open education resource: flipping the classroom using ... · flipping the classroom with moodle and...

Open Education Resource: Flipping the Classroom with MOODLE and WordPress

Open Education Resource:

Flipping the Classroom using

MOODLE and WordPress

Work done as part of AICTE approved FDP on Pedagogy for Online and

Blended Teaching - Learning Process

(FDP201x)

TEAM

RC1043_Team247 Sarvajanik College of Engineering & Technology, Surat, Gujarat Prof. (Dr.).Pariza Kamboj

Prof. Vandana Joshi

OER Submission by RC1043_Team247, 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/


Table of Contents

Section 1: Open Education Resource: Flipping the classroom using MOODLE and Word

Press..........................................................................................................................................................1

Introduction of OER.....................................................................................................................1

Learning Objectives ……….........................................................................................................2

Measurement of Learning Objectives ……………………………………………………….….2

Resources for Tools Usage …………….......................................................................................2

Section 2: Design Decisions.....................................................................................................................3

Types of Decisions ………............................................................................................................3

Content Decisions ……………………………………………………………………………….3

Pedagogic Decisions……………………………………………………………………………..3

Technology Decisions…………………………………………………………………………....4

Section 3: OER Description....................................................................................................................5

Active OER ……………………………………………………………………………………..5

Course Settings..............................................................................................................................5

Adding Resources to the Course ……………………………………………………………….7

Adding User with Credentials and Enrollment of User ………………………………………..10

Google Form for Creating Summative Assessment for Mid-term Submission having Objective

and Subjective Questions……………………………………………………………………….11

How to use this OER as a Learner ..............................................................................................15

Best Practices with Course Activity.............................................................................................15

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

Effectiveness at the Student Level...............................................................................................17

Effectiveness at Consumer Level.................................................................................................17

Implementing Survey …………………………………………………………………………..18

Survey Questions ……………………………...……………………………………………….18

Section 5: Consolidated Log of Team Work........................................................................................19

Section 6: Building a Community of MOODLE and Flipped Classroom Adopters........................22


Possible Sources for Community Building..................................................................................22

Plans for Community Building....................................................................................................22

Works Cited.................................................................................................................................23

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Section 1: Open Educational Resource: Flipping

the Classroom using Moodle and WordPress

Introduction of OER

Created open education resource is a collection of Lesson activities on Wireless Communication

subject created on WordPress Course Page, Moodle and YouTube. These lessons created in the form of

LeDs, LbDs and PPTs would be used for acquisition of knowledge as outside-class. Knowledge

acquisition would be then assessed for its utility using LbDs, Quizzes- both objective and subjective.

This way the classroom flipping pedagogy is used for the preparation of OER.

OER available on: Complete OER course activity can be accessed by clicking on

https://pariza.moodlecloud.com/login/index.php or via word press page

https://parizaweb.wordpress.com/OER. To utilize the OER resources as consumer download the

backup file provided on link https://drive.google.com/open?id=1MRKqwMDuF5mtPf_rJG--

Qg0CrRi58Tem. To download the OER resources as learner you can click the link

https://drive.google.com/drive/u/0/folders/1lts61ZeHL3LP5Tm0Orb67pTm9ZmKmVcv

Target Audience: 4th year Engineering Students (Computer Engineering & Information

Technology)

Tags: WordPress, MOODLE, Flipped Classroom, Wireless Communication, Engineering

Students

Tools used in OER: WordPress, MOODLE 2.3, Screen-o-cast, Google Forms

OER Submission by RC1043_Team247, is licensed under CC-BY-SA ver 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 see more details about the license visit:

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

https://pariza.moodlecloud.com/login/index.php

https://parizaweb.wordpress.com/OER

https://drive.google.com/open?id=1MRKqwMDuF5mtPf_rJG--Qg0CrRi58Tem

https://drive.google.com/open?id=1MRKqwMDuF5mtPf_rJG--Qg0CrRi58Tem


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

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Learning Objectives

After using this OER, learner will be able to:

