New Open Education Resource: Flipping the classroom with MOODLE · 2017. 11. 10. · Open Education...

1 Open Education Resource: Flipping the classroom with MOODLE

Open Education Resource:

Flipping the classroom with MOODLE Work done as part of AICTE approved FDP on Pedagogy for Online and Blended Teaching-

Learning Process

RC-1223- Group ID 49

Team Leader- Dr Namrata Gupta

Team Members- Dr O P Singh & Dr D S Tomar

This

work is licensed under a Creative

Commons Attribution 4.0 International License.

. Materials Science by Namrata Gupta, O. P. Singh & D.S. Tomar is licensed

under a Creative Commons Attribution 4.0 International License. (It is free to

use, distribute and modify it, including for commercial purposes, provided you acknowledge the source )

http://namratarbsetcoer.wordpress.com/http://creativecommons.org/licenses/by/4.0/http://creativecommons.org/licenses/by/4.0/


Table of Content Sr. no. Name Page no.

1 Open Education Resource:

Flipping the classroom with MOODLE.

3

2 Section 2:

Design Decisions

4

3 Section 3:

OER Description.

5-11

4 Section 4:

Evaluating Effectiveness of OER

12

5 Section 5:

Consolidated Log of Team Work

13

6 Section 6:

Building a Community of MOODLE and Flipped

Classroom Adopters

14

7 Works Cited 15


RC1223_Group ID 49

Team Leader- DrNamrata Gupta

Team Members- Dr O P Singh & Dr D S Tomar

Section 1: Open Education Resource: Flipping the classroom with

MOODLE

About the OER:

Open education resource is the collection of MOODLE Lesson’s activities which is used as out -of-class and In-

class activity as the part of flipped classroom. There are three lessons as part of this OER, and each deals

with basic aspects.

OER is downloadable from: https://namratarbsetcoer.wordpress.com

Target Audience: First Year B.Tech. students (All branches)

Tags: Flipped Classroom, MOODLE, concept map, screencast-o-matic, B.Tech Students.

OER developed in MOODLE 3.3.x

http://creativecommons.org/licenses/by/4.0/

This resource is licensed under CC-BY-ver 4.0. Creative Commons Attribution 4.0 International License. As, it

is free to use, distribute and modify it, including for commercial purposes, provided you acknowledge the

source.

Learning Objectives After using this OER, learner will be able to: Polymers:

Classification of polymers Structure of Polymers Conducting Polymers Application of Polymers

Corrosion Types of corrosion Prevention of corrosion

Phase Rule: Heterogeneous System Gibbs Rule Phase Diagram Water system Applications of phase rule

As a teacher, one should explain the following: Effects of imperfection in solids Basic concepts of Polymers Causes of corrosion Phase diagram for one component system

https://namratarbsetcoer.wordpress.com/http://creativecommons.org/licenses/by/4.0/http://creativecommons.org/licenses/by/4.0/http://creativecommons.org/licenses/by/4.0/


Section 2: Design Decisions

Nature of Decisions taken:

The design decisions involved in the creation of this OER were of broadly three types:

1. Content Decisions

2. Pedagogic Decisions

3. Technology Decisions

Content Decisions:

The content decisions related to:

Polymers, Corrosion & Phase rule – Decided –What, Why and How?

Pedagogic Decisions:

In an ideal flipped classroom strategy, there are two segments – Out-of-class segment and In-Class

segment. The out-of-class segment requires student to refer to some given material (in Video, Text

etc.) in order to giving information out of the classroom to understand about the concepts that are

relevant.

In terms of concept marking the pedagogic decisions that were taken for the Out-of-class segment

related to:

a. Cognitive Levels of Questions to be asked along with the resources for out of class and Create

Level question for In-class

b. Assessment Strategies – Multiple choice questions for out of class,

Team-Pair-Solo strategy for in-class

Enlist the various criteria of classification of polymer, Reasons of corrosion & problems of Phase rule

Think --- 2 minute Pair --- 4 minutes Solo – 5 minutes

Identify the common answers from all the students

Technology Decisions:

By developing the Out-of-Class and In-class activities, the major technology decisions taken were:

a. Tool to be used for creating screencast video files by Screencast-o-matic

On watching the video, student will able to answers the question:

Link of video: https://youtu.be/CFCUcgc6D4U, https://youtu.be/Pm5wC4MuTaU &

https://youtu.be/vhiQ8xk08aA

b. MOODLE Lesson Activity for setting up Out-of-Class segment which allowed self-learning.

https://youtu.be/CFCUcgc6D4Uhttps://youtu.be/Pm5wC4MuTaUhttps://youtu.be/vhiQ8xk08aA


Section 3: OER Description

Active OER

For checking the active OER,

One may access the Course – https://namratarbsetc.moodleclouds.com

(http://namratarbsetcoer.wordpress.com/).

