With the emergence of a knowledge driven economy, these are times of brisk business for institutions providing training to professionals. The flipside of this is that there is an ever increasing demand on them to create a growing number of new courses, and serve an ever increasing flow of customers ata faster and faster pace. In its various flavours, this problem is faced by MOOC/online course providers, training departments of large organisations, and modern universities which offer short term courses for corporate audience as well. Hence, there is a need to optimally utilise all available resources: time of trainer/trainee/organisation, infrastructure etc. while designing and conducting training courses. Current practice is to do thismanually. In this paper, we build a case for automation of this process. We present mathematical models for 3 problems in this space. Once a mathematical model of a problem is developed, it becomes possible to carry out several analyses on these problems, design automated solutions. As is revealed from the mathematical models, the problem of training curriculum design has already grown beyond the complexity that a human expert can handle efficiently. With every passing day, the gap will only increase. Our simulations establish the efficiency and effectiveness of the solutions we provide.
{"title":"Towards Automatic Training Design","authors":"S. Chakrabarti","doi":"10.1109/MITE.2016.046","DOIUrl":"https://doi.org/10.1109/MITE.2016.046","url":null,"abstract":"With the emergence of a knowledge driven economy, these are times of brisk business for institutions providing training to professionals. The flipside of this is that there is an ever increasing demand on them to create a growing number of new courses, and serve an ever increasing flow of customers ata faster and faster pace. In its various flavours, this problem is faced by MOOC/online course providers, training departments of large organisations, and modern universities which offer short term courses for corporate audience as well. Hence, there is a need to optimally utilise all available resources: time of trainer/trainee/organisation, infrastructure etc. while designing and conducting training courses. Current practice is to do thismanually. In this paper, we build a case for automation of this process. We present mathematical models for 3 problems in this space. Once a mathematical model of a problem is developed, it becomes possible to carry out several analyses on these problems, design automated solutions. As is revealed from the mathematical models, the problem of training curriculum design has already grown beyond the complexity that a human expert can handle efficiently. With every passing day, the gap will only increase. Our simulations establish the efficiency and effectiveness of the solutions we provide.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"17 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":"117353450","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}
N. N. Kulkarni, Manish Kaushik, Gopalkrishna Joshi
More we know about our learners the better are we in a position to mentor them. This is more so in engineering education as this is a professional course focusing on skills also. Prior knowledge of the learner about engineering profession and motivation level of the learner are two important factors among several others that influence learner's perception of engineering as a profession. There are several approaches used by Engineering Education practitioners to know the prior knowledge of the learner about the engineering profession. This paper discusses about one such technique - Draw an Engineer at Work Test (DAEWT) technique used by the authors to understand the prior knowledge of the learner regarding Engineering profession. Freshman Engineering students are asked to draw the sketch of an Engineer at work. Required data regarding the background of the learner is also collected. These pictures drawn by are studied with respect to their family background and their previous education setting. To know the motivation of the students to opt for engineering program, students were asked to list jobs related to specific engineering disciplines as job after graduation is considered most important motivation. This awareness in the learner is analyzed with respect to prior education setting of parents to evaluate its impact on their motivation. This paper discusses the details of the methods employed and the analysis of the results.
