Uma Damotharan, Thenmozhi Sengapalli, Rabin Hansda
Teaching and learning is an important process in any educational system to evaluate the performance of both students and the entire system. To meet the great demands for educators and to fill the gap between teaching-learning process and learning outcomes, a great shift is required in an assessment system. Assessment being an important performance measure, it should give an opportunity to students to explore their thinking skills. The present study focuses on analyzing the thinking skills present in an assessment using revised Blooms Taxonomy standards. Three different categories of courses have been considered for the present analysis to study the different thinking skills that are present in an assessment paper. It also analyzes the complexity level present in an assessment and to know the quality of the system. Present study uses a weight-based data mining approach to classify the Blooms categories and the thinking levels associated with that. This study also reveals that the identifying the thinking levels is not same for all kinds of course types.
{"title":"Analysis on Cognitive Thinking of an Assessment System Using Revised Bloom's Taxonomy","authors":"Uma Damotharan, Thenmozhi Sengapalli, Rabin Hansda","doi":"10.1109/MITE.2017.00033","DOIUrl":"https://doi.org/10.1109/MITE.2017.00033","url":null,"abstract":"Teaching and learning is an important process in any educational system to evaluate the performance of both students and the entire system. To meet the great demands for educators and to fill the gap between teaching-learning process and learning outcomes, a great shift is required in an assessment system. Assessment being an important performance measure, it should give an opportunity to students to explore their thinking skills. The present study focuses on analyzing the thinking skills present in an assessment using revised Blooms Taxonomy standards. Three different categories of courses have been considered for the present analysis to study the different thinking skills that are present in an assessment paper. It also analyzes the complexity level present in an assessment and to know the quality of the system. Present study uses a weight-based data mining approach to classify the Blooms categories and the thinking levels associated with that. This study also reveals that the identifying the thinking levels is not same for all kinds of course types.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125295669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In today's era, graduates need to acquire the competent skill sets to get a good job. The traditional education model suffers from the limitations of assessing these skills. Outcome Based Education (OBE) model plays an important role in this context by overcoming the above-specified issue. OBE empirically measures the student performance and helps to demonstrate the skills that are clearly articulated to them at the start of the program. Accrediting bodies are focusing more on the assessment of student learning outcomes. Every year huge datasets of assessment data are accumulated using OBE model. If analyzed properly, this data can be used to predict student competencies. Manual record keeping and attainment calculation make it a challenging task to extract meaningful information from this ever-growing data repository. The proposed work implicates the construction of a framework to automate the attainment process using the assessment and mapping data of Program Outcomes and Course Outcomes retrieved from an indirect assessment tool. The attainment data so obtained is used to predict attainment of various programs and courses using the classification techniques. The work done helps the instructors to find meaningful information from assessment data and helps them to take proactive decisions to improve the attainment of low-performing courses. Moreover, with automation of attainment calculation, manual work for the faculty is reduced, resulting in time-saving and better focusing on attainment improvement and various other scholarly activities.
{"title":"An Automated Survey Designing Tool for Indirect Assessment in Outcome Based Education Using Data Mining","authors":"J. Bhatia, A. Girdhar, Inderjeet Singh","doi":"10.1109/MITE.2017.00023","DOIUrl":"https://doi.org/10.1109/MITE.2017.00023","url":null,"abstract":"In today's era, graduates need to acquire the competent skill sets to get a good job. The traditional education model suffers from the limitations of assessing these skills. Outcome Based Education (OBE) model plays an important role in this context by overcoming the above-specified issue. OBE empirically measures the student performance and helps to demonstrate the skills that are clearly articulated to them at the start of the program. Accrediting bodies are focusing more on the assessment of student learning outcomes. Every year huge datasets of assessment data are accumulated using OBE model. If analyzed properly, this data can be used to predict student competencies. Manual record keeping and attainment calculation make it a challenging task to extract meaningful information from this ever-growing data repository. The proposed work implicates the construction of a framework to automate the attainment process using the assessment and mapping data of Program Outcomes and Course Outcomes retrieved from an indirect assessment tool. The attainment data so obtained is used to predict attainment of various programs and courses using the classification techniques. The work done helps the instructors to find meaningful information from assessment data and helps them to take proactive decisions to improve the attainment of low-performing courses. Moreover, with automation of attainment calculation, manual work for the faculty is reduced, resulting in time-saving and better focusing on attainment improvement and various other scholarly activities.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123016062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Virtual and augmented tools have revolutionized the changes in teaching styles and curriculum design of engineering education irrespective of the disciplines. These tools aims at improving their learning skills, bridge the gap between instructional laboratory experiments & open ended research experiments and initiate for student centred learning. Many initiatives for development of virtual labs from different universities across the world have proved that virtual reality can be one of the important tools in engineering education by bringing experience based learning in students. This article aims to project the applicability of virtual experiments as an important tool for learning and assessment of self-study component. Unisim Design tool is used to develop virtual experiments for core courses. These virtual experiments can be used as one of the self-assessment tools for all laboratory based courses in engineering education. A methodology for the assessment is proposed.
