Shivalingappa Battur, M. S. Patil, P. Desai, M. Vijayalakshmi, M. M. Raikar, Parikshit Hegde, G. Joshi
Team-based learning (TBL) is a form of student-centered active learning which will help to develop various professional skills, problem solving, interpersonal team skills, and self-directed independent learning. The success of TBL approach depends on its design comprising Team formation, Project identification and distribution, monitoring the progress, maintaining open discussion in every phase and peer evaluation. This paper presents the case study TBL design done for minor project course. First step, the team formation plays a very important role in projects. Therefore the teams are formed based on the complementary skills of the student and ensuring that each team has an expert member in every identified skill. The next step is project distribution, while distributing the project the team strength is calculated and accordingly the problem statements are assigned. Also to increase the motivation and learning in the team, open discussions are held where each team can review and critic other teams work in every phase. The last part in the TBL is assessment and evaluation, which is incomplete without including peer evaluation. Although the Team work is evaluated by the instructor, the individual evaluation is done by both instructor as well as peer students within the team. This TBL design has improved the team's performance and each individual is able to work better in a team. Here students could successfully build and lunch mobile app as a product. The paper gives results of various TBL components. It concludes with challenges faced in this case study for further research.
{"title":"Enhancing the Students Project with Team Based Learning Approach: A Case Study","authors":"Shivalingappa Battur, M. S. Patil, P. Desai, M. Vijayalakshmi, M. M. Raikar, Parikshit Hegde, G. Joshi","doi":"10.1109/MITE.2016.061","DOIUrl":"https://doi.org/10.1109/MITE.2016.061","url":null,"abstract":"Team-based learning (TBL) is a form of student-centered active learning which will help to develop various professional skills, problem solving, interpersonal team skills, and self-directed independent learning. The success of TBL approach depends on its design comprising Team formation, Project identification and distribution, monitoring the progress, maintaining open discussion in every phase and peer evaluation. This paper presents the case study TBL design done for minor project course. First step, the team formation plays a very important role in projects. Therefore the teams are formed based on the complementary skills of the student and ensuring that each team has an expert member in every identified skill. The next step is project distribution, while distributing the project the team strength is calculated and accordingly the problem statements are assigned. Also to increase the motivation and learning in the team, open discussions are held where each team can review and critic other teams work in every phase. The last part in the TBL is assessment and evaluation, which is incomplete without including peer evaluation. Although the Team work is evaluated by the instructor, the individual evaluation is done by both instructor as well as peer students within the team. This TBL design has improved the team's performance and each individual is able to work better in a team. Here students could successfully build and lunch mobile app as a product. The paper gives results of various TBL components. It concludes with challenges faced in this case study for further research.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116417477","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 technological rebellion has made current generations to depend more on the digital world in their day to day life. The effectiveness of the digital world has changed the learner's perceptive towards the education system. The impulsivegrowth of technology has increased the popularity of Information and Communication Technology which has created a research scope in Computer network domain thus Computer network course in the curriculum of Computer Science and Engineering plays an important role. It is always a challenge to teach Computer Networks course to students as the course requires a practical exposure more than the chalk and talk. It is very hard for students to envision the concepts of computer networks, protocols formats and understanding packets flow during teaching in classroom. To overcome above said challenge, pedagogical practice such as active learning through simulation tool is identified in delivery of the course. This paper discusses the effective use of a Packet Tracer (PT) simulation tool in the teaching of computer network concepts. A structured learning approach is introduced by using packet tracer tool in teaching network concepts and series of exercises are designed and developed to give the visualization of each layer functionality. These practical exercises helped in active learning to use the packet tracer to simulate campus network. This pedagogy practice encouraged the students' to build the clarity on the physical devices like router, access points, switch and their configurations. The troubleshooting skills were practiced by introducing the errors deliberately and how to resolve is learnt through the tool. Computer network simulation activity include the concepts of NAT, Subnetting, V-LAN setting, services of TCP/UDP, packet format details, application layer protocol like DNS, DHCP, E-Mail, FTP and HTTP. Activity is evaluated through demos, presentation and quizzes. Rubrics based assessment is followed to ensure uniformity and transparencyin the evaluation. The average marks obtained in quiz by students before using PT tool is 65% and after using tool is 85%, it shows significant improvement of 20% in learning the fundamental concepts of computer network course.