1. Understand the concept of wireless communication (BT- *UL)

2. Understand the concept of cellular networks like GSM (BT- UL)

3. Comparing switching techniques like circuit switching and packet switching (BT- ** AL)

4. Analyzing the frames with errors and without errors (BT- AL)

5. Analyzing the functioning of Mobile IP (BT- AL)

6. Checking the transmission time of a file over circuit switching (BT- ***EL) 7. Relating TDM & statistical multiplexing with packet switching (BT- AL) 8. Relating the store & forward concept to find out the transmission delay of a file (BT – AL)

BT- Bloom Taxonomy, *UL – Understanding Level, **AL – Analyzing Level, ***EL – Evaluating

Level

Measurement of Learning Objectives

Kindly provide your feedback related to the measurement of the learning objectives of the course in

wireless communication by clicking on the following survey.

https://docs.google.com/forms/d/1EPtB-7TLP-ko8PJkFX-sItGsQAvpimGNEYyjHdaEZO0

Resources for Tools Usage

MOODLE: https://docs.moodle.org/33/en/Main_page

WordPress: www.w3schools.in/wordpress-tutorial

Google Forms: https://support.google.com/docs/answer/7032287?hl=en

https://docs.google.com/forms/d/1EPtB-7TLP-ko8PJkFX-sItGsQAvpimGNEYyjHdaEZO0

https://docs.moodle.org/33/en/Main_page

http://www.w3schools.in/wordpress-tutorial

https://support.google.com/docs/answer/7032287?hl=en

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Section 2: Design Decisions

Types of Decisions

Broadly three types of design decisions were made for the creation of OER:

1. Content Decisions

2. Pedagogic Decisions

3. Technology Decisions

Content Decisions

The content decisions related to selection of the topics to be covered like:

1. Introduction of Wireless Communication

2. Current Wireless System

3. Switching Techniques in Communication Network

4. Coding and Error Control

5. Global System for Communication

6. Mobile IP

7. Summative Assessment for Mid Term

8. Survey for the Course

Pedagogic Decisions

Flipped Classroom pedagogy was decided to use in Switching Techniques topic. For this, strategy for

two segments i.e. out-of-class segment and in-class segment was decided. Students were provided

some reference material (video) related to the topic in the out-of-class segment and were asked to come

with basic understanding of the concept. Detail instructions related to the flipped classroom pedagogy

were explained through a presentation. Following pedagogic decisions were taken for the concept

marking for flipped classroom:

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1) Cognitive Levels of Questions out-of-class ----- Mostly Recall to Apply level question

2) Cognitive Levels of Questions in-class ----- Create Level question

3) Assessment Strategies:

a. Direct content based questions for out-of-class

b. Team-Pair-Solo strategy for in-class

Technology Decisions

Following technology decisions were taken related to Out-of-Class and In-class activities:

1) WordPress: It is open source. It is very user friendly and simple for creation of website.

Programming knowledge is not required for its usage.

2) Tool to be used for creating videos: Screencast-O-Matic because it is having max time limit of

15 minutes and .mp4 files are created which directly can be uploaded on website to Moodle.

3) MOODLE: Very nice Learning Management System for dissemination of learning activities. It

includes discussion forum, quizzes attempt with many options, course content, and assignments

dissemination. Also helps ion guided self-learning.

4) Google Forms: For creation of objective and subjective assessment and survey for evaluating

effectiveness at Consumer Level..

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RC1043_Team247 Team Leader- Pariza Kamboj

Team Member 1: Vandana Joshi

Section 3: OER Description

Active OER

A course on Wireless Communication has been created on Moodle. Its link has been provided in the

OER webpage on WordPress Site as mentioned below.


This page also contains following links:

Link for OER Documentation Report moves you to the OER documentation

Link for Accessing Course in Moodle moves you to the Moodle Login Page.

Credentials to access the course are student and student and also been provided on OER page.

Link for Assessment Test Moves to the Summative Assessment Page where you can attempt the objective

questions and upload a file for the subjective questions.