{"title":"Utilization of Unisim Design Tool for Enhanced Learning and Assessment in Engineering Education","authors":"S. R, Sreelakshmi Diddi, S. Maitra","doi":"10.1109/MITE.2017.00025","DOIUrl":"https://doi.org/10.1109/MITE.2017.00025","url":null,"abstract":"Virtual and augmented tools have revolutionized the changes in teaching styles and curriculum design of engineering education irrespective of the disciplines. These tools aims at improving their learning skills, bridge the gap between instructional laboratory experiments & open ended research experiments and initiate for student centred learning. Many initiatives for development of virtual labs from different universities across the world have proved that virtual reality can be one of the important tools in engineering education by bringing experience based learning in students. This article aims to project the applicability of virtual experiments as an important tool for learning and assessment of self-study component. Unisim Design tool is used to develop virtual experiments for core courses. These virtual experiments can be used as one of the self-assessment tools for all laboratory based courses in engineering education. A methodology for the assessment is proposed.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130317897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The University of South Africa (UNISA) is a mega Open Distance Learning (ODL) institution in Africa. UNISA is considering advocating totally online tuition in the near future. Currently, e-learning (electronic learning), is used for online teaching. However, e-learning is only one component of a conglomerate of components that must be taken cognisance of when designing an integrated online teaching framework for the university. The predominant role of e-learning cannot be undermined as technology has a very high educational contribution, but often technology is viewed as the sole driver to ensure that learning outcomes are achieved. Adopting an integrated robust best practices framework to online teaching practices based on multiple components for academics is far more important than being merely technically competent. However, teaching is not the sole mandate of UNISA. The university has a tripartite mission to deliver quality tuition, research and community engagement. This paper proposes an integrated best practices framework to online teaching, research and community engagement within an ODL sphere. Integration is achieved by consolidating the current teaching, research and community engagement practices of the institution within a consolidated best practices framework. The objective of this paper is to present a standard best practices framework which can be applied across the university, which academics can use in the development of new online practices regarding tuition, research and community engagement or as a means of evaluating or enhancing existing practices.
{"title":"An Integrated Best Practices Framework for Online Teaching, Research and Community Engagement within an Open Distance Learning (ODL) context","authors":"Hanifa Abdullah","doi":"10.1109/MITE.2017.00016","DOIUrl":"https://doi.org/10.1109/MITE.2017.00016","url":null,"abstract":"The University of South Africa (UNISA) is a mega Open Distance Learning (ODL) institution in Africa. UNISA is considering advocating totally online tuition in the near future. Currently, e-learning (electronic learning), is used for online teaching. However, e-learning is only one component of a conglomerate of components that must be taken cognisance of when designing an integrated online teaching framework for the university. The predominant role of e-learning cannot be undermined as technology has a very high educational contribution, but often technology is viewed as the sole driver to ensure that learning outcomes are achieved. Adopting an integrated robust best practices framework to online teaching practices based on multiple components for academics is far more important than being merely technically competent. However, teaching is not the sole mandate of UNISA. The university has a tripartite mission to deliver quality tuition, research and community engagement. This paper proposes an integrated best practices framework to online teaching, research and community engagement within an ODL sphere. Integration is achieved by consolidating the current teaching, research and community engagement practices of the institution within a consolidated best practices framework. The objective of this paper is to present a standard best practices framework which can be applied across the university, which academics can use in the development of new online practices regarding tuition, research and community engagement or as a means of evaluating or enhancing existing practices.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131527680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Collaborative teaching today, is one of the best practices followed globally to foster active learning. As a variety of teaching styles emerge to address more student learning preferences, collaboration across disciplines and across borders, using mobile technologies, allows a cultural and academic exchange of ideas, improving teaching and learning pedagogy. The authors at the Department of Biology, Dillard University (DU) in New Orleans, Louisiana, USA and the Department of Chemical Engineering, BMS College of Engineering in Bangalore (BMSCE), India collaborated in Fall 2015 and 2016 to develop a teaching module where DU Human Physiology students and BMSCE Chemical Engineering students participated. This paper chronicles our experience in the interdisciplinary study across borders, focusing on critical and creative thinking; writing and communication using smart devices and collaboration and shared leadership.
