Open Education Resource: Flipping the classroom with ...

Open Education Resource: Flipping the classroom

with MOODLE

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Open Education Resource: Flipping the classroom with MOODLE

Work done as part of AICTE approved FDP on Use of ICT

in Education for Online and Blended Learning

RC1193_Team449

Prof. Saurabh A Ghogare

Prof. Devendra bandbuche

Prof. Yogita S Alone

Prof. Sumera W Ahmad

IDP in Educational Technology, 2016.

OER Submission Example by IDP in Educational Technology, IIT Bombay, is licensed under

the Creative Commons Attribution-ShareAlike 4.0 International License. You are free to use, distribute and modify it, including for commercial purposes, provided you acknowledge the source and share-alike. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/


with MOODLE

Table of Contents

Open Education Resource: Flipping the classroom with MOODLE ............................................... 1

About the OER .................................................................................................................................................. 3

Learning Objectives ........................................................................................................................................... 3

Helpful Documentation for Tool Use .............................................................................................................. 4

Section 2: Design Decisions .............................................................................................................................. 5

Nature of Decisions taken ................................................................................................................................. 5

Section 3: OER Description .............................................................................................................................. 6

Lesson Settings .................................................................................................................................................. 6

Section 4: Evaluating Effectiveness of OER ............................................................................................ 17

Effectiveness at the student level .................................................................................................................... 17

Section 5: Consolidated Log of Team Work ........................................................................................... 20


with MOODLE

RC1193_Team449

Prof. Saurabh A Ghogare

Prof. Devendra bandbuche

Prof. Yogita S Alone

Prof. Sumera W Ahmad

`

Open Education Resource: Flipping the

classroom with MOODLE

About the OER

The open education resource is a collection of MOODLE Lesson activities that are useful as

out-of-class activity while flipping the classroom. There are three lessons as part of this

OER, and each deals with an aspect related to Concept Maps. Concept mapping is a

technique that is useful across domains and can be a useful tool for: Knowledge Integration

and Summary.

OER is downloadable from: www. filestructuredataprocessing.wordpress.com

Target Audience: Third year Engineering Students (Computer Science and

Engineering )

Tags: Flipped Classroom, MOODLE, Concept Map, Educational

Technology, Engineering Students

This resource is licensed under CC-BY-SA ver 4.0. You are free to use, distribute

and modify it, including for commercial purposes, provided you acknowledge the

source and share-alike. To see more details about the license visit

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

Learning Objectives

After using this OER, learner will be able to:

Defining Object orientation, OO Development, and modeling concepts.

Defining advanced object and class concepts, State modeling.

Defining different types of modeling, Nested concepts and properties.

Defining Development stages, development life cycle, problem statement,

analysis and different domain models in details.

To understand Application analysis, overview of system design, identifying

concurrency and ATM architecture.

To Study the overview of class design, recursion ,refactoring, optimization,

Reification of behavior, behavior with ATM example


with MOODLE


with MOODLE

Helpful Documentation for Tool Use

[1] For design and development of Lesson Activity in WORDPRESS.

[2] Object-Oriented Analysis and Design with Applications (3rd Edition) 3rd Edition by Grady Booch (Author),‎ Robert A. Maksimchuk (Author),‎ Michael W. Engle (Author),‎ Bobbi J. Young (Author),‎ Jim Conallen (Author),‎ Kelli A. Houston (Author)

https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Grady+Booch&search-alias=books&field-author=Grady+Booch&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Robert+A.+Maksimchuk&search-alias=books&field-author=Robert+A.+Maksimchuk&sort=relevancerank

https://www.amazon.com/Michael-W.-Engle/e/B00IVFQ9B0/ref=dp_byline_cont_book_3



https://www.amazon.com/s/ref=dp_byline_sr_book_4?ie=UTF8&text=Bobbi+J.+Young&search-alias=books&field-author=Bobbi+J.+Young&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_5?ie=UTF8&text=Jim+Conallen&search-alias=books&field-author=Jim+Conallen&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_6?ie=UTF8&text=Kelli+A.+Houston&search-alias=books&field-author=Kelli+A.+Houston&sort=relevancerank




with MOODLE


with MOODLE

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:

a. Earmarking specific segment to be covered – construction of object-oriented

systems–What, Why and How? b. The Power point presentation and Quiz are provided.

