It is well established that learners have differentlearning preferences. There are multiple ways ofcharacterising learners based on their learning preferencesavailable in the literature. Even though there are efforts todesign pedagogic practices considering the learningpreferences of learners, it still demands furtherinvestigation. Further, what factors influence learningpreferences of learners is also an interesting dimension ofresearch. This paper discusses about our observations overchanging learning preferences of learners over a period oftime and investigating the influence of factors like gender, urban / rural divide and medium of instruction on learningstyle preferences of learners. This study is desirable as itwill help design content as well pedagogy respecting thelearning preferences. Learning style preferences ofstudents of undergraduate engineering degree programsare used for the purpose of this study. Though there aredifferent learning style assessment methods / toolsavailable in the literature, because of availability ofsoftware tool and the familiarity of authors with the tool, Questionnaire from Index of Learning styles (ILS) byRichard M. Felder and Silverman is used in the study. It isevident from the results that learners' preferences arechanging from verbal to visual, reflective to active, sequential to global and sensory to intitutive. The results ofthe study are presented in the paper and discussed.
众所周知，学习者有不同的学习偏好。文献中有多种方法可以根据学习者的学习偏好来描述学习者的特征。尽管已经有了考虑到学习者的学习偏好来设计教学实践的努力，但它仍然需要进一步的研究。此外，哪些因素影响学习者的学习偏好也是一个有趣的研究维度。本文讨论了我们在一段时间内对学习者学习偏好变化的观察，并调查了性别、城乡差异、教学媒介等因素对学习者学习风格偏好的影响。这项研究是可取的，因为它将有助于设计尊重学习偏好的内容和教学法。本研究以工科本科学生的学习风格偏好为研究对象。虽然文献中有不同的学习风格评估方法/工具，但由于软件工具的可用性和作者对工具的熟悉程度，研究中使用了richard M. Felder和Silverman的学习风格指数问卷。从结果中可以明显看出，学习者的偏好正在从口头到视觉、反思到主动、顺序到全局、感觉到本能的变化。本文对研究结果进行了介绍和讨论。
{"title":"Transitional Learning Style Preferences and Its Factors in Newer Generation Engineering Students","authors":"Manish Kaushik, Gopalkrishna Joshi","doi":"10.1109/MITE.2016.059","DOIUrl":"https://doi.org/10.1109/MITE.2016.059","url":null,"abstract":"It is well established that learners have differentlearning preferences. There are multiple ways ofcharacterising learners based on their learning preferencesavailable in the literature. Even though there are efforts todesign pedagogic practices considering the learningpreferences of learners, it still demands furtherinvestigation. Further, what factors influence learningpreferences of learners is also an interesting dimension ofresearch. This paper discusses about our observations overchanging learning preferences of learners over a period oftime and investigating the influence of factors like gender, urban / rural divide and medium of instruction on learningstyle preferences of learners. This study is desirable as itwill help design content as well pedagogy respecting thelearning preferences. Learning style preferences ofstudents of undergraduate engineering degree programsare used for the purpose of this study. Though there aredifferent learning style assessment methods / toolsavailable in the literature, because of availability ofsoftware tool and the familiarity of authors with the tool, Questionnaire from Index of Learning styles (ILS) byRichard M. Felder and Silverman is used in the study. It isevident from the results that learners' preferences arechanging from verbal to visual, reflective to active, sequential to global and sensory to intitutive. The results ofthe study are presented in the paper and discussed.","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":"115216455","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}
Vidya S. Handur, Priyadarshini D. Kalwad, M. S. Patil, Vishwanath G. Garagad, Nagaratna Yeligar, Praveenraj Pattar, Deepak Mehta, Preethi Baligar, G. Joshi
The traditional approach of teaching programming courses is teachers centric where students are passive learners. Also for such courses, the laboratory and classes are conducted separately. This paper focuses on integrating classroom and laboratory with hands-on for programming course. This approach is student centric which brings in active learning. However it has been less researched area and adequate literature is not available on 'hands-on science' specifically for programming course. The work presented in this paper also extends from our previous work where debugging, code optimization and testing are emphasized. In the proposed approach each teaching session consisted of hands-on teaching and activities to support it. This requires strategic planning of the course and its delivery as discussed in the paper. Applying this approach, there is increase in the number of students scoring higher grades and overall improvement in the average. The paper also discusses the benefits and challenges of hands-on discovered in this case study that triggers further research.
