Pub Date : 2013-12-01DOI: 10.1109/MITE.2013.6756366
P. Dande, Ashutosh N. Ajgaonkar, Parkhi D. Tyagi, Tanay Parekh
Education has been ever progressing since its foundation and guiding its progress is the most intricate part, for which various models have been developed. Reviews of such models are elucidated in detail of this context. An ideal education system should be modelled to unleash a student's potential & natural caliber. This can be achieved by a gradual transformation towards intuitive learning. Talent and knowledge gained by a graduate is never directly proportional to reputation of university from which the degree has been obtained. In today's world, the reputation of a college depends on the marks of its students and not necessarily on the quality of knowledge imparted by it. Competition is on a major upward growth and there is a dire need for the graduates to stand out and make their mark. Review about the system architecture and of the existing model of education reveals that we focus more on the performance of the students than the effectiveness of their performance. Necessity for technical knowledge about the specialization subject along with the domains which would be required in industry has been explained along with the various innovative models of educations.
{"title":"Innovation models in education","authors":"P. Dande, Ashutosh N. Ajgaonkar, Parkhi D. Tyagi, Tanay Parekh","doi":"10.1109/MITE.2013.6756366","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756366","url":null,"abstract":"Education has been ever progressing since its foundation and guiding its progress is the most intricate part, for which various models have been developed. Reviews of such models are elucidated in detail of this context. An ideal education system should be modelled to unleash a student's potential & natural caliber. This can be achieved by a gradual transformation towards intuitive learning. Talent and knowledge gained by a graduate is never directly proportional to reputation of university from which the degree has been obtained. In today's world, the reputation of a college depends on the marks of its students and not necessarily on the quality of knowledge imparted by it. Competition is on a major upward growth and there is a dire need for the graduates to stand out and make their mark. Review about the system architecture and of the existing model of education reveals that we focus more on the performance of the students than the effectiveness of their performance. Necessity for technical knowledge about the specialization subject along with the domains which would be required in industry has been explained along with the various innovative models of educations.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122753219","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}
Pub Date : 2013-12-01DOI: 10.1109/MITE.2013.6756342
S. Chatterji, S. Shimi, A. K. Singh, Anshul Gaur
Web enabled Laboratory implementation of Instrumentation Lab is shown in this work. Many measurement principles are used in this course. Many principles related with Instrumentation can be demonstrated by means of Web enabled laboratory and it is the advancement in Instrumentation course teaching. The characteristic of LM35, Pt100 and Thermistor is shown in this work. By using LabVIEW developing software investigator has developed the remote laboratory for engineering students. The circuits as well as the combination of real and virtual are novel. The remote laboratories were developed using LabVIEW virtual instrumentation and they enable web control and monitoring of the laboratory equipment, allowing engineering students to perform the experiments in real time, at their own computers, from anywhere and whenever is suitable for them and also at reduced cost.
{"title":"Web laboratory in instrumentation engineering for distance education using LabVIEW","authors":"S. Chatterji, S. Shimi, A. K. Singh, Anshul Gaur","doi":"10.1109/MITE.2013.6756342","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756342","url":null,"abstract":"Web enabled Laboratory implementation of Instrumentation Lab is shown in this work. Many measurement principles are used in this course. Many principles related with Instrumentation can be demonstrated by means of Web enabled laboratory and it is the advancement in Instrumentation course teaching. The characteristic of LM35, Pt100 and Thermistor is shown in this work. By using LabVIEW developing software investigator has developed the remote laboratory for engineering students. The circuits as well as the combination of real and virtual are novel. The remote laboratories were developed using LabVIEW virtual instrumentation and they enable web control and monitoring of the laboratory equipment, allowing engineering students to perform the experiments in real time, at their own computers, from anywhere and whenever is suitable for them and also at reduced cost.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116004915","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}
Pub Date : 2013-12-01DOI: 10.1109/MITE.2013.6756356
C. Sheriff, A. Geetha
Graduate and Higher Education sector is witnessing increase proliferation of educationcampus management software for handling and management of all the data pertaining to the students, right from admissions to final graduation. Traditionally all these data was maintained using manual recordlogs and the same was used as supporting documents for ISO and other quality auditscertifications. This transition from paper based data entry to software enabled systems is still in infancy, making the job a faculty members cumbersome as they have to do the job twice, enter into manuals records and then replicate the same in educationcampus management software. This paper proposes eLog, a technology enabled solution to address this gap by seamless capturing of education data, reducing faculty workload and focusing on considerable analysis of data which leads to taking remedial actions to improve performance and attendance.