Pedagogic Decisions

Typically in a 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

(Video, Text etc) and form an understanding about the concepts that are relevant. In terms

of concept Compiler Construction the pedagogic decisions that were taken for the Out-of-

class segment related to:

1. The concept of the object model.

2. The mastery of the notation and process of object-oriented analysis and design.

3. The realistic application of object-oriented development within a variety of problem

domains

Technology Decisions

While developing the Out-of-Class and In-class activities, the major technology

decisions taken were:

a. A video had a time limit of 51.25 minutes and provided option for videos Link-

https://youtu.be/qiyMyyYqZVY that can be directly played from browser.

https://youtu.be/qiyMyyYqZVY


with MOODLE

Section 3: OER Description

Lesson Settings

Screenshots 1-9 shows the object, Method ,Class. With example

Screenshot 1: Object Basics Goal

Screenshot 2: Definition of Object, attribute, method

Screenshot 3: Examples of object attribute


with MOODLE

Screenshot 4: Examples of object’s Methods


with MOODLE




with MOODLE

Screenshot 6: Examples of object Methods

Screenshot 7: Examples of object Methods


with MOODLE

Screenshot 8: Examples of object application

Screenshot 9: Examples of Group in class


with MOODLE

Screenshot 10: Examples of group class

Creating MCQ inside the lesson

TYPICAL QUESTIONS & ANSWERS

OBJECTIVE TYPE QUESTIONS

Each Question carries 2 marks.

Choose correct or the best alternative in the following:

