Meeta S Vedpathal
Department of Mechanical Engineering, MES‘s Pillai College of Engineering, New Panvel, [email protected]
Vaishali S Kumbhar
Department of Mechanical Engineering, MES‘s Pillai College of Engineering, New Panvel, [email protected]
Sandeep M Joshi
Department of Mechanical Engineering, MES‘s Pillai College of Engineering, New Panvel, [email protected]
Abstract
A paradigm of Teaching-learning process all over the globe is shifting from conventional Teacher centric towards learner centric mechanism. This new learner centric pedagogy may address conventional problems, such as varying abilities and interests of students, managing large classes, by dividing entire teaching-learning into out-of-class activities and in-class activities. Flipped Classroom is a form of teaching wherein study material is disseminated, well before the actual class, to the learners as an Out-of-Class activity. In the present work, a design of flipped class used for Third Year Engineering learners in the subject of Heat Transfer, which is a core, Mechanical Engineering subjectis presented. A study material in the form of power point presentation for a topic is disseminated as out-of-class activity through WORDPRESS web page of a teacher well before the actual class. Lerner‘s performance is assessed through multiple choice questions via google form as an open source. Team-pair-share strategy is adopted as in-class activity to evaluate learners understanding about the topic.
Keywords: Flipped Classroom, Heat Transfer, Engineering Education
Introduction
There is no universal definition of the term Flipped Classroom however; it appears that a flipped classroom provides video lectures or presentations as out-of-class activity followed by in-class activities. Learners are expected to view the videos or presentations outside the classroom before,and after too, coming to class. During the class, available freed time can be devoted to interactive sessions like Q&A sessions, discussions, exercises or other learning activities.
The origins of Flipped Classrooms is traced back to 2007 when two high school chemistry teachers in Colorado, Jonathan Bergmann and Aaron Sams, became concerned with students who often missed classes due to various competitions, games or other events.They began to record lectures, demonstrations, presentations and upload on YouTube for students to access. Since then Flipped Classrooms have evolved into a number of variations all with video lectures as their key feature. Sometimes the video lectures include embedded questions prepared by the instructor and students are required to read background materials or participate in online quizzes before coming to class.
It is a homogeneous blend of out-of-class and in-class activity, which provides complete freedom to learners to learn the concept as per his choice and time. Learners are expected to refer the shared study material may be videos, animations or presentations prior to actual class. During the class Think-Pair-Share technique may be used to enhance subject understanding. Learning freedom and peer discussions under teacher‘s guidance and supervision certainly make the teaching - learning more interesting and effective. Several studies have shown that students prefer flipped classrooms because they are more interactive and there is increased peer-to-peer learning. In addition, teacher is able to spend more time for guiding discussions and elevate learner‘s learning interest instead of covering material in a traditional lecture format.
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It was decided by authors to practice flipped classroom in a class of Heat Transfer, a core Mechanical Engineering at Third Year Engineering level. An open education resource in the form of presentation is developed and dissimilated among learners through author‘s WORDPRESS website as study material and a multiple choice question‘s quiz through google form to evaluate efficacy of the idea. The process is presented in this paper.
This open education resource, OER, is a Power point presentation dissimilated through WORDPRESS webpage useful as out-of-class activity while flipping the classroom. This is only one sample lesson, in the form of power point presentationwhich deals with a basic concept related to Conduction Heat Transfer. Other similar concepts of Convection and Radiation heat transfer may be conveyed to learners using the same pedagogy. This or other such OERs in the same form or may be video lectures can be disseminated for all concerned learners through WORDPRESS webpage for Out-of- Class activity.OER is downloadable fromhttps://sandeep1604.wordpress.com/page/
Target audience is Third year Engineering Students of Mechanical domain as well asUnder Graduate Engineers.
Learning Objectives
After going through this presentation, learner will be able to: 1. Identify conduction heat transfer
2. Understand the concept of steady state heat conduction 3. Quantify the rate of heat transfer in conduction 4. Comprehend heat conduction equation
5. Prepare thermal resistance network
Design Decisions
The design decisions involved in the creation of this OER are as follows: 1. Content Decisions
2. Pedagogic Decisions 3. Technology Decisions
Content Decisions
The content decisions are based on the following:
a. Concept of Conduction mode of Heat Transfer, specifically steady state conduction heat transfer through plane wall
b. Power point presentation depicting basic concepts of the subject matter is provided to learners through WORDPRESS webpage
Pedagogic Decisions
In a flipped classroom strategy, typically there are two segments namely Out-of-Class segment and In-Class segment. Learners are required to refer given material (Video, Presentation, Text etc.) and understand the concept as an out-of-class activity. The pedagogic decisions that were taken for the Out-of-class segment and in class segment are:
a.Cognitive Levels of Questions to be asked along with the resources – Recall to Apply level question for out of class and Create Level question for In-class
b. Assessment Strategies – Multiple choice questions for out of class, Team-Pair-Share strategy for in-class
Technology Decisions
While developing the Out-of-Class and In-class activities, the major technology decisions taken were: a. Downloadable power point presentation on the subject matter may be uploaded on
WORDPRESS webpage, as out-class-activity. Learners can post their queries on relevant blog on the same webpage
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b. Assessment Strategies –multiple choice questions, MCQ, for out of class through quiz or MCQ with Google form as an open source.Team-Pair-Share strategy for in-class activity
Description
Learners of a class are requested through mail to download the OER from the WORDPRESS webpage, about a week before the actual class. Blog for discussion is created on the same webpage where learners can post their questions as well as queries after going through the presentation as per their convenience and ease. Peers as well as instructor/s, answer questions/queries asked, on the blog, to clear the concepts as well to help clearing doubts in out-of-class activity.
How to use this OER
No permission is required on website tom use this resource. User can access the study material, simply by visiting www.sandeep1604.wordpress.comand download presentation as resource for study by selecting HEAT TRANSFER PRESENTATION
Once the material is referred, learners have to take a MCQ quiz MCQ. Figures 1 and 2are showing general settings of a lessor. This is same for all the lessons unless mentioned.
Precautions to be taken for Out-of-Class Lesson Activity
1. The activity will be provided at least 1 week in advance
2. Minor incentive in terms of marks for completion of the activity
3. Screen casts as well as open source video lectures will be suggested as additional resources and separately made available on the same webpage itself. This will take care of common cribs related to ―website not available‖, ―resources not accessible‖ etc.