Course Settings

Course Creation on MOODLE is shown via screenshots. Initially a Course on Wireless Communication

has been created and then resources in the form of PPTs, LeD Videos, LbD quizzes, LxT Links. After

creation of the course along with all the resources and activities, user has been created. After that, user

is being enrolled for the course with credentials. We have created one user with credentials student

and student and second user with student1 and student1 credentials. Using these credentials users

can access the course.

Following screenshots 1-2 shows the setting of a course in Moodle.



https://pariza.moodlecloud.com/

https://docs.google.com/forms/d/1of5bTslGwSN7pD9LHkfOkdwMs79G3xyOPiKVTIJJBfo

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Screenshot 1: General Course Setting and Description

Screenshot 2: General Course Setting

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Adding Resources to the Course

Following screenshots 3-5 shows the addition of topics and files in those topics.

Screenshot 3: Addition of Topics in a Course

Screenshot 4: Addition of Activity/ Resource in Topic

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Screenshot 5: Final View of a Course along with Topics and Resources

Following screenshots 6-8 shows the addition of quiz and questions in the quiz.

Screenshot 6: Addition of a Quiz in the Course

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Screenshot 7: General setting of a Quiz

Screenshot 8: Addition of a Question in Quiz

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Adding User with Credentials and Enrollment of User

Following screenshots 9-11 shows the addition of user and enrollment of the user for the course.

Screenshot 9: Addition of a User in Moodle

Screenshot 10: Enrolling a User for Accessing the Course

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Screenshot 11: Enrolled Users for the Course

Google Form for Creating Summative Assessment for Mid-term Submission having

Objective and Subjective Questions

A summative assessment has been created using Google Forms. This assessment contains both the

objective as well subjective. Objective questions can be attempted directly on the google form and the

file having answers of subjective questions can be uploaded on the form.

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Screenshot 12: General Setting of a Google Form

Screenshot 13: Creating Two Sections in Google Form

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Screenshot 14: General Setting of a Quiz in Google Form

Screenshot 15: Types of Questions in Google Form

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Screenshot 16: Addition of a Question in Google Form

Screenshot 17: Summary of Quiz Responses received via Google Form

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How to use this OER as a Learner

To use this OER, a student/learner must have:

1. The URL of MOODLE : Provided on OER webpage on Word Press site

2. Credentials for MOODLE : Provided on OER webpage on Word Press site

3. Enrollment to the course : Already done by Course Administrator

To explore the resources, URL of the Word Press should be made available to the learner. Using the

credentials, student/learner can login to the MOODLE and can explore the resources made available in

the enrolled course. Quiz can be attempted directly from MOODLE and score would be generated

directly after the attempt.

For example as per given credentials for Moodle login, learner can access Wireless Communication

course. Learner can access the course material provided through PPTs and videos and start learning the

course even outside the class. Learner can also test his/her knowledge by attempting LbD Quizzes

based on each topic. With the clarity of basics, learner can also enhance the knowledge by accessing

some extra resources given in the form of LxT links.

Best Practices with Course Activity

Some take away home tips related to Course Activity created in MOODLE:

1. Activity should be available to learners at least one week in advance. (Contents were

created well before the start of the course as per the academic)

2. Some marks should be given to learner for the completion of Out-of-Class segment.

(Already mentioned assessment details in the document provided on Moodle for

Switching Techniques topic)

3. Some output creation activities at the end of out-of-class activity can be given to the

students to ensure the students participation (students were asked to submit the

assignment worth 3 marks for the given questions as out of class activity)

4. Good to have duplication of the resources provided through website in the MOODLE also.

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To avoid the hassles related to “website not available”, “resources not accessible” etc. (we

have provided duplication of recourses through wiki spaces for same interest people at our

remote center by creating a separate page for wireless communication on

scet042.wikispaces.com

(https://scet042.wikispaces.com/Wireless+Communication+Community) and Google drive

(https://drive.google.com/drive/u/1/folders/1lts61ZeHL3LP5Tm0Orb67pTm9ZmKmVcv)

https://scet042.wikispaces.com/Wireless+Communication+Community


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Section 4: Evaluating Effectiveness of OER

The OER effectiveness can be assessed at following two levels:

1. Student level

2. Consumer level

Effectiveness at the student level

Metrics related to the student access of the resource and student learning can be used to measure the

effectiveness at the student level.