1) Computer systems are designed by

a. simplifying requirements of system

b. breaking of the system into smaller self-contained co-operating

subsystems

c. breaking up the systems into independent parts

d. modular design

2) Functions and procedures are

a. not useful in designing computer systems

b. old fashioned and they are not useful

c. useful in designing computer systems

d. have side effects which require special care if they are used as

subsystems

3) A subsystem of a complex system must specify

a. what task it performs

b. how it performs a task

c. with which subsystems it co-operates

d. how it co-operates with other systems

4) A subsystem of a complex system must

a. ii, iii

b. ii, iv

c. iii, iv

5) A subsystem of a complex system

I. should be reusable in other complex system

II. must not be able to inherit the properties of other subsystems

III. must have clearly specified responsibilities

IV. must know the stimuli to which it should respond a. i, ii, iii

b. ii, iii, iv

c. i, iii, iv

d. i, ii, iv

6) By polymorphism of a subsystem we mean

a. it should be reusable

b. it should have polymorphic data types

c. it should accept generic commands and interpret appropriately

d. it should morph polygons

7) The advantages of object-oriented modelling are

a. i, ii

b. i, iii

c. ii, iii

d. i, iv

8) Objects are

a. i, ii

(i)tangible entities

(ii)intangible entities

(iii)transient entities

(iv)uniquely identifiable

b. i, ii, iii

c. i, ii, iii, iv

d. i, ii, iv

9) A class is

a. a group of objects

b. template for objects of a particular type

c. a class of objects

d. a classification of objects

10) All objects have

(i) attributes

(ii) states

(iii)a set of operations

(iv) a unique identity

a. i, ii, iii

b. ii, iii, iv

c. i, iii, iv

d. i, ii, iii, iv

11) In UML diagram of a class

a. state of object cannot be represented

b. state is irrelevant

c. state is represented as an attribute

d. state is represented as a result of an operation

12) Attributes are assigned value

a. when operations are performed on an object

b. when instances of objects are defined

c. when methods are invoked

d. when classes are identified

13) The following are intangible entities which can be defined as objects

(i) a motor car

(ii) a bank account

(iii) an aircraft

(iv) a linked list

a. i, ii

b. ii, iv

c. iii, iv

d. ii, iii, iv

14) A query operation on a object

a. has side effect

b. has no side effects

c. changes the state of an object

d. is not allowed

15) An instance of an object is created by a

a. query operation

b. update operation

c. constructor operation

d. open operation

16) An update operation in an object instance

a. updates the class

b. has no side effects

c. deletes an instance

d. alters values of attribute(s) of an object instance

17) In object-oriented design

a. operations and methods are identical

b. methods specify algorithms whereas operations only state what is

to be done

c. methods do not change values of attributes

d. methods and constructor are same

18) By abstraction in object-oriented modelling we mean picking

a. only attributes appropriate to model an object

b. only operations

c. both operation and attributes with operations appropriate to model

an object

d. the appropriate abstract data type

19) By encapsulation in object-oriented modelling we mean

a. encapsulating data and programs

b. hiding attributes of an object from users

c. hiding operations on object from users

d. hiding implementation details of methods from users of objects

20) Encapsulation in object-oriented modelling is useful as

a. it allows improving methods of an object independent of other parts

of system

b. it hides implementation details of methods

c. it allows easy designing

d. encapsulates attributes and operations of object

21) Objects may be viewed as

a. clients in a system

b. servers in a system

c. as both clients and servers in a system

d. neither as clients nor as servers in a system

22) Inheritance in object-oriented system is used to

a. create new classes from existing classes

b. add new operations to existing operations

c. add new attributes to existing attributes

d. add new states to existing states

23) Inheritance in object-oriented modelling can be used to

a. generalize classes

b. specialize classes

c. generalize and specialize classes

d. create new classes

24) When a subclass is created using inheritance the resulting class

a. may have only attributes of parent class

b. may have only operations of parent class

c. may have new operations only in addition to those in parent class

d. may have new attributes and new operations in addition to those of

the parent class

25) By polymorphism in object-oriented modelling we mean

a. the ability to manipulate objects of different distinct classes

b. the ability to manipulate objects of different distinct classes knowing

only their common properties

c. use of polymorphic operations

d. use of similar operations to do similar things

26) A polymorphic operation

a. has same name

b. has same name but uses different methods depending on class

c. uses different methods to perform on the same class

d. uses polymorphic method

27) Given a word statement of a problem potential objects are identified by

selecting

a. verb phrases in the statement

b. noun phrases in the statement

c. adjectives in the statement

d. adverbs in the statement

28) Given a word statement of problem potential operations appropriate for

objects are identified by selecting

a. verb phrases in the statement

b. noun phrases in the statement

c. adjectives in the statement

d. adverbs in the statement

29) Objects selected to model a system

(i) must be essential for functioning of the system

(ii) must have all attributes which are invariant during

operations of a system

(iii) must have attributes relevant for performing services of

object

(iv) must be able to perform assigned services

a. i, ii, iii

b. ii, iii, iv

c. i, iii, iv

d. i, ii, iii, iv

30) An object is selected for modelling a system provided

a. its attributes are invariant during operation of the system

b. its attributes change during operation of the system

c. it has numerous attributes

d. it has no attributes relevant to the system

31) An object is considered an external entity in object-oriented modelling

a. its attributes are invariant during operation of the system

b. its attributes change during operation of the system

c. it has numerous attributes

d. it has no attributes relevant to the system

32) Object-oriented system modelling using CRC method gives

a. Java programs for the system

b. C++ programs for the system

c. Classes of the system, their responsibilities and collaborating classes

d. Objective C programs for the system

33) The expansion of the acronym CRC is

a. Collecting Responsibilities Classes

b. Collaborating with Relevant Classes

c. Class Responsibilities and Collaborators

d. Creating Relevant Classes

34) In CRC based design a CRC team consists of

(i) one or two user’s representatives

(ii) several programmers

(iii) project coordinators

(iv) one or two system analysts

a. i, ii

b. i, iii

c. i, iii, iv

d. i, ii, iii, iv

35) A class index card contains besides class name

(i) superclasses and subclasses

(ii) short description of

class (iii)collaborators

(iv)private responsibilities of class

(v)contract(s) with collaborators

a. i, ii, iii

b. i, iii, iv, v

c. i, ii, iii, iv

d. i, ii, iii, iv and v

Section 4: Evaluating Effectiveness of OER

The OER effectiveness can be assessed at two levels:

1. At the student level 2. At the consumer level

Effectiveness at the student level

Effectiveness at the student level involves metrics related to student access of the resource

and student learning.

The Moodle lesson report can be used to evaluate this effectiveness, with the report

showing the total number of students who accessed the reports (along with time) and their

marks (based on their answers to MCQs). Additionally there is an option for teacher to

grade essays and these marks also will be calculated if needed.

Prof. Ram Meghe Institute of Technology & Research, Badnera, Amravati

Department of Computer Science & Engineering

Subject-Object Oriented Analysis & Design (7th

sem)

Evaluating Sheet ((Based on answers to MCQs)

Sr.No Name of Students E-mail id

Marks out of

90 Grade

1 BAKSHI KETAKI SATISH [email protected] 80 A++

2 DADHE SNEHAL CHANDRAKANT

[email protected]

78 A+

3 DHAKITE MOHINI GOPAL mohini,[email protected] 74 A+

4 KALE GUNJAN [email protected] 72 A+

5 GAWANDE JAYSHRI SUDHAKAR [email protected] 70 A+

6 GIRULKAR SHARAYU SURESH sharyu [email protected] 88 A++

7 INGOLE VAISHNAVI PRADEEP [email protected] 82 A++

8 KALMEGH RADHIKA PANDURANG

[email protected]