{"title":"Collaborative Interdisciplinary Teaching and Learning Across Borders, Using Mobile Technologies and Smart Devices","authors":"Julie Basu Ray, Samita Maitra","doi":"10.1109/MITE.2017.00020","DOIUrl":"https://doi.org/10.1109/MITE.2017.00020","url":null,"abstract":"Collaborative teaching today, is one of the best practices followed globally to foster active learning. As a variety of teaching styles emerge to address more student learning preferences, collaboration across disciplines and across borders, using mobile technologies, allows a cultural and academic exchange of ideas, improving teaching and learning pedagogy. The authors at the Department of Biology, Dillard University (DU) in New Orleans, Louisiana, USA and the Department of Chemical Engineering, BMS College of Engineering in Bangalore (BMSCE), India collaborated in Fall 2015 and 2016 to develop a teaching module where DU Human Physiology students and BMSCE Chemical Engineering students participated. This paper chronicles our experience in the interdisciplinary study across borders, focusing on critical and creative thinking; writing and communication using smart devices and collaboration and shared leadership.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116127433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pedagogy is the core of learning process. It goes without mentioning curriculum design and development play a significant role in creating a learning experience from the student entered fashion. Properly defined assessments with a well driven curriculum really throw a challenge to delivery methods. Thus, pedagogy is important in imparting the knowledge coupled with the requisite skill levels as specified by Dr. Benjamin Bloom. This paper is a case study of one such attempt to introduce new pedagogy by introducing the self-study component into the course delivery method. This has enabled the course instructor to create curiosity among the students in the class by way of challenging them through some minor projects and self-chosen activities to demonstrate their learning through application of the concepts learnt in the classroom and laboratory exercises. This unique change made students to think critically. The outcomes of the study are very much encouraging in two counts, one increase in the cognitive level (test marks improved) and the other is the improvement in skills through demonstrating the concepts by the students who were engaged and inquisitive.
{"title":"Improving Learning Outcomes Through Innovative Pedagogy and Assessment by Introducing Self-Study Component in the Course Delivery Structure","authors":"K. Babu","doi":"10.1109/MITE.2017.00027","DOIUrl":"https://doi.org/10.1109/MITE.2017.00027","url":null,"abstract":"Pedagogy is the core of learning process. It goes without mentioning curriculum design and development play a significant role in creating a learning experience from the student entered fashion. Properly defined assessments with a well driven curriculum really throw a challenge to delivery methods. Thus, pedagogy is important in imparting the knowledge coupled with the requisite skill levels as specified by Dr. Benjamin Bloom. This paper is a case study of one such attempt to introduce new pedagogy by introducing the self-study component into the course delivery method. This has enabled the course instructor to create curiosity among the students in the class by way of challenging them through some minor projects and self-chosen activities to demonstrate their learning through application of the concepts learnt in the classroom and laboratory exercises. This unique change made students to think critically. The outcomes of the study are very much encouraging in two counts, one increase in the cognitive level (test marks improved) and the other is the improvement in skills through demonstrating the concepts by the students who were engaged and inquisitive.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132752773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Renuka, C. Chitra, T. Pranesha, D. G., Shivakumar M
Problem based learning is a desired graduate attribute stipulated by National Board of Accreditation. With the tutor as facilitator, this active learning process is highly motivational for the undergraduates of engineering stream. Introducing the concepts of research to these future engineers, suggesting to them that they harness the huge amount of open data available in various fields to produce useful results for the society and also enabling them to publish their innovative projects is discussed in this paper.