Course coordinator /admin can check the effectiveness at the student level using this link

(https://pariza.moodlecloud.com/user/index.php?contextid=40&roleid=0&id=3&perpage=20&search&

sifirst), with the report showing the total number of students who accessed the recourses (along with

time) and can also check their marks using this link (based on their answers to MCQs).

(https://pariza.moodlecloud.com/grade/report/grader/index.php?id=3)

Effectiveness at consumer level

Teachers who utilize the OER for making their students teach the subject Wireless Communication are

the OER consumers. Effectiveness at the consumer level can be measured by asking to fill up the

survey from the student/learner. Surveys may be generated related to three main constructs- User

Friendly, Topic Technicality Coverage and Topic Complexity. This survey activity can be done after the

completion of a Topic.

https://pariza.moodlecloud.com/user/index.php?contextid=40&roleid=0&id=3&perpage=20&search&sifirst

https://pariza.moodlecloud.com/user/index.php?contextid=40&roleid=0&id=3&perpage=20&search&sifirst

https://pariza.moodlecloud.com/grade/report/grader/index.php?id=3

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Implementing Survey

There are two ways of implementing the survey:

1. Survey can be added as a resource after the topic in the MOODLE itself (Already provide on

Moodle)

2. Posting the link of survey as a follow up activity on the mail addresses collected through the

summative assessment (we implemented as in point1)

Survey Questions

Construct Question Scale

Ease of Use I found it easy to use and

download the Course Contents

Strongly Disagree to Strongly

Agree (5-point Likert Scale)

I found the instructions provided

in OER easy and useful to setup

the Course activity

I was able to successfully create

Course, and add resources in

that course

Subject Technicality Coverage The Course covers the required

concepts related to Wireless

Communication subject that can

I also use for my course

Subject Complexity The contents inside the Course

are too complex for my students

to understand

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Section 5: Consolidated Log of Team Work

Following is the consolidated log of team work during creation of OER on Moodle related to Wireless

Communication Subject:

Activity Team Member Amount of Time Additional Logs

Discussion Team Leader 3/10/17 2.00-3.00 pm

Decision about:

1. Content

2. Pedagogy

3. Technology

Team Member 1

Tool Exploration Team Leader 4/10/17 11.00 -12.00

5/10/17 12.00 – 1.00

1. Moodle

2. WordPress

3. Google Forms

4. Flipped Classroom Strategy

5. Screencast-O-Magic for video

creation

Plan uploaded

in Wiki Team Member 1

OER Creation Team Leader 7/10/17 to 13/10/17 2.00 hrs daily

Resource Creation:

1. PPT Slides

2. Video Preparation

3. Quizzes

Plan uploaded

in Wiki Team Member 1

OER

Documentation

Team Leader 14/10/17 to 15/10/17 total 3.00 hrs

OER Documentation as per the example

format

Team Member 1 31/10/2017 to 1/11/2017 total 4.00 hrs

Finalized OER Documentation and OER on

Moodle, Word press.

Individual

Reflection

(Diary

Logging)

Team Leader 7/10/17 (6.30 pm -7.30 pm)

Course structure on Moodle was created.

8/10/17 (6.30 pm -7.30 pm)

PPTs & Quiz on GSM and Mobile IP were

Review

Comments in

Wiki

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made

9/10/17 (6.30 pm -7.30 pm)

PPTs & Quiz on Coding and error control

were made

10/10/17 (6.30 pm -7.30 pm)

Flipped classroom activity was created for a

topic on switching Techniques

11/10/17 (6.30 pm -7.30 pm)

LbD video on Mobile IP along with LbD

activities

12/10/17 (6.30 pm -7.30 pm)

LbD video on Coding and error control along

with LbD activities

13/10.17 (6.30 pm -7.30 pm)

Kept PPTs having CC license on WordPress

page and LeD videos & LdD on Moodle

Team Member 1 6/10/17 (1.30 pm -2.30 pm)

Course topics structure on Moodle was

created.

