IDP in Educational Technology IIT Bombay This activity
IDP in Educational Technology – IIT Bombay
� This activity constructor document is aimed at assisting teachers in designing Out-of-class segment of Flipped Classroom Activity in their own course by creating screencasts. � This constructor requires you to connect to the Out-of. Class activity with In-Class Activity. � The slides with white background are information � The slides with Pale-yellow background require sheets you to provide inputs IDP in Educational Technology, IIT Bombay 2
We are working in Mechanical Department as a Ass. Professor 1. Prof. S. D. Bhosale 2. Prof. P. K. Bhuse 3. Prof. UL Anuse IDP in Educational Technology, IIT Bombay 3
PRADNYA K. BHUSE Application of Thermodynamics Basic Mechanical Engineering Mechanical First Year Engineering Students Sveri COE Pandharpur (Maharashtra) IDP in Educational Technology, IIT Bombay 4
S. D. BHOSALE Application of Thermodynamics Basic Mechanical Engineering Mechanical First Year Engineering Students Sveri COE Pandharpur (Maharashtra) IDP in Educational Technology, IIT Bombay 5
U. L. ANUSE Application of Thermodynamics Basic Mechanical Engineering Mechanical First Year Engineering Students Sveri COE Pandharpur (Maharashtra) IDP in Educational Technology, IIT Bombay 6
This section helps you design the Out-of-Class segment of Flipped Classroom Strategy IDP in Educational Technology, IIT Bombay 7
� Meant mainly for Information-Transmission to student � Mostly help achieve lower-order cognitive levels (Recall-Understand-Apply) � Out-of-Class activity should not be too lengthy (ideally think of 1 lecture being transferred outside) IDP in Educational Technology, IIT Bombay 8
OUT-OF-CLASS ACTIVITY DESIGN Learning Objective(s) of 1 Out-of-Class Activity: 1. Enter Learning Objective(s) Here At the end of watching the videos student should be able to, Determine the heat and work quantum in the area of refrigeration, air conditioning system and I. C. engines Determine the heat and work for various gas process Distinguish and select the type of power producing/absorbing systems for a typical application Identify the power transmission element for day to day applications Explain various design considerations in mechanical Key Concept(s) to be covered: engineering design Explain various machining/joining process required in manufacturing IDP in Educational Technology, IIT Bombay 9
�Keep the length of video short (not more than 10 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. �Ensure during screencasting that there is both text and audio narration. This will make assimilation of content easier. [2]. IDP in Educational Technology, IIT Bombay 10
�Use appropriate screencast software to create your screencast. �Watch this to get an idea of what the screencasts should contain. Note that each screencast has the following elements: a)Audio Narration explaining the topic b)Video of ppt slides/application and writing on slides/ focusing on application features (Either through writing, highlighting or mouse pointers) IDP in Educational Technology, IIT Bombay 11
OUT-OF-CLASS ACTIVITY DESIGN - 2 Uploaded Video URL https: //www. youtube. com/watch? v=f Qb_L 0 k. UBio License of Video Creative-Commons Attributes Duration of Screencast 10: 45 min IDP in Educational Technology, IIT Bombay 12
� 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. IDP in Educational Technology, IIT Bombay 13
OUT-OF-CLASS ACTIVITY DESIGN - 3 Aligning Assessment with Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Learner will be able to solve world problems related to area Q 1. What is the application of Thermodynamics 10 min Submit the solution at teachers desk before coming to class. Note: https: //people. richland. edu/james/lecture/m 116/matrices/applications. html IDP in Educational Technology, IIT Bombay 14
This section helps you design the in-class segment of Flipped Classroom Strategy IDP in Educational Technology, IIT Bombay 15
� 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 IDP in Educational Technology, IIT Bombay 16
IN-CLASS ACTIVITY DESIGN -1 Learning Objective(s) of In-Class Activity: 1. Students will be able to Basic concept of Thermodynamics 2. Students will be able to solve problems on Thermodyanamics Key Concept(s) to be covered: 1. Concept of thermodynamics 2. Problems on Thermodynamics IDP in Educational Technology, IIT Bombay 17
IN-CLASS ACTIVITY DESIGN -2 Active Learning activity(ies) that you plan to do Think types of Systems Pair: Express application of Thermodyanamics form with partner and evaluate it Share: Compare with the instructor answer 1. Details of what teacher and student does is explained in the following slides IDP in Educational Technology, IIT Bombay 18
Team-Pair-Solo Premise: [5 min] Instructor presents the scenario: Instructor consider different answers for given question and summarize things accordingly IDP in Educational Technology, IIT Bombay 19
Team – Pair - Solo Team Phase: [5 min] As a team come up with all the different answers and finally by applying different method answer for given area is same. Instructor: Poses questions, divides the students into Five teams of 6 members each, ensures cross-talk between students. IDP in Educational Technology, IIT Bombay 20
Team – Pair - Solo Pair Phase: [5 min] Instructor: Shows all the possible answers. Asks students to pair up and compare their answer with instructors solution. And then instructs them to solve it in a pair. Student: Pairs within the team. Compares instructor’s solution with team’s solution. Proceeds to do substitution method and find the area , that they were already familiarized through out-of-class activities. IDP in Educational Technology, IIT Bombay 21
End of class summary and an extension The TPS is then followed by a 10 minute summary and extension by the teacher, where the pros and cons are explained in detail and the unsuitability of this method for larger problems are explained. The teacher then provides a demonstration of how a simple Tetris game made in Scratch helps students to check their proficiency in solving system of linear equations. Provides link of scratch website to students and asks them to explore existing scratch projects. IDP in Educational Technology, IIT Bombay 22
Justify why the above are active learning strategies By using Peer Instruction, the misconceptions about the substitution method is elicited. many students usually feel that substitution method has less computation as we reduce the number of equations and variables by 1. However this is only true for simple systems of linear equation (2 variables). Students think about the question posed and then discusses with each other which will elicit misconceptions that can then be addressed using teacher summary. The power of Peer Instruction to address misconceptions have been reported in educational literature [Crouch &. Mazur, 2001]. IDP in Educational Technology, IIT Bombay 23
Justify why the above are active learning strategies Team-Pair-Solo is a cooperative strategy that will help students to practice difficult tasks first as a group and then as an individual[Henry, Fraser & Virgo, 2014]. In the current example, the students solve a word problem in 3 variables in the Team-Pair phase. this is then followed by a Solo phase where they attempt the problem individually. During all these students are going beyond mere listening or copying notes. They are actually involved in problem solving and collaboration with their peers. . IDP in Educational Technology, IIT Bombay 24
Justify why the above are active learning strategies Think-Pair-Share is an example of an active learning strategy that is found beneficial for open-ended problems or eliciting multiple views [Kothiyal, Murthy & Iyer, 2014]. In the current example, the students progressively realizes that a single substitution method can result in different number of calculations based on the variable that got substituted. And they also are forced to think into various advantages and limitations of this method in the share phase. . IDP in Educational Technology, IIT Bombay 25
END OF CONSTRUCTOR Thank You IDP in Educational Technology, IIT Bombay 26
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