{"title":"Packet Tracer Simulation Tool as Pedagogy to Enhance Learning of Computer Network Concepts","authors":"M. Vijayalakshmi, P. Desai, M. M. Raikar","doi":"10.1109/MITE.2016.024","DOIUrl":"https://doi.org/10.1109/MITE.2016.024","url":null,"abstract":"The technological rebellion has made current generations to depend more on the digital world in their day to day life. The effectiveness of the digital world has changed the learner's perceptive towards the education system. The impulsivegrowth of technology has increased the popularity of Information and Communication Technology which has created a research scope in Computer network domain thus Computer network course in the curriculum of Computer Science and Engineering plays an important role. It is always a challenge to teach Computer Networks course to students as the course requires a practical exposure more than the chalk and talk. It is very hard for students to envision the concepts of computer networks, protocols formats and understanding packets flow during teaching in classroom. To overcome above said challenge, pedagogical practice such as active learning through simulation tool is identified in delivery of the course. This paper discusses the effective use of a Packet Tracer (PT) simulation tool in the teaching of computer network concepts. A structured learning approach is introduced by using packet tracer tool in teaching network concepts and series of exercises are designed and developed to give the visualization of each layer functionality. These practical exercises helped in active learning to use the packet tracer to simulate campus network. This pedagogy practice encouraged the students' to build the clarity on the physical devices like router, access points, switch and their configurations. The troubleshooting skills were practiced by introducing the errors deliberately and how to resolve is learnt through the tool. Computer network simulation activity include the concepts of NAT, Subnetting, V-LAN setting, services of TCP/UDP, packet format details, application layer protocol like DNS, DHCP, E-Mail, FTP and HTTP. Activity is evaluated through demos, presentation and quizzes. Rubrics based assessment is followed to ensure uniformity and transparencyin the evaluation. The average marks obtained in quiz by students before using PT tool is 65% and after using tool is 85%, it shows significant improvement of 20% in learning the fundamental concepts of computer network course.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126486053","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}
Divya Asok, A. Abirami, Nisha Angeline, Rajagopalan Lavanya
Higher-order thinking, known as higher order thinking skills (HOTS), is a conception of education reorganization based on learning taxonomy. Skills involving analysis, evaluation and synthesis are considered to be of higher order, requiring diverse learning and teaching methods than the customary learning of facts and concepts. HOTS involves the learning of complex judgmental skills such as critical thinking and problem solving. They are activated when individuals encounter unfamiliar problems, uncertainties, questions, or dilemmas. Successful application of the skills results in justifications, decisions, performances, and products that are valid within the context of existing knowledge that encourages continued growth in other intellectual skills. The major difficulty in attaining HOTS among engineering students is that we still pursue the traditional approach of teacher-centered classroom where the teacher is an active transmitter and the students are passive recipients. To achieve HOTS among engineering students we establish an Active Learning Environment (ALE) with the effective usage of Information and communication technologies (ICT). Active learning is embodied in a learning environment where the teachers and students are actively engaged with the content through discussions, problem-solving, critical thinking, or a multitude of activities that encourage interaction among learners, instructors and the material. Supporting to active learning, the ICT usage lends itself to more student-centered learning. This paper demonstrates the strategies to achieve HOTS through various ALE strategies like Role Play, Jigsaw, Brainstorming, debate, Mind map etc for Concept Understanding and Group assignments, combined mini projects, Discussion on Topics, Quiz, and Puzzles for Concept Applying. We have applied various learning strategies and assessed the student outcomes. HOTS is achieved by developing applications or products, with improved inter personal skills and lifelong learning skills. The evidence for the effectiveness of ALE among engineering students is showed by great improvement in their academic result, placement record and research interests