8/10/17 (1.30 pm -3.30 pm)

PPTs & Quiz on Introduction of Wireless

Communication

9/10/17 (1.30 pm -2.30 pm)

PPTs & Quiz on Types of Communication

were made

10/10/17 (3.30 pm -5.30 pm)

Question repository in MOODLE along with

its evaluation parameters

11/10/17 (1.30 pm -2.30 pm)

LxT video on introduction and types of

wireless communication topics

12/10/17 (1.30 pm -2.30 pm)

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Online Quiz using Google forms having both

objective and subjective submissions for

mid-term evaluation

13/10.17 (4.30 pm -5.30 pm)

Kept PPTs having CC license on Word Press

page and LeD videos & LdD on Moodle

OER Evaluation

Team Leader

Evaluation parameter for Flipped Classroom

Strategy have been decided

Edits made in

Wiki

Team Member 1 Declare the Evaluation parameter on the

Moodle

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Section 6: Building a Community of

MOODLE, WordPress, Google Forms and

Flipped Classroom Adopters

Possible Sources for Community Building

A community of the same interest people can be made for further exploring the things:

1. Faculty working on MOODLE

2. Faculty working on WordPress

3. Faculty working on Flipped Classroom Strategies

4. Teachers working on Google Forms

Plans for Community Building

Same interest people can share their email-ids through they can be informed about the web page of the

word press site on which various links are given. Resources already available in the Moodle can be

accessed using credentials provided for the Moodle using these links. This group of same interest

people can be followed using the mailing-list. A discussion forum is shred using

scet042.wikispaces.com wiki spaces. Besides wikispaces all such interested users can also be

connected using a Word Press, or Moodle website.

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Works Cited

[1]. MOODLE. (2015, October) Moodle Docs. [Online].

https://docs.moodle.org/29/en/Managing_a_Moodle_course

[2]. How to make a Website, https://websitesetup.org/

[3]. How to Make a Website in 2017 – Step by Step Guide (Free)

http://www.wpbeginner.com/guides/

[4]. Create & grade quizzes with Google Forms


[5]. Wikispaces creation www.wikispaces.com/content/wiki-tour

[6]. OER Creation Guidelines https://iitbombayx.in/asset-v1:IITBombayX+FDP201x+2017-

18+type@asset+block/OER_Guidelines-Final.pdf

[7]. Jayakrishnan M, Mahendra Parmar, Kanan Dhebar, and Rachana Shirishkar, “Open Education

Resource: Flipping the classroom with MOODLE” https://iitbombayx.in/asset-

v1:IITBombayX+FDP201x+2017-18+type@asset+block/OER_Submission_Example.pdf

[8]. Flipped Classroom Activity Constructor:

https://iitbombayx.in/courses/course-v1:IITBombayX+FDP201x+2017-18/info

https://docs.moodle.org/29/en/Managing_a_Moodle_course

https://websitesetup.org/

http://www.wpbeginner.com/guides/


http://www.wikispaces.com/content/wiki-tour

https://iitbombayx.in/asset-v1:IITBombayX+FDP201x+2017-18+type@asset+block/OER_Guidelines-Final.pdf

https://iitbombayx.in/asset-v1:IITBombayX+FDP201x+2017-18+type@asset+block/OER_Guidelines-Final.pdf

https://iitbombayx.in/asset-v1:IITBombayX+FDP201x+2017-18+type@asset+block/OER_Submission_Example.pdf

https://iitbombayx.in/asset-v1:IITBombayX+FDP201x+2017-18+type@asset+block/OER_Submission_Example.pdf

https://iitbombayx.in/courses/course-v1:IITBombayX+FDP201x+2017-18/info

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