{"title":"eLog — Teaching and data management system: Seemless data capture and analysis of education data","authors":"C. Sheriff, A. Geetha","doi":"10.1109/MITE.2013.6756356","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756356","url":null,"abstract":"Graduate and Higher Education sector is witnessing increase proliferation of educationcampus management software for handling and management of all the data pertaining to the students, right from admissions to final graduation. Traditionally all these data was maintained using manual recordlogs and the same was used as supporting documents for ISO and other quality auditscertifications. This transition from paper based data entry to software enabled systems is still in infancy, making the job a faculty members cumbersome as they have to do the job twice, enter into manuals records and then replicate the same in educationcampus management software. This paper proposes eLog, a technology enabled solution to address this gap by seamless capturing of education data, reducing faculty workload and focusing on considerable analysis of data which leads to taking remedial actions to improve performance and attendance.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132539257","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}
Pub Date : 2013-12-01DOI: 10.1109/MITE.2013.6756310
S. S. Bhabad, G. Kharate, Smita C. Stunde
Pitch is an important parameter of speech. A good estimation of pitch period is crucial to the performance of speech analysis and synthesis system. This paper describes autocorrelation and AMDF method for pitch detection in time domain. FFT, spectral autocorrelation method in frequency domain and cepstral domain algorithm for pitch detection. Voiced and unvoiced part of the speech is separated for further speech processing using pitch. Results are obtained for database of articulatoy handicapped people.
{"title":"Pitch detection in time, frequency and cepstral domain for articulatory handicapped people","authors":"S. S. Bhabad, G. Kharate, Smita C. Stunde","doi":"10.1109/MITE.2013.6756310","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756310","url":null,"abstract":"Pitch is an important parameter of speech. A good estimation of pitch period is crucial to the performance of speech analysis and synthesis system. This paper describes autocorrelation and AMDF method for pitch detection in time domain. FFT, spectral autocorrelation method in frequency domain and cepstral domain algorithm for pitch detection. Voiced and unvoiced part of the speech is separated for further speech processing using pitch. Results are obtained for database of articulatoy handicapped people.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130964296","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}
Pub Date : 2013-12-01DOI: 10.1109/MITE.2013.6756329
T. Sandanayake, A. Madurapperuma
e-Learning is the use of information and communication technology to enable people to learn anytime and anywhere. E-learning is a support tool for educators as well as a medium of delivery of any-time, any-where delivery of content to a dispersed learner community. Emotions are also important in teaching and learning and often find expression in particular ways, such as interactions with others and motivation in learning. Although both emotions and interest can increase learners' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a digital environment. The aim of the research is to develop a computational model for recognizing learner emotions in online learning. Therefore, the study has developed Online Achievement Emotion Questionnaire (AEQ) tool which is suited for the online learning environment. Also the study has identified six parameters which represent the learner's level of learning during the learning experience. Finally the study has analysed and evaluated the correlation between the learner emotions and the observed behaviour. This research study therefore developed a novel model of affective online learning which can be use as a tool to recognise online learner's emotions with regard to the performance in learning.