46 B+

9 KANFADE RADHIKA SUNIL [email protected] 78 A+

10 KHEDKAR APURVA VINODRAO [email protected] 44 B+

11 KHORGADE KRUTIKA KESHAV [email protected] 88 A++

12 KOTARWAR NEHA RAVI [email protected] 36 B

13 MANGLEKAR MAYURI RAJENDRA

[email protected]

46 B+

14 MATE SHREEYA MOHAN [email protected] 42 B+

15 NAGTODE YUGANDHARA ARVIND

[email protected]

40 B+

mailto:[email protected]














16 NIKHADE PANNU RAMESHRAO [email protected] 50 B++

17 PANDHARIKAR KALYANI KISHOR

[email protected]

60 A

18 PARSUDKAR VRUSHALI SANJAY [email protected] 46 B+

19 RAJA SUHANI HITESH [email protected] 56 B++

20 THAKARE NILESHWARI ANIL [email protected] 78 A+

21 TODE SHREYA RAHUL [email protected] 84 A++

22 TOPALE VAISHNAVEE ARVIND [email protected] 82 A++

23 WAGHMARE ANKITA ASHOK [email protected] 66 A

24 WATKAR MANISHA SUNIL [email protected] 56 B++

25 BASUNATHE SWAPNIL DEEPAKRAO

[email protected]

54 B++

26 BHAGAT ANURAG LALIT [email protected] 68 A

27 BHOYAR PRAFUL RAJENDRARAO

[email protected]

62 A

28 BOBATE PARAMVEER MANGALDAS

[email protected]

48 B+

29 BODE VAIBHAV KUMDEO [email protected] 50 B++

30 DHORE SHUBHAM ANANTRAO [email protected] 58 B++

31 FULZELE SUMEDH SURENDRA [email protected] 60 A

32 GALPHAT UTSAV VINAYAK [email protected] 66 A

33 INGOLE AKASH VINAYAK [email protected] 64 A

34 KALPANDE SHUBHAM BHASHKARRAO

[email protected]

68 A

35 MANDULKAR YASH GANESH [email protected] 70 A+

36 OZA SHUBHAM SUBHASH [email protected] 72 A+

37 SANAP RAHUL KAILAS [email protected] 78 A+

38 SHENDRE SHUBHAM BALU [email protected] 84 A++

39 TAYADE KULDEEP VILASRAO [email protected] 80 A++

40 WARJURKAR SANKET [email protected] 88 A++

41 YESANKAR SOHAN GUNVANTA [email protected] 86 A++

42 BONDE PRATIKSHA ANIL [email protected] 56 B++

43 DESHMUKH KALYANI DNYANESHWAR

[email protected]

74 A+

44 GADE KSHAMA VINODRAO [email protected] 40 B+

45 SATPUTE SHUBHANGI [email protected] 34 B

46 KENE ANKITA VINODRAO [email protected] 46 B+

47 KHANDAR VAISHNAVI ARUN [email protected] 56 B++

48 TALWARE CHAITALI MUKUNDRAO

[email protected]

40 B+

49 DESHMUKH GAURI VINOD [email protected] 20 B

50 FALAKE ARATI PRAKASH [email protected] 28 B

51 GHAWADE RADHIKA BABURAO [email protected] 30 B

52 KALNE PRIYANKA PRALHAD [email protected] 64 A

53 KANTALE BHAGYSHRI DHANRAJ [email protected] 78 A+

54 MATALKAR SAKSHI [email protected] 46 B+








































SHANKARRAO

55 SHIRSAT RASHMI RAJESH [email protected] 86 A++

56 WANKHADE KAMINI PRAKASH [email protected] 48 B+

57 DAHAT CHINMAYANAND NARAYANRAO

[email protected]

58 B++

58 EKAPURE LAWKESH VILASRAO [email protected] 66 A

59 GHODESHWAR VISHAL SUKHADEO [email protected] 86 A++

60 PACHKAWADE SUBODH RAJENDRA [email protected] 48 B+

Grade Range

A++ >=80 marks

A+ >=70 marks

A >=60 marks

B++ >=50 marks

B+ >=40 marks

B >=30 marks







Section 5: Consolidated Log of Team Work

The consolidated log of team work is as shown below:

Activity Team Member Amount of

Time

Additional Logs

if any

Discussion

Prof. Nupoor M. Yawale

60 min

Prof. Ruchita A.Kale

Prof.Anand A. Chaudhari

Prof.Arpit U. Chaudhari

Tool Exploration


60 min




OER Creation


360 min




OER

Documentation


2 days




OER Evaluation


180 min




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