each group will take one challenge for discussion , like one group will discuss about ETL, second group about storage techniques and one group about scalability issues. § After group discussions students will share their views with peer groups and come to conclusion with certain § Next, they will explain their understandings to the instructor and listen their views. 13

In-class Activity Design -2 Think-Pair-Share Strategy What Instructor does 1. First she presents a real life situation. (3 min) Data minings do not contain today's data. They are usually loaded with data from operational systems at most weekly or in some cases nightly. They are able to analyze vast quantities of data over time, to determine what is the best offer to make to a customer. For e. eg ETL solution: A data load that currently occurs weekly can perhaps be performed instead daily, or twice a day. A daily data load could be converted to an hourly data load. This approach allows the mining users to access data that is more fresh than they are used to having, without having to make major modifications to existing load processes, data models, or reporting applications 2. Next, the instructor instructs the students to undergo think- pair -share phases as follows. 14

In-class Activity Design -2 Think phase (~8 minutes) The Instructor tells the students to (i)Think of at least 2 solutions for each problems identified. (ii)Think individually and find solution to convert real-time data into an existing data mining, or the modelling of real-time data for a new data mining. (iii)Write optimal solutions for each problems. Students engage themselves actively according to the instructions. 15

In-class Activity Design -2 Pair phase (~10 minutes) The Instructor tells the students to pair up and compare peer’s solutions, its feasibility and applicability. While students are pairing and discussing, instructor goes to 2 to 3 pairs to watch, motivate silent students and identify pairs suitable for presentation in the next share stage. Accordingly, the students pair up and compare peer’s solutions. They justify own decisions to the peer. Discuss whose solution is more easy, more appropriate and Agree on one final answer. If decisions are same in a pair, they think on other possibilities and strategies. Their doubts about own decisions, if they are not sure about it. The best case for most real-world relational OLAP systems are considered. For a well-tuned application, acceptable response times typically run from 15 seconds to 2 -5 mts. 16

In-class Activity Design -2 Share phase (~10 minutes) • The Instructor asks one sample pair to share their answer ( with traditional decisions) with class. Next, the instructor invites other pairs with different set of decisions to share their answer. Students elaborate their discussion and conclusion. • After the sharing , instructor share their own views and tells more possible solutions to OLAP. Now the instructor justifies their solution by elaborating some examples lke: Data warehouse tend to share two or more of the following characteristics: ü Require true real-time data (not near-real-time) ü Involve rapidly-changing data (10 -1000 transactions per second) ü Need to be accessed by 10 s, 100 s, or 1000 s of concurrent users ü Analyze real-time data in conjunction with historical information ü Involve complex, multi-pass, analytical OLAP queries 17

In-class Activity Design -2 My in-class activity design is an effective active learning strategy, because… • Conclusion for the TPS is For the determined team armed with the right knowledge and experience, it is possible to make real-time reporting, analysis, and alerting systems work. The challenge is to make the right trade offs along the way, to make sure the systems meet the needs of the user base while ensuring that they don't collapse under their own weight, or cause existing production mining's to malfunction. • In both the strategies (PI and TPS), 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 activity and do higher order thinking. There is also feedback provided (either through peer discussion or instructor summary) • 18

EVALUATION Evaluation of students is done based on their active participation in the group activity and their understanding of concepts. 19