{"title":"Engineering Profession: Understanding Freshman Perspective","authors":"N. N. Kulkarni, Manish Kaushik, Gopalkrishna Joshi","doi":"10.1109/MITE.2016.072","DOIUrl":"https://doi.org/10.1109/MITE.2016.072","url":null,"abstract":"More we know about our learners the better are we in a position to mentor them. This is more so in engineering education as this is a professional course focusing on skills also. Prior knowledge of the learner about engineering profession and motivation level of the learner are two important factors among several others that influence learner's perception of engineering as a profession. There are several approaches used by Engineering Education practitioners to know the prior knowledge of the learner about the engineering profession. This paper discusses about one such technique - Draw an Engineer at Work Test (DAEWT) technique used by the authors to understand the prior knowledge of the learner regarding Engineering profession. Freshman Engineering students are asked to draw the sketch of an Engineer at work. Required data regarding the background of the learner is also collected. These pictures drawn by are studied with respect to their family background and their previous education setting. To know the motivation of the students to opt for engineering program, students were asked to list jobs related to specific engineering disciplines as job after graduation is considered most important motivation. This awareness in the learner is analyzed with respect to prior education setting of parents to evaluate its impact on their motivation. This paper discusses the details of the methods employed and the analysis of the results.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"33 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":"124154789","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}
A holistic approach is needed to impart abstract thinking and Programming skills among the students to enable them to be successful developers when they get employed in an IT organization where the organizations are transforming towards digital technologies. Though computer programming curriculum comprises of essential topics of programming, there is wide gap between the industry expectations from the fresh hires and the programming abilities of these graduates. In this paper we discuss industry expectations and propose an approach to computer programming course highlighting pedagogical aspects. Abstract concepts of computing, along with programming techniques are integrated and a programming pedagogy is proposed based on ABET framework. The approach is illustrated using Python language as vehicle since it is being used extensively across organizations as part of automation and digital transformations.
{"title":"Programming Curriculum, Pedagogy in Digital World","authors":"L. Goteti, U. Chivaluri","doi":"10.1109/MITE.2016.032","DOIUrl":"https://doi.org/10.1109/MITE.2016.032","url":null,"abstract":"A holistic approach is needed to impart abstract thinking and Programming skills among the students to enable them to be successful developers when they get employed in an IT organization where the organizations are transforming towards digital technologies. Though computer programming curriculum comprises of essential topics of programming, there is wide gap between the industry expectations from the fresh hires and the programming abilities of these graduates. In this paper we discuss industry expectations and propose an approach to computer programming course highlighting pedagogical aspects. Abstract concepts of computing, along with programming techniques are integrated and a programming pedagogy is proposed based on ABET framework. The approach is illustrated using Python language as vehicle since it is being used extensively across organizations as part of automation and digital transformations.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"22 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":"126871489","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}
Satish Chikkamath, N. Vannal, R. Shet, P. Nissimgoudar, N. Iyer
There is a need to prepare engineering students for the future world to be good engineers, to be a good engineer the theoretical background of the curriculum that they go through is not sufficient they need to practice what they have understood. In order for students to practice as engineers, they need to have exposure to a number of projects that offer complex problems, along with the uncertainty of factors that influence such problems. In this view Electronic instrumentation program is divided into two verticals embedded system and process automation to provide domain specific Knowledge to students and courses are designed to fit into these domains to satisfy current industrial needs. To provide more hands on experience curriculum and related activities are planned at three different levels. At first level(Second year) along with laboratory course, activities are planned and defined as course projects which augments theoretical concepts and also aids in interconnecting various courses for integrated approach, these activities strengthen the conceptual knowledge of students. Next level (Third year) theme based Mini and Minor projects are planned, themes are decided based on Subject learnt in previous semester and recent technological developments. These activities provide a platform to realize applications belonging to a specific theme. In the final level capstone projects are grouped into Industry projects, product development and research oriented projects. Students are allowed to extend their academic experience into areas of personal interest, working with new ideas, issues, organizations, and individuals. These activities helped students to develop their communication, interpersonal, project management, and design skills. It also provides students with an understanding of the economic, financial, legal, and regulatory aspects of the design, development, and commercialization of the technology with these activities carried out throughout the year we are able to achieve better quality in paper publications, winning awards in prestigious project competitions conducted by industries and academia along with improvement in placements, Semester End Examination and addressing professional and technical outcomes of ABET.