User ID- student@123

Password- 123456

1. Lesson Settings:

Screenshot 1-3: Screencasting by screencast-o-matic


Lesson Settings:

Screenshot 4: General and Appearance setting in MOODLE


Screenshot 5: Appearance setting in MOODLE for Polymers, Corrosion & Phase Rule

Screenshot 6: Appearance setting in MOODLE for Polymer with videos


Screenshot 7-9: Appearance setting in MOODLE for Quiz on the Polymers


Screenshot 10: Appearance in MOODLE for attempting the Quiz on the Polymers


Screenshot 11: Appearance in MOODLE for addition of user

Screenshot 12: Appearance in MOODLE for user enrollment


How to use this OER:

For using this OER, please select the following link in WORDPRESS

https://namratarbs.wordpress.com/oer-submission/ and further the open the link of OER there as

https://namratarbsetcoer.wordpress.com/

OR you can see the OER using following way:

https://namratarbsetc.moodleclouds.com

User ID- student@123

Password- 123456

Quiz of individual topic can be accessed as:

1. Topic: Polymer


User ID- student1

Password- 123456

2. Topic: Corrosion


User ID- student2

Password- 123456

3. Topic: Phase Rule


User ID- student3

Password- 123456

Best Practices with Lesson Activity:

Here are some of the best practices from our personnel experience on using this Lesson Activity in

classroom:

1. Release of the activity at least 1 week in advance.

2. Announcement of minor incentive (marks) for completion of the activity.

3. It would be good if the screencasts and resources were separately available in a “Resources”

folder in the MOODLE course (with out of class and in class activity).

https://namratarbs.wordpress.com/oer-submission/https://namratarbsetcoer.wordpress.com/https://namratarbsetc.moodleclouds.com/https://namratarbsetc.moodleclouds.com/https://namratarbsetc.moodleclouds.com/https://namratarbsetc.moodleclouds.com/


Section 4: Evaluating Effectiveness of OER

Effectiveness at the student level:

To understand the basic concepts of polymers i.e., Classification of Polymers, Properties & strength of

Polymers, Conducting polymers, Applications of polymers in various fields etc.

Metals corrosion & its prevention with control

Phase Rule: Explanation of Phases, Components & degree of freedom. And description of one

component system i.e., water

Each lesson contains summaries of individual learning objectives that will guide the learners on the

main aspects of the lesson.

Each lesson is followed with objective type questions based on the contents of the lesson.

There will be a question section after the each lesson covering objective oriented questions from all

lessons.

The final part contains subjective questions based on the learners understanding of the lessons

Survey Questions:

Construct Questions Scale / Marks

Ease of Use Material is easily downloadable Responses obtained

on scale 5 1. Strongly agree

2. Partially agree 3. Agree

4. Disagree 5. Not satisfactory

Instructions in the presentation are helpful to understand the topics easily

Concept Coverage

The Lesson completely covers the relevant concepts related to the sub-topic

Concept Complexity

The material of Lessons in books is too complex for my students to understand. Hence, through ICT, it is easy to understand basic concept of the topic.


Section 5: Consolidated Log of Team Work

The consolidated log of team work is as shown below:

Activity Team Member Time (Hrs.)

Discussion Team Leader 5 hrs.

Team Member 1 5 hrs.


Tool Exploration Team Leader 10 hrs.


Team Member 2 6 hrs

OER Creation Team Leader 12 hrs.


Team Member 2 10 hrs

OER Documentation Team Leader 6 hrs.


Team Member 2 4 hrs

Individual Reflection Team Leader 4 hrs.


Team Member 2 4 hrs

OER Evaluation Team Leader 5 hrs.




Section 6: Building a Community of MOODLE and Flipped Classroom Adopters

Possible Sources for Community Building:

Some of the viable sources for building a community are:

Teachers who are using MOODLE

Teachers who plan to use Flipped Classroom Strategies


Work Cited

https://abmpk.files.wordpress.com/2014/02/book_maretial-science-callister.pdf

http://help.screencast-o-matic.com/

https://docs.moodle.org/31/en/Quiz_activity

https://en.support.wordpress.com/using-wordpress-to-create-a-website/

Online videos for the presentation:

https://youtu.be/jJ2GyH2AKtA [For Polymers]

https://youtu.be/5OxdXq91TV0 [For Corrosion]

https://youtu.be/lA1CZUnKDZc [For Phase rule]

https://www.iitbombayx.in/asset-v1:IITBombayX+FDP201x+2017-

18+type@asset+block/OER_Submission_Example.pdf (for course Journal)

http://197.14.51.10:81/pmb/CHIMIE/introduction-to-polymer-science-and-technology.pdf
https://abmpk.files.wordpress.com/2014/02/book_maretial-science-callister.pdfhttp://help.screencast-o-matic.com/https://docs.moodle.org/31/en/Quiz_activityhttps://en.support.wordpress.com/using-wordpress-to-create-a-website/https://youtu.be/jJ2GyH2AKtAhttps://youtu.be/5OxdXq91TV0https://youtu.be/lA1CZUnKDZchttps://www.iitbombayx.in/asset-v1:IITBombayX+FDP201x+2017-18+type@asset+block/OER_Submission_Example.pdfhttps://www.iitbombayx.in/asset-v1:IITBombayX+FDP201x+2017-18+type@asset+block/OER_Submission_Example.pdfhttp://197.14.51.10:81/pmb/CHIMIE/introduction-to-polymer-science-and-technology.pdf

New Open Education Resource: Flipping the classroom with MOODLE · 2017. 11. 10. · Open Education...

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