{"title":"Open Data Usage by Undergraduate Students","authors":"T. Renuka, C. Chitra, T. Pranesha, D. G., Shivakumar M","doi":"10.1109/MITE.2017.00014","DOIUrl":"https://doi.org/10.1109/MITE.2017.00014","url":null,"abstract":"Problem based learning is a desired graduate attribute stipulated by National Board of Accreditation. With the tutor as facilitator, this active learning process is highly motivational for the undergraduates of engineering stream. Introducing the concepts of research to these future engineers, suggesting to them that they harness the huge amount of open data available in various fields to produce useful results for the society and also enabling them to publish their innovative projects is discussed in this paper.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133776431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This work illustrates the use of Design of Experiments (DOE) as an experiential learning in Electrical Machines laboratory. DOE is a systematic method to determine the relationship between factors affecting a process and the output of that process. This information is needed to manage process inputs in order to optimize the output. The objective of this work is to provide an exposure to students on experimentation and simulation environment as a part of structured enquiry problem in the course. A common problem statement was given to the class of eighty students. A batch of five students worked as a team in order to accomplish the task. The problem statement focused on developing the second order response surface methodology based model to predict the speed of a motor by conducting DOE with two control factors and three levels each. Sixteen teams were given common problem statement with varied ranges of control factors. Full Factorial Design (FFD) was selected as a suitable design of experimental layout plan. Each team conducted nine trails for two control factors and three levels. To further validate the model, nine additional experiments with random control factors have been carried out to test the accuracy of the model. Students were introduced to open source simulation tool which was used to predict the response. As per the estimate of laboratory schedule for solving structured enquiry problem, the students were assessed in accordance with the rubrics published well in advance. The competencies addressed for activity are problem analysis, ability to design experiments, individual and team work, simulation. The analysis was concentrated on deviation of predicted and actual measured values of motor speed, regression, and variation of output response with respect to two control factors. This activity helped the students to analyze the results for the proposed problem. As per the assessment, the attainment of the competencies - problem analysis, experimental design planning, individual and team work is around 65.6%, 90.5% and 84.2% respectively. However there is scope for improvement in area of coding as the attainment is comparatively low with 72.5%. As per the students' feedback, their learning is enhanced after having undergone this activity in comparison with classroom learning.
{"title":"An Experiential Learning in Electrical Machines Laboratory Course","authors":"Minal Salunke, Javeed Kittur","doi":"10.1109/MITE.2017.00008","DOIUrl":"https://doi.org/10.1109/MITE.2017.00008","url":null,"abstract":"This work illustrates the use of Design of Experiments (DOE) as an experiential learning in Electrical Machines laboratory. DOE is a systematic method to determine the relationship between factors affecting a process and the output of that process. This information is needed to manage process inputs in order to optimize the output. The objective of this work is to provide an exposure to students on experimentation and simulation environment as a part of structured enquiry problem in the course. A common problem statement was given to the class of eighty students. A batch of five students worked as a team in order to accomplish the task. The problem statement focused on developing the second order response surface methodology based model to predict the speed of a motor by conducting DOE with two control factors and three levels each. Sixteen teams were given common problem statement with varied ranges of control factors. Full Factorial Design (FFD) was selected as a suitable design of experimental layout plan. Each team conducted nine trails for two control factors and three levels. To further validate the model, nine additional experiments with random control factors have been carried out to test the accuracy of the model. Students were introduced to open source simulation tool which was used to predict the response. As per the estimate of laboratory schedule for solving structured enquiry problem, the students were assessed in accordance with the rubrics published well in advance. The competencies addressed for activity are problem analysis, ability to design experiments, individual and team work, simulation. The analysis was concentrated on deviation of predicted and actual measured values of motor speed, regression, and variation of output response with respect to two control factors. This activity helped the students to analyze the results for the proposed problem. As per the assessment, the attainment of the competencies - problem analysis, experimental design planning, individual and team work is around 65.6%, 90.5% and 84.2% respectively. However there is scope for improvement in area of coding as the attainment is comparatively low with 72.5%. As per the students' feedback, their learning is enhanced after having undergone this activity in comparison with classroom learning.