{"title":"Experiential Learning: Learning through Projects","authors":"Satish Chikkamath, N. Vannal, R. Shet, P. Nissimgoudar, N. Iyer","doi":"10.1109/MITE.2016.057","DOIUrl":"https://doi.org/10.1109/MITE.2016.057","url":null,"abstract":"There is a need to prepare engineering students for the future world to be good engineers, to be a good engineer the theoretical background of the curriculum that they go through is not sufficient they need to practice what they have understood. In order for students to practice as engineers, they need to have exposure to a number of projects that offer complex problems, along with the uncertainty of factors that influence such problems. In this view Electronic instrumentation program is divided into two verticals embedded system and process automation to provide domain specific Knowledge to students and courses are designed to fit into these domains to satisfy current industrial needs. To provide more hands on experience curriculum and related activities are planned at three different levels. At first level(Second year) along with laboratory course, activities are planned and defined as course projects which augments theoretical concepts and also aids in interconnecting various courses for integrated approach, these activities strengthen the conceptual knowledge of students. Next level (Third year) theme based Mini and Minor projects are planned, themes are decided based on Subject learnt in previous semester and recent technological developments. These activities provide a platform to realize applications belonging to a specific theme. In the final level capstone projects are grouped into Industry projects, product development and research oriented projects. Students are allowed to extend their academic experience into areas of personal interest, working with new ideas, issues, organizations, and individuals. These activities helped students to develop their communication, interpersonal, project management, and design skills. It also provides students with an understanding of the economic, financial, legal, and regulatory aspects of the design, development, and commercialization of the technology with these activities carried out throughout the year we are able to achieve better quality in paper publications, winning awards in prestigious project competitions conducted by industries and academia along with improvement in placements, Semester End Examination and addressing professional and technical outcomes of ABET.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"5 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":"134287159","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}
Deepa C. Mulimani, S. Seeri, Prakashgoud Patil, Sujata Kulkarni
In these days of intuitive and intelligent software systems the audience is not going to put any effort into using the product, application or operating system – they'll expect it to be obvious. The perception of any software is driven entirely by its User Interface (UI). Usable software sells better and unusable software is abandoned. Designing usable UIs is challenging and instilling such designing skills in students is even more challenging. This paper investigates Experiential Learning methodology used to imbibe UI Designing Skills in students through the course "Principles of User Interface Design". The primary objective was to attain Graduate Attributes/Program Outcomes (POs) 1, 2 and 3 as defined in the Outcome Based Education (OBE). The approach comprised of two main activities – Identifying Good UIs and Bad UIs and Designing UI Prototypes. A rubric based assessment was used to test the concepts' realization among students. This novel approach did not claim to have given students deeper knowledge in UI designing. Nevertheless, it did aim for a useful foundation. The approach can be adopted in designing good UIs in mini projects and capstone projects.
{"title":"Experiential Learning Enhancing User Interface Design Skills through Cognitive Action","authors":"Deepa C. Mulimani, S. Seeri, Prakashgoud Patil, Sujata Kulkarni","doi":"10.1109/MITE.2016.077","DOIUrl":"https://doi.org/10.1109/MITE.2016.077","url":null,"abstract":"In these days of intuitive and intelligent software systems the audience is not going to put any effort into using the product, application or operating system – they'll expect it to be obvious. The perception of any software is driven entirely by its User Interface (UI). Usable software sells better and unusable software is abandoned. Designing usable UIs is challenging and instilling such designing skills in students is even more challenging. This paper investigates Experiential Learning methodology used to imbibe UI Designing Skills in students through the course \"Principles of User Interface Design\". The primary objective was to attain Graduate Attributes/Program Outcomes (POs) 1, 2 and 3 as defined in the Outcome Based Education (OBE). The approach comprised of two main activities – Identifying Good UIs and Bad UIs and Designing UI Prototypes. A rubric based assessment was used to test the concepts' realization among students. This novel approach did not claim to have given students deeper knowledge in UI designing. Nevertheless, it did aim for a useful foundation. The approach can be adopted in designing good UIs in mini projects and capstone projects.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"28 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":"134536455","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 exploratory research is an attempt to unveil the impact of the learning outcomes of a particular course on the student’s attitude, behavior and performance skills. The objective and outcome of a curriculum or a course is always student centric, which is meant to escalate or map his skill set and technological knowhow onto a new dimension. The affirmative part of this work is that it is an attempt to discuss the various ways of defining the learning outcomes in such way to reflect their transformative dimensions on the adult’s performance and the behavioral aspects i.e. in precise a combinatorial transformation both on the cognitive and affective domain. Initially the various techniques on defining the learning outcome by different institutions is discussed then a combinatorial transformation of these techniques for an effective and efficient implementation is discussed.