{"title":"Active Learning Environment for Achieving Higher-Order Thinking Skills in Engineering Education","authors":"Divya Asok, A. Abirami, Nisha Angeline, Rajagopalan Lavanya","doi":"10.1109/MITE.2016.020","DOIUrl":"https://doi.org/10.1109/MITE.2016.020","url":null,"abstract":"Higher-order thinking, known as higher order thinking skills (HOTS), is a conception of education reorganization based on learning taxonomy. Skills involving analysis, evaluation and synthesis are considered to be of higher order, requiring diverse learning and teaching methods than the customary learning of facts and concepts. HOTS involves the learning of complex judgmental skills such as critical thinking and problem solving. They are activated when individuals encounter unfamiliar problems, uncertainties, questions, or dilemmas. Successful application of the skills results in justifications, decisions, performances, and products that are valid within the context of existing knowledge that encourages continued growth in other intellectual skills. The major difficulty in attaining HOTS among engineering students is that we still pursue the traditional approach of teacher-centered classroom where the teacher is an active transmitter and the students are passive recipients. To achieve HOTS among engineering students we establish an Active Learning Environment (ALE) with the effective usage of Information and communication technologies (ICT). Active learning is embodied in a learning environment where the teachers and students are actively engaged with the content through discussions, problem-solving, critical thinking, or a multitude of activities that encourage interaction among learners, instructors and the material. Supporting to active learning, the ICT usage lends itself to more student-centered learning. This paper demonstrates the strategies to achieve HOTS through various ALE strategies like Role Play, Jigsaw, Brainstorming, debate, Mind map etc for Concept Understanding and Group assignments, combined mini projects, Discussion on Topics, Quiz, and Puzzles for Concept Applying. We have applied various learning strategies and assessed the student outcomes. HOTS is achieved by developing applications or products, with improved inter personal skills and lifelong learning skills. The evidence for the effectiveness of ALE among engineering students is showed by great improvement in their academic result, placement record and research interests","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132014157","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}
C. Sujatha, G. Jayalaxmi, B. Vijaykumar, M. M. Raikar, G. Suvarna, G. K. Karibasappa, S. G. Totad
We propose a preferential theme matrix for selecting a problem in carrying out the minor project for 6th semester Computer Science and Engineering (CSE) students. The matrix comprises of emerging technologies, research areas and the application domains as the parameters. It included Internet of Things, Cloud Computing, Mobility and Web Technology as emerging technologies. The focused research areas were on big data & analytics and image processing. The application domains were focused on social relevance such as environment monitoring, health care, safety and security, agriculture. And an additional open choice (others) was mentioned which gave an opportunity for students to explore other new technologies and research areas. Broadly the phases of conducting minor project are classified as team formation, problem identification/selection and project execution which in turn has several sub phases. In team formation students were given freedom to choose their partners with a team size of 4/5 within the same division. This phase was analyzed with respect to Cumulative Grade Point Average (CGPA) grades of team members, which showed a good distribution of grades within the teams and across the entire teams. In problem identification the teams discussed about theme matrix with the assigned guides and presented the project synopsis to the evaluators. After these phases the project execution which in turn included requirement specifications, design, implementation, testing and deployment. To meet some of the pre-requisites for carrying out the projects, workshops on IoT, Cloud computing and open source design tools were organized. For promoting self learning in students, MOOC on the relevant technologies of their projects was introduced as part of minor project. The Continuous Internal Evaluation (CIE) of minor project focused on the processes of software engineering and Semester End Exam (SEE) was focused on product/prototype development, technical skills and external recognition. The entire process of conducting minor project met the expected goals with five prizes in SRISHTI state level project exhibition 2016 and five projects accepted for E-poster presentation in international conference.