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133955628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Outcome based education (OBE) has been adapted in major education institutions particularly in engineering education. This has been used extensively since the National Board of Accreditation (NBA) has made it mandatory for program accreditation. The OBE focusses on outcomes of the program rather than curriculum framed for the courses. Outcomes may refer to the knowledge or Skill gained, competency and employability of the graduates of the program. In order to achieve this outcome, the syllabus has to be carefully and meticulously planned with scope for continuous improvement. In the Department of Electronics and Communication, BMS College of Engineering, Bangalore, We have adopted the OBE system. This paper aims to provide the evaluation process in our department to measure the outcomes. For each course, the course outcomes (COs) are methodically articulated keeping the focus on Program outcomes (POs) that are defined by the NBA
{"title":"Assessment of Program Outcomes Using Direct and Indirect Methods","authors":"G. Poornima, K. Bailey, K. Sujatha, A. Meera","doi":"10.1109/MITE.2017.00012","DOIUrl":"https://doi.org/10.1109/MITE.2017.00012","url":null,"abstract":"Outcome based education (OBE) has been adapted in major education institutions particularly in engineering education. This has been used extensively since the National Board of Accreditation (NBA) has made it mandatory for program accreditation. The OBE focusses on outcomes of the program rather than curriculum framed for the courses. Outcomes may refer to the knowledge or Skill gained, competency and employability of the graduates of the program. In order to achieve this outcome, the syllabus has to be carefully and meticulously planned with scope for continuous improvement. In the Department of Electronics and Communication, BMS College of Engineering, Bangalore, We have adopted the OBE system. This paper aims to provide the evaluation process in our department to measure the outcomes. For each course, the course outcomes (COs) are methodically articulated keeping the focus on Program outcomes (POs) that are defined by the NBA","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122461089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Project based learning (PBL) in Engineering is an alternate for traditional pedagogy in which the learner will gain knowledge and skills by developing a solution for an authentic problem in a specified duration. Since it can be framed as continuous engaging activity, the number of topics of the course syllabi gets delivered in the process. A case study approach for a course titled ‘Digital Signal Processing (DSP)’ is presented, as an example for PBL. The problem statement chosen for the PBL implementation is to illustrate a novel concept of Smart Headphones using Active Noise Cancellation and speech recognition. The PBL project is designed to address the contemporary issue of speech recognition in multimedia headphone to make it smart at a low cost. The prototype design based on principles of Active Noise Cancellation (ANC) is achieved using a processor, TMS320C5416. The sub tasks of this project are correlated to different topics of the course of DSP syllabus. The sub task implementation, evaluation and mapping help to attain the outcomes of the course by means of PBL. The hands on experiments carried out with the DSP processor in implementing the proposed project in stages provide the better and ease of understanding of the course. An evaluation of stage wise implementation as compared to the corresponding evaluation modules of traditional DSP course delivery has been presented.
{"title":"Smart Headphones Using Active Noise Cancellation - A Case Study for Project Based Learning","authors":"Veena N. Hegde","doi":"10.1109/MITE.2017.00024","DOIUrl":"https://doi.org/10.1109/MITE.2017.00024","url":null,"abstract":"Project based learning (PBL) in Engineering is an alternate for traditional pedagogy in which the learner will gain knowledge and skills by developing a solution for an authentic problem in a specified duration. Since it can be framed as continuous engaging activity, the number of topics of the course syllabi gets delivered in the process. A case study approach for a course titled ‘Digital Signal Processing (DSP)’ is presented, as an example for PBL. The problem statement chosen for the PBL implementation is to illustrate a novel concept of Smart Headphones using Active Noise Cancellation and speech recognition. The PBL project is designed to address the contemporary issue of speech recognition in multimedia headphone to make it smart at a low cost. The prototype design based on principles of Active Noise Cancellation (ANC) is achieved using a processor, TMS320C5416. The sub tasks of this project are correlated to different topics of the course of DSP syllabus. The sub task implementation, evaluation and mapping help to attain the outcomes of the course by means of PBL. The hands on experiments carried out with the DSP processor in implementing the proposed project in stages provide the better and ease of understanding of the course. An evaluation of stage wise implementation as compared to the corresponding evaluation modules of traditional DSP course delivery has been presented.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123968881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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