{"title":"Combinatorial Transformation of Learning Outcomes in the Affective & Cognitive Domain for its Impact on Students Learning, Performance, Relationships and Behavior","authors":"S. Lakshmi, G. M. K. Nawas","doi":"10.1109/MITE.2016.078","DOIUrl":"https://doi.org/10.1109/MITE.2016.078","url":null,"abstract":"This exploratory research is an attempt to unveil the impact of the learning outcomes of a particular course on the student’s attitude, behavior and performance skills. The objective and outcome of a curriculum or a course is always student centric, which is meant to escalate or map his skill set and technological knowhow onto a new dimension. The affirmative part of this work is that it is an attempt to discuss the various ways of defining the learning outcomes in such way to reflect their transformative dimensions on the adult’s performance and the behavioral aspects i.e. in precise a combinatorial transformation both on the cognitive and affective domain. Initially the various techniques on defining the learning outcome by different institutions is discussed then a combinatorial transformation of these techniques for an effective and efficient implementation is discussed.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"15 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":"116194942","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}
Building refers to a structure with enclosing elements such as Roof, Wall and Floor that is used for certain purpose and function. The basic function of a building is to provide shelter to its user and promotes comfort. Building Services plays a vital role in building design as it provides a controlled environment to the occupants in the building. A building with proper integration of building services has a structural soundness and which is related to the productivity of the user. In engineering education and architecture education, the building services subjects related to plumbing, water supply and sanitation, electrical services, fire safety etc. are taught in a theoretical approach. The theoretical approach of the building services subject for one semester gives limited knowledge about the building services and its application in building design, which finally results in poor performance of the building. The integration of the building services are also a difficult task to achieve with the theoretical exposure. The basic concepts are taught to the students in a theoretical approach using conventional teaching methods with chalk boards for teaching the basics and detailing through graphical representations, sketches etc. Then the students are requested to do case studies related to integration of building services in the building through industrial visits for better understanding of the basic concepts and detailing. There are various teaching models such as Black Box Approach, Glass Box Approach and Participatory Approach available in education of building design. These approaches require certain tools to execute the knowledge acquired in building services into the building design process. A study has been conducted to develop an effective teaching method to teach building services which enhances the capability of the students in better design and detailing of the various building services. The paper aims to explain the application of the participatory tools such as Full Scale Simulation Modeling and User Behavior Modeling for teaching building services through the Toilet Design in engineering and architecture education. This teaching method with full scale simulation tool can be considered as the alternative teaching methodology for the professionals in academics to teach building services and make better understanding of the knowledge of building services in the students.