{"title":"Preferential Theme Matrix for Minor Project","authors":"C. Sujatha, G. Jayalaxmi, B. Vijaykumar, M. M. Raikar, G. Suvarna, G. K. Karibasappa, S. G. Totad","doi":"10.1109/MITE.2016.049","DOIUrl":"https://doi.org/10.1109/MITE.2016.049","url":null,"abstract":"We propose a preferential theme matrix for selecting a problem in carrying out the minor project for 6th semester Computer Science and Engineering (CSE) students. The matrix comprises of emerging technologies, research areas and the application domains as the parameters. It included Internet of Things, Cloud Computing, Mobility and Web Technology as emerging technologies. The focused research areas were on big data & analytics and image processing. The application domains were focused on social relevance such as environment monitoring, health care, safety and security, agriculture. And an additional open choice (others) was mentioned which gave an opportunity for students to explore other new technologies and research areas. Broadly the phases of conducting minor project are classified as team formation, problem identification/selection and project execution which in turn has several sub phases. In team formation students were given freedom to choose their partners with a team size of 4/5 within the same division. This phase was analyzed with respect to Cumulative Grade Point Average (CGPA) grades of team members, which showed a good distribution of grades within the teams and across the entire teams. In problem identification the teams discussed about theme matrix with the assigned guides and presented the project synopsis to the evaluators. After these phases the project execution which in turn included requirement specifications, design, implementation, testing and deployment. To meet some of the pre-requisites for carrying out the projects, workshops on IoT, Cloud computing and open source design tools were organized. For promoting self learning in students, MOOC on the relevant technologies of their projects was introduced as part of minor project. The Continuous Internal Evaluation (CIE) of minor project focused on the processes of software engineering and Semester End Exam (SEE) was focused on product/prototype development, technical skills and external recognition. The entire process of conducting minor project met the expected goals with five prizes in SRISHTI state level project exhibition 2016 and five projects accepted for E-poster presentation in international conference.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132914427","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}
K. Sudheer, V. V. N. Sujit, N. Prasad, K. Ravichand
Outcome-Based Education (OBE) is an enlightening way of teaching and learning strategy that is based upon a predefined set of expected outcomes. National board of accreditation (NBA) has introduced a new process, parameters and criteria for accreditation based upon Outcome Based Education. This paper gives a method for evaluating the Course outcomes and Program outcomes to which the students attained on completing the course and program. The proposed method evaluates the attainment level for course outcomes as well as program outcomes.
{"title":"A Novel Method of Learning Outcome Assessment in Outcome Based Education","authors":"K. Sudheer, V. V. N. Sujit, N. Prasad, K. Ravichand","doi":"10.1109/MITE.2016.071","DOIUrl":"https://doi.org/10.1109/MITE.2016.071","url":null,"abstract":"Outcome-Based Education (OBE) is an enlightening way of teaching and learning strategy that is based upon a predefined set of expected outcomes. National board of accreditation (NBA) has introduced a new process, parameters and criteria for accreditation based upon Outcome Based Education. This paper gives a method for evaluating the Course outcomes and Program outcomes to which the students attained on completing the course and program. The proposed method evaluates the attainment level for course outcomes as well as program outcomes.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127420149","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}
Analog Electronic Circuits (AEC) is a foundationcourse of many research fields in Electrical as well as ElectronicsEngineering stream. This is a necessary and an essential coursefor various analytical studies in Electrical Science curriculum. The course content emphasis on working of various analogdevices and circuits, and their applications. Conventional Chalk-Talk method of teaching make students highly reliant on courseinstructor. Hence course was dealt with an objective of makingstudents self dependent in the analysis of basic AEC. An attemptwas made by the authors to introduce computer simulation inclassroom teaching and laboratory for II year Under Graduate(UG) students. A survey was made to select an appropriatecomputer simulation tool which can aid students to use iteven beyond college hours. Among different available tools, PSpice Schematics Evaluation Version 9.1 was opted. PSpiceis an industry standard tool and is widely used for analogand mixed signal circuit analysis. Simulation was made a partof assignment, Self Study (SS) component and laboratory. Thework presented in this paper discuss various types of analysislike transient, DC sweep, AC sweep, parametric, Bias point, and temperature analysis performed on typical analog electroniccircuits. Authors also discuss about the difference in attainmentcomparing pedagogy method with conventional one.
