Fc activity constructor _ maxwell equations

FLIPPED CLASSROOM
ACTIVITY
CONSTRUCTOR – USING
EXISTING CONTENT
IDP in Educational Technology – IIT
Bombay

About this constructor
 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
IDP in Educational Technology, IIT Bombay
2
 This will be followed by an example input.

Dr S.K.Sinha, Associate Professor, BIT
Mesra, Patna Campus providing FC activity
on basics of Maxwell Equations .
ABOUT YOU
3

Dr S.K.Sinha
PHYSICS
Basics of Maxwell’s equations
BE – Physics (PH2102)- 1st
Year
BIT Mesra, Patna campus
4
1st
YEAR- BE STUDENTS

This section helps you design the Out-of-
Class segment of Flipped Classroom
Strategy
OUT-OF-CLASS SEGMENT
5

About Out-of-Class Segment
 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)
6

Out-of-class Activity Design -1
At the end of watching the videos student learn,
1. Derivation of Maxwell’s equation.
2.Relationship between E & V
3.Polarization in Dielectrics
Maxwell’s Equations
Learning Objective(s) of Out-of-Class Activity:
7
Key Concept(s) to be covered:

Guidelines for Video Selection -
1
8
 First 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/)
 Third 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

Guidelines for Video Selection -
2
9
 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]
[1] Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement:
An empirical study of mooc videos. In Pro ce e ding s o f the first ACMco nfe re nce o n Le arning @ scale
co nfe re nce (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.

Out-of-class Activity Design - 2
Mapping Concept to Video Source
10
CONCEPT VIDEO
SEGMENT
DURATION
(in min)
Maxwell laws of
Electrodynamics
1st
Law to 4th
law
0 – 20
21- 50
20M
30 M
Main Video Source URL https://youtu.be/USdRqenPa5A
* 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
License of Video CC-BY-SA (reuse allowed)
TOTAL DURATION 50 M

Guideline for designing
Assessments
11
 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 - 3
Aligning Assessment with Learning Objective
12
Learning
Objective
Assessment
Strategy
Expected
duration
(in min)
Additional
Instructions
(if any)
1. Learnng
of
Maxwell’
equn.
2. Relation
between
E & V
3. Polariz.
Easy
derivation
How to find
V by
calculating E
Practical
Use
20 M
15 M
20 M
Based on
V1(Seg1)
Based on
V1(Seb2)
V1(Seg3)
Expected activity duration 50 M

This section helps you design the in-class
segment of Flipped Classroom Strategy
IN-CLASS SEGMENT
13

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
14

In-class Activity Design -1
1. Could solve problems on Maxwell,s equation.
2. Able to find electric field intensity of diff. shape cond.
3. Could find polarization in dielectrics in different cond.
1. Application of maxwell,s Equation.
Learning Objective(s) of In-Class Activity:
15
Key Concept(s) to be covered:

1. Think –pair -share
1. Video sharing is there
2. TPS Is there.
Active Learning activity(ies) that you plan to do
16
Justify why the above is an active learning strategy
Explain the strategy by giving details of:
1. Ask Quest. & will encurage the student in participation in TPS
2. Student will learn the concept in depth through video &TPS

17
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: Where is the application of Gauss Law ?
In a moving fan
In a heating rod
In a freezing Ice
Q2: What is relation between E & V?
Directly proportional
Inversely Proportional
Equal

18
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

19
TPS Strategy – What Instructor does
Students will have a chance to see how the capacitance value of a
capacitor increases due to insertion of dielectrics i.e. polarized as well
as unpolarised.
They will able to calculate the value by using formula of capacitance
in the case of plane parallel type capacitor.

20
Think (~2 minutes)
Instruction: What will be the value of capacitance in above given
capacitor?
Think individually and calculate individually.

21
Pair (~5 minutes)
Instruction: Now pair up and compare your answers. Agree on one
final answer.

22
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 to get maximum value
of capacitance.
In the pair phase we ask students to compare the answers
In the share phase again the different answers are sought.

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)
23
Justify why the above is an active learning strategy

Fc activity constructor _ maxwell equations

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