{"title":"Development of a Full Scale Simulation Lab with the Application of Participatory Tools of Teaching in Engineering Education for Better Understanding of the Building Services","authors":"Sanjhana Sundararaj","doi":"10.1109/MITE.2016.060","DOIUrl":"https://doi.org/10.1109/MITE.2016.060","url":null,"abstract":"Building refers to a structure with enclosing elements such as Roof, Wall and Floor that is used for certain purpose and function. The basic function of a building is to provide shelter to its user and promotes comfort. Building Services plays a vital role in building design as it provides a controlled environment to the occupants in the building. A building with proper integration of building services has a structural soundness and which is related to the productivity of the user. In engineering education and architecture education, the building services subjects related to plumbing, water supply and sanitation, electrical services, fire safety etc. are taught in a theoretical approach. The theoretical approach of the building services subject for one semester gives limited knowledge about the building services and its application in building design, which finally results in poor performance of the building. The integration of the building services are also a difficult task to achieve with the theoretical exposure. The basic concepts are taught to the students in a theoretical approach using conventional teaching methods with chalk boards for teaching the basics and detailing through graphical representations, sketches etc. Then the students are requested to do case studies related to integration of building services in the building through industrial visits for better understanding of the basic concepts and detailing. There are various teaching models such as Black Box Approach, Glass Box Approach and Participatory Approach available in education of building design. These approaches require certain tools to execute the knowledge acquired in building services into the building design process. A study has been conducted to develop an effective teaching method to teach building services which enhances the capability of the students in better design and detailing of the various building services. The paper aims to explain the application of the participatory tools such as Full Scale Simulation Modeling and User Behavior Modeling for teaching building services through the Toilet Design in engineering and architecture education. This teaching method with full scale simulation tool can be considered as the alternative teaching methodology for the professionals in academics to teach building services and make better understanding of the knowledge of building services in the students.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"9 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":"126343440","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}
Design in India is inevitable for digital India.Youths/students have to play a vital role. Thus directing themtowards necessary and essential skill sets is imperative. The teacherscan play an appreciable role in this significant revolution. Students should be educated about the basic course required-Digital Electronics (DE). Knowledge of this course alone is notsufficient for complex Digital System Design. Hence the authorspropose integration of DE with Hardware Description Language(HDL). This paper presents use of PSpice simulator and XilinxIntegrated Synthesis Environment (ISE) for effective mentoringof engineering students. Authors also discuss about the possibleattainment of Graduate Attributes for the proposed pedagogy method.
{"title":"Augmenting the Fundamentals of Digital System Design by Appropriate Amalgamation of Courses in the Curriculum","authors":"Anupama R. Itagi, V. Sushma","doi":"10.1109/MITE.2016.035","DOIUrl":"https://doi.org/10.1109/MITE.2016.035","url":null,"abstract":"Design in India is inevitable for digital India.Youths/students have to play a vital role. Thus directing themtowards necessary and essential skill sets is imperative. The teacherscan play an appreciable role in this significant revolution. Students should be educated about the basic course required-Digital Electronics (DE). Knowledge of this course alone is notsufficient for complex Digital System Design. Hence the authorspropose integration of DE with Hardware Description Language(HDL). This paper presents use of PSpice simulator and XilinxIntegrated Synthesis Environment (ISE) for effective mentoringof engineering students. Authors also discuss about the possibleattainment of Graduate Attributes for the proposed pedagogy method.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"27 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":"126569203","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 paper emphasizes the need for teaching and learning mathematically intensive theory subjects using very powerful software tools. Under Electrical Engineering discipline, there are subjects like Signals & systems, Control Systems, Digital Signal/Image Processing etc. where teachers need to spend a considerable amount of time in classroom, teaching the mathematical concepts, ending up with very low level of learning by students. Learners find it very complex and unrelated as mere lecturing doesn't help them in effective interpretation of the information conveyed. There are many such software tools available nowadays having a powerful graphical data flow programming environment with a rich set of library functions and tools sets in simulation and real time mode. Such tools can simplify the teaching and learning of subjects with intense mathematical background in lesser time for the students from non-electronics stream. Here we present the efforts of teachers in learning and teaching, Signal acquisition, processing and analysis techniques for sixth semester students of Automation and Robotics in a much effective manner, using LabVIEW tool. The processed data can be presented from the tool using measurement graphs, indicators, animations, tabulated data, automated calculations, physical interpretation, visualization effects etc., thus enabling the learner with better understanding of concepts. Here we present the results of extensive use of tool to teach and learn different signal processing and analysis techniques used for biomedical signals along with the experience shared by teachers and students undergoing the activity. Course projects implemented by students after undergoing the proposed activity helped teachers to know the accelerated process of learning of the basic concepts of signal processing by students.