{"title":"Integrating Class and Laboratory with Hands-On Programming: Its Benefits and Challenges","authors":"Vidya S. Handur, Priyadarshini D. Kalwad, M. S. Patil, Vishwanath G. Garagad, Nagaratna Yeligar, Praveenraj Pattar, Deepak Mehta, Preethi Baligar, G. Joshi","doi":"10.1109/MITE.2016.041","DOIUrl":"https://doi.org/10.1109/MITE.2016.041","url":null,"abstract":"The traditional approach of teaching programming courses is teachers centric where students are passive learners. Also for such courses, the laboratory and classes are conducted separately. This paper focuses on integrating classroom and laboratory with hands-on for programming course. This approach is student centric which brings in active learning. However it has been less researched area and adequate literature is not available on 'hands-on science' specifically for programming course. The work presented in this paper also extends from our previous work where debugging, code optimization and testing are emphasized. In the proposed approach each teaching session consisted of hands-on teaching and activities to support it. This requires strategic planning of the course and its delivery as discussed in the paper. Applying this approach, there is increase in the number of students scoring higher grades and overall improvement in the average. The paper also discusses the benefits and challenges of hands-on discovered in this case study that triggers further research.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"29 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":"125083519","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 goal of the instruction should be to induce the students to adopt a deep approach to subjects that are important for their professional and personal development. In to facilitate way, Inductive teaching methods motivate the students, tend to keep the students interested and actively engaged in their learning tasks. There are varieties of inductive learning approach where one approach is quite interesting that a teacher want to practice in the classroom called Inquiry-based learning. Here, a system is developed in order to help the teacher by providing a decision to proceed with inquiry based learning. The input to the system is the sample data that are collected from a classroom by distributing the questionnaire. The system find the learners' characteristic in a classroom by applying the class discrimination mining technique that results the percentage of students likes the inquiry based learning versus the deductive learning. The results are visualized through graphs and pie charts including an ideal discussion.
{"title":"Inquiry Based Inductive Learning Practices in Engineering Education: A Classroom Study","authors":"B. B. Jayasingh, H. Kumar, Gautam Aishwarya","doi":"10.1109/MITE.2016.022","DOIUrl":"https://doi.org/10.1109/MITE.2016.022","url":null,"abstract":"The goal of the instruction should be to induce the students to adopt a deep approach to subjects that are important for their professional and personal development. In to facilitate way, Inductive teaching methods motivate the students, tend to keep the students interested and actively engaged in their learning tasks. There are varieties of inductive learning approach where one approach is quite interesting that a teacher want to practice in the classroom called Inquiry-based learning. Here, a system is developed in order to help the teacher by providing a decision to proceed with inquiry based learning. The input to the system is the sample data that are collected from a classroom by distributing the questionnaire. The system find the learners' characteristic in a classroom by applying the class discrimination mining technique that results the percentage of students likes the inquiry based learning versus the deductive learning. The results are visualized through graphs and pie charts including an ideal discussion.","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":"130043256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Project-Based Learning (PBL) is now an important area of focus in educational studies which is supposed to promote critical thinking and communication through real time projects. There is a lack of skills and awareness in implementing PBL in Engineering Education. This paper illustrates an effort in implementing PBL based teaching learning process and assessment methodologies using Information and Communications Technology (ICT) tools to achieve the course outcomes for the first semester M.Tech. course 'Microcontrollers based systems design'. The process is tested with two different set of students, where one set undergoes PBL with ICT tools. The student outcomes are discussed in terms of their end semester marks and their satisfactory index towards the course. It is obvious from the case study that satisfactory index is high for the students who were taught based on project based learning.
{"title":"Project Based Learning Using ICT Tools to Achieve Outcomes for the Course 'Microcontrollers Based System Design': A Case Study","authors":"D. Kavitha, D. Anitha","doi":"10.1109/MITE.2016.052","DOIUrl":"https://doi.org/10.1109/MITE.2016.052","url":null,"abstract":"Project-Based Learning (PBL) is now an important area of focus in educational studies which is supposed to promote critical thinking and communication through real time projects. There is a lack of skills and awareness in implementing PBL in Engineering Education. This paper illustrates an effort in implementing PBL based teaching learning process and assessment methodologies using Information and Communications Technology (ICT) tools to achieve the course outcomes for the first semester M.Tech. course 'Microcontrollers based systems design'. The process is tested with two different set of students, where one set undergoes PBL with ICT tools. The student outcomes are discussed in terms of their end semester marks and their satisfactory index towards the course. It is obvious from the case study that satisfactory index is high for the students who were taught based on project based learning.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"174 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":"121255350","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}
An entrant to engineering has to undergo many fundamental courses in the first year of curriculum. Basic Electrical Engineering is one amongst these courses. The traditional way of teaching the course was teacher-centric and aid used for teaching was chalk and talk. Less emphasis was given for student interaction. Traditional style of teaching rarely gives students the opportunity to apply their newfound knowledge to actual situations, resulting in a serious time lag between students learning and applying new knowledge. As a result many students have trouble determining the relevance of what they are being taught, and thus lacking any obvious need to learn and fail to engage in the learning process. In teaching learning process, learning style of an individual is important to undergo different learning cycle. The three main types of learning styles are, auditory, visual, and tactile. With the help of a tool students learning style was identified through a set of questionnaires which helped to design an activity depending upon the learning styles of a student. From the survey it has been identified the majority of the class are visual learners which helped in designing an activity. The proposed model is applied to the course on Fundamentals of Electrical Engineering. Apart from the regular classroom teaching, principles of instruction was used to select, plan and develop an activity based on Industry visit to enhance students learning. To realize the impact of learning happened through the industry visit pertaining to topic on actuators the written examination was conducted and feedback at two intervals, before and after the industry visit was taken. Individual question wise inferential statistical analysis using paired t-test was performed and inferred that the activity improved the knowledge and exposure level of a student with different learning style. From the activity it is also inferred that though a small percentage of students are auditory learners, visual learning has helped the student to enhance the conceptual learning through visualization.