{"title":"Computational model for affective e-Learning: Developing a model for recognising E-Learner's emotions","authors":"T. Sandanayake, A. Madurapperuma","doi":"10.1109/MITE.2013.6756329","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756329","url":null,"abstract":"e-Learning is the use of information and communication technology to enable people to learn anytime and anywhere. E-learning is a support tool for educators as well as a medium of delivery of any-time, any-where delivery of content to a dispersed learner community. Emotions are also important in teaching and learning and often find expression in particular ways, such as interactions with others and motivation in learning. Although both emotions and interest can increase learners' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a digital environment. The aim of the research is to develop a computational model for recognizing learner emotions in online learning. Therefore, the study has developed Online Achievement Emotion Questionnaire (AEQ) tool which is suited for the online learning environment. Also the study has identified six parameters which represent the learner's level of learning during the learning experience. Finally the study has analysed and evaluated the correlation between the learner emotions and the observed behaviour. This research study therefore developed a novel model of affective online learning which can be use as a tool to recognise online learner's emotions with regard to the performance in learning.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123717510","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}
Pub Date : 2013-12-01DOI: 10.1109/MITE.2013.6756323
C. Romain
MOOCs (Massive Open Online Courses) can function as a tool to re-calibrate teaching at the Community-college level, as well as facilitate access, persistence, retention, and graduation for both traditional and nontraditional students.
大规模在线开放课程(Massive Open Online Courses，简称MOOCs)可以作为一种工具，重新调整社区大学的教学水平，同时为传统和非传统学生提供获取、坚持、保留和毕业的便利。
{"title":"Recalibrating instruction at the community college through MOOCs","authors":"C. Romain","doi":"10.1109/MITE.2013.6756323","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756323","url":null,"abstract":"MOOCs (Massive Open Online Courses) can function as a tool to re-calibrate teaching at the Community-college level, as well as facilitate access, persistence, retention, and graduation for both traditional and nontraditional students.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114715026","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}
Pub Date : 2013-12-01DOI: 10.1109/MITE.2013.6756322
B. Balaji, A. Sekhar
MOOC, the massive open online courses is rejuvenating the quest to learn for many deserving learners by breaking the traditional barriers like financial, cultural, and national boundaries. In this paper the various bits and pieces that form the diverse components of MOOC is discussed.
{"title":"The various facets of MOOC","authors":"B. Balaji, A. Sekhar","doi":"10.1109/MITE.2013.6756322","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756322","url":null,"abstract":"MOOC, the massive open online courses is rejuvenating the quest to learn for many deserving learners by breaking the traditional barriers like financial, cultural, and national boundaries. In this paper the various bits and pieces that form the diverse components of MOOC is discussed.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114976068","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}
Pub Date : 2013-12-01DOI: 10.1109/MITE.2013.6756363
P. Tiwari, S. N. Singh, O. Singh
The technical education in India has gone through a radical change after restructuring and deregulation. At one end more students are getting chance to become technical graduate but at the other end they are forced to face a lot of impedance and situations which are never conducive to their proper education of the technical field. This paper is an effort to throw a light upon various issues related to the difficulties faced by students of the technical education in India. The optimum solution of the problem is devised by the authors.
{"title":"Challenges to under graduate students in deregulated technical education","authors":"P. Tiwari, S. N. Singh, O. Singh","doi":"10.1109/MITE.2013.6756363","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756363","url":null,"abstract":"The technical education in India has gone through a radical change after restructuring and deregulation. At one end more students are getting chance to become technical graduate but at the other end they are forced to face a lot of impedance and situations which are never conducive to their proper education of the technical field. This paper is an effort to throw a light upon various issues related to the difficulties faced by students of the technical education in India. The optimum solution of the problem is devised by the authors.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128793670","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}
Developmental theories have established that adults are learning oriented only when they are convinced that there is a need to learn to effectively deal with real-life challenges. In such a scenario, it is affirmative that there has to be an ecosystem which is created to encourage learners to discover their own `needs to know' and that learning interventions should be organized around real life application categories and sequenced according to the learners' readiness to learn. If learning could leverage employee know-how and further it, we would be able to customize learning to an individual's need. In the managerial space, we have opportunities where employees across levels and roles in the organization have access to the same content. In a scenario like this, learners ask the question-why should I refer to this source of knowledge? If learning could leverage employee know-how and further it, we would be able to customize learning to an individual's need. Even if we talk about only the managerial space, we have opportunities where employees across levels and roles in the organization have access to the same content. This paper is a case in point of the opportunity to customize and adapt content such that it leverages employee experiences to find meaningful and different value in the education path and process of every learner.