模拟电子电路(AEC)是电气和电子工程领域许多研究领域的基础课程。这是电气科学课程中各种分析研究的必修课程。课程内容强调各种模拟装置和电路的工作原理及其应用。传统的粉笔教学方法使学生对教师的依赖程度很高。因此，课程的目标是使学生能够独立分析基本的AEC。笔者尝试在本科二年级学生中引入计算机模拟课堂教学和实验室。一项调查是为了选择一个合适的计算机模拟工具，可以帮助学生甚至在大学以外的时间使用它。在不同的可用工具中，我们选择了PSpice Schematics Evaluation Version 9.1。pspice是一个行业标准工具，广泛用于模拟和混合信号电路分析。模拟是作业、自习课和实验的一部分。本文介绍的工作讨论了各种类型的分析，如瞬态，直流扫描，交流扫描，参数，偏置点和温度分析，在典型的模拟电子电路上进行。作者还讨论了教学方法与传统教学方法在成就方面的差异。
{"title":"Enhanced Teaching/Learning Process in Analog Electronic Circuits with an Aid of Computer Simulation Tool","authors":"Anupama R. Itagi, V. Sushma","doi":"10.1109/MITE.2016.031","DOIUrl":"https://doi.org/10.1109/MITE.2016.031","url":null,"abstract":"Analog Electronic Circuits (AEC) is a foundationcourse of many research fields in Electrical as well as ElectronicsEngineering stream. This is a necessary and an essential coursefor various analytical studies in Electrical Science curriculum. The course content emphasis on working of various analogdevices and circuits, and their applications. Conventional Chalk-Talk method of teaching make students highly reliant on courseinstructor. Hence course was dealt with an objective of makingstudents self dependent in the analysis of basic AEC. An attemptwas made by the authors to introduce computer simulation inclassroom teaching and laboratory for II year Under Graduate(UG) students. A survey was made to select an appropriatecomputer simulation tool which can aid students to use iteven beyond college hours. Among different available tools, PSpice Schematics Evaluation Version 9.1 was opted. PSpiceis an industry standard tool and is widely used for analogand mixed signal circuit analysis. Simulation was made a partof assignment, Self Study (SS) component and laboratory. Thework presented in this paper discuss various types of analysislike transient, DC sweep, AC sweep, parametric, Bias point, and temperature analysis performed on typical analog electroniccircuits. Authors also discuss about the difference in attainmentcomparing pedagogy method with conventional one.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128248982","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}
Educational Technology plays a vital role in engineering courses. Technology changed from time to time from traditional method of teaching (chalk and Talk) to ICT (Information and Communication Technology) tools supported learning. In this paper, a detailed survey has been made for improving the teaching learning process in the programme of Information Technology (IT) courses by using ICT tools and Active Learning Strategies (ALS) to implement Outcome Based Education (OBE).
{"title":"ICT and ALS for Information Technology Programme Courses to Implement OBE: A Survey","authors":"R. Parkavi, P. Karthikeyan","doi":"10.1109/MITE.2016.074","DOIUrl":"https://doi.org/10.1109/MITE.2016.074","url":null,"abstract":"Educational Technology plays a vital role in engineering courses. Technology changed from time to time from traditional method of teaching (chalk and Talk) to ICT (Information and Communication Technology) tools supported learning. In this paper, a detailed survey has been made for improving the teaching learning process in the programme of Information Technology (IT) courses by using ICT tools and Active Learning Strategies (ALS) to implement Outcome Based Education (OBE).","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"53 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123733574","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}
M. S. Patil, P. Desai, M. Vijayalakshmi, M. M. Raikar, Shivalingappa Battur, H. Parikshit, G. Joshi
The major challenge of Team Based Learning (TBL) or Group learning is its Design and Implement that assess the student's knowledge and skills. The challenge also includes designing assessment to grade the students based on their contribution to the team performance. Teacher assessing the student's performance in team is a teacher biased process. Therefore Peer evaluation can be included as part of TBL assessment. Peer review is considered as transparent and efficient technique to assess individual in team. But it has also been criticized with respect to fairness. This paper proposes Trusted Relative Peer Review (TRPR) which reduces the disadvantages of peer review to greater extent. It includes two reviews i) Team's Guide review ii) Peer review. The trustworthiness of peer review is decided based correlation of Guides and Peer reviews, depending on which each student is rated relatively for 100 points. After comparisons of results, 65% student teams peer reviews were found to be not trustworthy, which are corrected through proposed TRPR. This review is accepted by 54-58% of students and trusted it. TRPR helped to measure "ability to function in a team" with attainment of 7.7 on the scale of 10. TRPR contributes to the success of TBL implementation in greater extent by overcoming the drawbacks of peer review. It influences individual student's marks based on their contributions. Therefore it ensures students contribute in group work resulting in students learning. Although TRPR is hectic, future work shall try to make it simple.