{"title":"An Experience, Using Software Based Tools for Teaching and Learning Mathematically Intensive Signal Processing Theory Concepts","authors":"Jyoti S. Bali, Anil Kumar, V. Nandi","doi":"10.1109/MITE.2016.029","DOIUrl":"https://doi.org/10.1109/MITE.2016.029","url":null,"abstract":"The paper emphasizes the need for teaching and learning mathematically intensive theory subjects using very powerful software tools. Under Electrical Engineering discipline, there are subjects like Signals & systems, Control Systems, Digital Signal/Image Processing etc. where teachers need to spend a considerable amount of time in classroom, teaching the mathematical concepts, ending up with very low level of learning by students. Learners find it very complex and unrelated as mere lecturing doesn't help them in effective interpretation of the information conveyed. There are many such software tools available nowadays having a powerful graphical data flow programming environment with a rich set of library functions and tools sets in simulation and real time mode. Such tools can simplify the teaching and learning of subjects with intense mathematical background in lesser time for the students from non-electronics stream. Here we present the efforts of teachers in learning and teaching, Signal acquisition, processing and analysis techniques for sixth semester students of Automation and Robotics in a much effective manner, using LabVIEW tool. The processed data can be presented from the tool using measurement graphs, indicators, animations, tabulated data, automated calculations, physical interpretation, visualization effects etc., thus enabling the learner with better understanding of concepts. Here we present the results of extensive use of tool to teach and learn different signal processing and analysis techniques used for biomedical signals along with the experience shared by teachers and students undergoing the activity. Course projects implemented by students after undergoing the proposed activity helped teachers to know the accelerated process of learning of the basic concepts of signal processing by students.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"104 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131588356","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}
Higher education in general and professional education in particular, graduates have to acquire required knowledge, specific skills and attitudes. Project work is one of the major components that aims at inculcating most of the required attributes in any undergraduate program. One of the most important activities of the practicing engineer is finding solutions to problems that arise by applying his knowledge and converting physical principles into useful devices/solutions. This involves creativity, imagination and reasonably strong analytical ability. These qualities can be nurtured in a systematic way. Realizing the importance of these aspects, project work plays a major role in achieving the above objective. The quality of the project work depends upon its selection process, size and complexity and support of the faculty-mentor. Some of the reputed institutes such as IITs follow the standard assessment mechanism to evaluate the quality of project work, but there is lot of scope for improvement. This paper discusses various aspects of improving assessment methods of project work and demonstrates an outcome based assessment method to evaluate the quality of project work in alignment with the recent guidelines introduced by National Board of Accreditation (NBA) for undergraduate programs.
{"title":"Holistic Assessment Methodology for Undergraduate Projects","authors":"T. V. Reddy, S. Kamesh, M. Prathap, K. Ravichand","doi":"10.1109/MITE.2016.054","DOIUrl":"https://doi.org/10.1109/MITE.2016.054","url":null,"abstract":"Higher education in general and professional education in particular, graduates have to acquire required knowledge, specific skills and attitudes. Project work is one of the major components that aims at inculcating most of the required attributes in any undergraduate program. One of the most important activities of the practicing engineer is finding solutions to problems that arise by applying his knowledge and converting physical principles into useful devices/solutions. This involves creativity, imagination and reasonably strong analytical ability. These qualities can be nurtured in a systematic way. Realizing the importance of these aspects, project work plays a major role in achieving the above objective. The quality of the project work depends upon its selection process, size and complexity and support of the faculty-mentor. Some of the reputed institutes such as IITs follow the standard assessment mechanism to evaluate the quality of project work, but there is lot of scope for improvement. This paper discusses various aspects of improving assessment methods of project work and demonstrates an outcome based assessment method to evaluate the quality of project work in alignment with the recent guidelines introduced by National Board of Accreditation (NBA) for undergraduate programs.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"40 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":"121834061","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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