{"title":"Organization wide blended learning is not only for small organizations","authors":"Divya Amarnath, Simren Mehn, Veena Sethuraman, Vineeta Mishra","doi":"10.1109/MITE.2013.6756318","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756318","url":null,"abstract":"Developmental theories have established that adults are learning oriented only when they are convinced that there is a need to learn to effectively deal with real-life challenges. In such a scenario, it is affirmative that there has to be an ecosystem which is created to encourage learners to discover their own `needs to know' and that learning interventions should be organized around real life application categories and sequenced according to the learners' readiness to learn. If learning could leverage employee know-how and further it, we would be able to customize learning to an individual's need. In the managerial space, we have opportunities where employees across levels and roles in the organization have access to the same content. In a scenario like this, learners ask the question-why should I refer to this source of knowledge? If learning could leverage employee know-how and further it, we would be able to customize learning to an individual's need. Even if we talk about only the managerial space, we have opportunities where employees across levels and roles in the organization have access to the same content. This paper is a case in point of the opportunity to customize and adapt content such that it leverages employee experiences to find meaningful and different value in the education path and process of every learner.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117122955","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}
Pub Date : 2013-12-01DOI: 10.1109/MITE.2013.6756295
M. Vijayalakshmi, P. Desai, G. Joshi
Capstone project (CP) is an important part of every engineering and computer science discipline at undergraduate level. The main purpose of these capstone projects is to encourage students to apply the knowledge acquired during their studies in previous semesters, in particular a capacity to personally manage and conduct a complex, open-ended project to show how proficient they are in solving real world or the research based problems. The Outcome Based Education (OBE) is an education system that emphasis on outcomes measurement rather than inputs of curriculum covered. Outcomes may include a range of knowledge, skills and attitudes. In order to obtain the desired outcomes, teaching components and activities should be well organized, planned and continuously improved. We adopted OBE in our curriculum and for the course on project work we have written course learning objectives (CLO), i.e. at the end of the course the student should be able satisfy these objectives and they are mapped with the program outcomes (PO). This paper presents a novel method for the outcome-based assessment of engineering capstone project carried by Final Year Students. The assessment is done based on the rubrics written for each phase of the process. The outcome of the each phase is assessed by evaluation team and the guide using the assessment matrix which is based on assessment rubrics. Assessment matrix covers all the attributes/parameters for the assessment of each phase. Mapping of CLO-PO is done based on these attributes. Percentage of attainment of each objective and outcome are calculated.
{"title":"Outcome based education performance evaluation of capstone project using assessment rubrics and matrix","authors":"M. Vijayalakshmi, P. Desai, G. Joshi","doi":"10.1109/MITE.2013.6756295","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756295","url":null,"abstract":"Capstone project (CP) is an important part of every engineering and computer science discipline at undergraduate level. The main purpose of these capstone projects is to encourage students to apply the knowledge acquired during their studies in previous semesters, in particular a capacity to personally manage and conduct a complex, open-ended project to show how proficient they are in solving real world or the research based problems. The Outcome Based Education (OBE) is an education system that emphasis on outcomes measurement rather than inputs of curriculum covered. Outcomes may include a range of knowledge, skills and attitudes. In order to obtain the desired outcomes, teaching components and activities should be well organized, planned and continuously improved. We adopted OBE in our curriculum and for the course on project work we have written course learning objectives (CLO), i.e. at the end of the course the student should be able satisfy these objectives and they are mapped with the program outcomes (PO). This paper presents a novel method for the outcome-based assessment of engineering capstone project carried by Final Year Students. The assessment is done based on the rubrics written for each phase of the process. The outcome of the each phase is assessed by evaluation team and the guide using the assessment matrix which is based on assessment rubrics. Assessment matrix covers all the attributes/parameters for the assessment of each phase. Mapping of CLO-PO is done based on these attributes. Percentage of attainment of each objective and outcome are calculated.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115809742","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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