{"title":"Trusted Relative Peer Review: A Novel Approach to Assess an Individual in Team Based Learning","authors":"M. S. Patil, P. Desai, M. Vijayalakshmi, M. M. Raikar, Shivalingappa Battur, H. Parikshit, G. Joshi","doi":"10.1109/MITE.2016.021","DOIUrl":"https://doi.org/10.1109/MITE.2016.021","url":null,"abstract":"The major challenge of Team Based Learning (TBL) or Group learning is its Design and Implement that assess the student's knowledge and skills. The challenge also includes designing assessment to grade the students based on their contribution to the team performance. Teacher assessing the student's performance in team is a teacher biased process. Therefore Peer evaluation can be included as part of TBL assessment. Peer review is considered as transparent and efficient technique to assess individual in team. But it has also been criticized with respect to fairness. This paper proposes Trusted Relative Peer Review (TRPR) which reduces the disadvantages of peer review to greater extent. It includes two reviews i) Team's Guide review ii) Peer review. The trustworthiness of peer review is decided based correlation of Guides and Peer reviews, depending on which each student is rated relatively for 100 points. After comparisons of results, 65% student teams peer reviews were found to be not trustworthy, which are corrected through proposed TRPR. This review is accepted by 54-58% of students and trusted it. TRPR helped to measure \"ability to function in a team\" with attainment of 7.7 on the scale of 10. TRPR contributes to the success of TBL implementation in greater extent by overcoming the drawbacks of peer review. It influences individual student's marks based on their contributions. Therefore it ensures students contribute in group work resulting in students learning. Although TRPR is hectic, future work shall try to make it simple.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126440279","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}
Six sigma is a highly disciplined process that focuses on developing and delivering near perfect process such as close to zero defects. This paper demonstrates the application of six sigma in evaluating the academic performance measures of a group of students in a deemed university based on DMAIC (Define – Measure – Analysis – Improve – Control) methodology. It identifies the causes that lead to decline in academic performance and analyses examination result data using statistical software SPSS. The results can be used to increase the passing rate of students and identify directions for further development.
{"title":"Six Sigma in Education: Examination Result Analysis Using Six Sigma - A Case Study","authors":"R. Navas, R. Akash, G. Sathish, J. M. Azharudeen","doi":"10.1109/MITE.2016.056","DOIUrl":"https://doi.org/10.1109/MITE.2016.056","url":null,"abstract":"Six sigma is a highly disciplined process that focuses on developing and delivering near perfect process such as close to zero defects. This paper demonstrates the application of six sigma in evaluating the academic performance measures of a group of students in a deemed university based on DMAIC (Define – Measure – Analysis – Improve – Control) methodology. It identifies the causes that lead to decline in academic performance and analyses examination result data using statistical software SPSS. The results can be used to increase the passing rate of students and identify directions for further development.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"87 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120980722","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 current quality paradigm proposed by NationalBoard of Accreditation (NBA) and AICTE governing theEngineering education has not really translated into anysignificant growth in the number of quality graduates acceptableto industry, due to insufficient availability of qualified faculty, teaching methodology, evaluation techniques and processes. Increase in the number of autonomous institutions has createdanother challenge in the higher education in terms ofaccreditation. Recent introduction of a well-known paradigmcalled Outcome Based Education (OBE) has been partiallyunderstood and created several gaps between "the truth" andwhat is being perceived. Author of this paper presents a case study on OBEimplementation and highlights the gap between the actualconcepts of OBE and the existing practice. This paper alsoproposes several strategies to implement in true sense.
{"title":"A Case Study on an Unrealized Truth of an Outcome Based Education and Corrective Strategies","authors":"U. Kulkarni, S. B. Kulkarni, K. Shindhe, A. Joshi","doi":"10.1109/MITE.2016.063","DOIUrl":"https://doi.org/10.1109/MITE.2016.063","url":null,"abstract":"The current quality paradigm proposed by NationalBoard of Accreditation (NBA) and AICTE governing theEngineering education has not really translated into anysignificant growth in the number of quality graduates acceptableto industry, due to insufficient availability of qualified faculty, teaching methodology, evaluation techniques and processes. Increase in the number of autonomous institutions has createdanother challenge in the higher education in terms ofaccreditation. Recent introduction of a well-known paradigmcalled Outcome Based Education (OBE) has been partiallyunderstood and created several gaps between \"the truth\" andwhat is being perceived. Author of this paper presents a case study on OBEimplementation and highlights the gap between the actualconcepts of OBE and the existing practice. This paper alsoproposes several strategies to implement in true sense.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115210471","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：