Flipped Classroom Activity Constructor: Enhancing Educational Technology
Advance your knowledge in educational technology with the Flipped Classroom Activity Constructor IDP from IIT Bombay. Dive into innovative teaching methods, out-of-class and in-class activities, and aligning assessments with learning objectives. Explore topics like Karnaugh maps, Boolean expressions, and combinational logic circuits through engaging video segments and practical exercises. Join Associate Professor Ravivarman Shanmugasundaram on a transformative learning journey in the realm of EEE and beyond.
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FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR IDP in Educational Technology, IIT Bombay
Table of Contents SECTION SLIDE # ABOUT ME 3 5 OUT-OF-CLASS SEGMENT IN-CLASS SEGMENT 8 2 IDP in Educational Technology, IIT Bombay
About you Ravivarman Shanmugasundaram Associate Professor / EEE, Vardhaman College of Engineering, Hyderabad. My interests are focused but not restricted to power converters, renewable energy applications, advanced control and recently active learning and blended learning. 3 IDP in Educational Technology, IIT Bombay
Ravivarman Shanmugasundaram Combinational Logic Circuits Digital Logic Circuits 2nd Year UG in EEE Electrical Vardhaman College of Engineering 4 IDP in Educational Technology, IIT Bombay
Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity 1. After watching the video, student will be able to construct and use Karnaugh map to simplify Boolean expressions. (Apply) Key Concept(s) to be covered 1. 2. K-map construction Rules of simplification 5 IDP in Educational Technology, IIT Bombay
Out-of-class Activity Design - 2 Main Video Source URL License of Video Mapping Concept to Video Source https://youtu.be/G8pE8GTOANQ CC-BY-SA (reuse allowed) DURATION (in min) CONCEPT VIDEO SEGMENT 0:00 03:03 Grouping of Cells 3 min 03:03 06:48 Rules of simplification 4 min 06:48 07:58 Summary 1 min 07:58 min TOTAL DURATION 6 IDP in Educational Technology, IIT Bombay
Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Construct and use Karnaugh map to simplify Boolean expressions. 1. Draw the K-map for the given Boolean expression and the truth tables. (i) Y=A BC+A B C+B C +BC (ii) Submit the solution at instructors desk before coming to class. 5 min 5 min Expected activity duration 10 min 7 IDP in Educational Technology, IIT Bombay
In-class Activity Design -1 Learning Objective(s) of In - Class Activity 1. Design and implement combinational logic circuits for the given real-life problems by using Karnaugh map. Key Concept(s) to be covered 1. Construction of truth table for the given problem Simplification of Boolean expressions 2. 8 IDP in Educational Technology, IIT Bombay
In-class Activity Design -2 Active Learning activity(ies) that you plan to do 1. Peer instruction 2. Think-Pair-share Explain the strategy by giving details of 1. What Teacher will do? 2. What Student will do? Justify why the above is an active learning strategy 1. Enter Justification Here 9 IDP in Educational Technology, IIT Bombay
In-class Activity Design -3 Peer Instruction Strategy What Teacher Does Students have to understand how to group the cells in K-map. Q1: In the Karnaugh map shown below, which of the loops shown represents a legal grouping? (i) A (ii) B (iii) C (iv) D 10 IDP in Educational Technology, IIT Bombay
In-class Activity Design -4 Peer Instruction Strategy What Teacher Does Q2: In the Karnaugh map shown below, which of the Figure shown represents a legal grouping? (i) a (iI) b (iii) c 11 IDP in Educational Technology, IIT Bombay
In-class Activity Design -5 Duration : 5 + 10 min Peer Instruction Strategy What Student Does What student does: Vote for question, Discuss with neighbor about the rules for grouping the cell, come to a conclusion and listens to the instructor s summary about the grouping of k-map 12 IDP in Educational Technology, IIT Bombay
In-class Activity Design -6 Total Duration: 21 min TPS Strategy What Instructor does Premise: A burglar alarm is designed so that it senses four input signal lines. Line A is from the secret control switch, line B is from a pressure sensor under a steel safe in a locked closet, line C is from a battery-powered clock, and line D is connected to a switch on the locked closet door. The following conditions produce a logic 1 voltage on each line. A: The control switch is closed. B: The safe is in its normal position in the closet. C: The clock is in between 10:00 AM to 04:00 PM. D: The closet door is closed. Identify a scenario that, when the alarm has to ring the bell and derive a simplified Boolean expression for that. 13 IDP in Educational Technology, IIT Bombay
In-class Activity Design -7 TPS Strategy What Instructor does Think (~3 minutes) Instructor: Poses questions, ensures cross-talk between students. Student: Students think individually about the security conditions and discusses with the neighbors about various safety measures and write the truth-table the scenario. 14 IDP in Educational Technology, IIT Bombay
In-class Activity Design -8 TPS Strategy What Instructor does Pair (~8 minutes) Instructor: Shows possible solutions and asks students to pair and check the criteria simplify the Boolean expression. Student: Students check their neighbor s safety conditions and its solution. If they don t agree with the solution, discuss and come up with a new solution that they both agree. Then they will simplify the Boolean expression, which they have learned already from the video and its corresponding activities. 15 IDP in Educational Technology, IIT Bombay
In-class Activity Design -9 TPS Strategy What Instructor does Share (~10 minutes) Instructor: Instructor gives feedback about the solution obtained by the students and summarizes the features and limitations of K-map concept for Boolean expression simplification. Student: Random student pairs will share their solution with the class and discuss about the merits and demerits about the method. 16 IDP in Educational Technology, IIT Bombay
In-class Activity Design -10 Justify why the above is an active learning strategy 1. By using Peer Instruction, the misconceptions in the grouping of cells in the K- map is rectified. Mostly the students will not group the cells in minimal manner and most of the cell grouping is unique. Hence, the misconceptions can be cleared by discussing with the neighbor and with the instructor. Since the K-map has multiple solutions, which depends upon the grouping of cells, the TPS is a good strategy to use in this course. The different solutions will entail the students to discuss and they will correct each other mistakes. 2. 17 IDP in Educational Technology, IIT Bombay