{"title":"Collaborative Experiential Learning Model Applied to Enhance Learning of Basic Electrical Freshman Course","authors":"Minal Salunke","doi":"10.1109/MITE.2016.025","DOIUrl":"https://doi.org/10.1109/MITE.2016.025","url":null,"abstract":"An entrant to engineering has to undergo many fundamental courses in the first year of curriculum. Basic Electrical Engineering is one amongst these courses. The traditional way of teaching the course was teacher-centric and aid used for teaching was chalk and talk. Less emphasis was given for student interaction. Traditional style of teaching rarely gives students the opportunity to apply their newfound knowledge to actual situations, resulting in a serious time lag between students learning and applying new knowledge. As a result many students have trouble determining the relevance of what they are being taught, and thus lacking any obvious need to learn and fail to engage in the learning process. In teaching learning process, learning style of an individual is important to undergo different learning cycle. The three main types of learning styles are, auditory, visual, and tactile. With the help of a tool students learning style was identified through a set of questionnaires which helped to design an activity depending upon the learning styles of a student. From the survey it has been identified the majority of the class are visual learners which helped in designing an activity. The proposed model is applied to the course on Fundamentals of Electrical Engineering. Apart from the regular classroom teaching, principles of instruction was used to select, plan and develop an activity based on Industry visit to enhance students learning. To realize the impact of learning happened through the industry visit pertaining to topic on actuators the written examination was conducted and feedback at two intervals, before and after the industry visit was taken. Individual question wise inferential statistical analysis using paired t-test was performed and inferred that the activity improved the knowledge and exposure level of a student with different learning style. From the activity it is also inferred that though a small percentage of students are auditory learners, visual learning has helped the student to enhance the conceptual learning through visualization.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"39 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":"127299538","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
User experience design is all about making a product by understanding its users and enables user to use a product easily. UX design is part of current industry standards which can be started along with requirement phase. Undergraduate students build products in project courses. Such courses include Software Life Cycle phases like Requirement gathering/ analysis, Design, Implementation and Testing but not UX design. Thus best of the project fail to generate a product that is usable. This paper presents a case study of minor project course which incorporated UX design in building mobile apps. UX is new technology and little known to instructors at colleges. So students were instructed to learn UX from MOOC on 'UX Design for Mobile Developer's', hosted by Udacity. Also, a workshop by industry expert in UX was conducted. The UX activities specified by MOOC were included as part course assessments. Through the UX design, students identified 3 to 4 user/ mobile device requirements and incorporated them in the implementation. The weightage of marks for UX design is 24%, which increased Design phase weightage to 30%. Finally students were able to launch product, 'KLE Tech STUDio' mobile-app. Attainment of design phase, UX, activities specified by MOOC, implementations are 7.2, 7.82, 6.8 and 7.5 respectively on the scale of 10. Further UX design can be included as part of Software Engineering course. Also, UX design can be tailored to any project course depending on the product being developed.
{"title":"UX Design to Promote Undergraduate Projects to Products: Case Study","authors":"M. S. Patil, P. Desai, M. Vijayalakshmi, M. M. Raikar, Shivalingappa Battur, H. Parikshit, G. Joshi","doi":"10.1109/MITE.2016.066","DOIUrl":"https://doi.org/10.1109/MITE.2016.066","url":null,"abstract":"User experience design is all about making a product by understanding its users and enables user to use a product easily. UX design is part of current industry standards which can be started along with requirement phase. Undergraduate students build products in project courses. Such courses include Software Life Cycle phases like Requirement gathering/ analysis, Design, Implementation and Testing but not UX design. Thus best of the project fail to generate a product that is usable. This paper presents a case study of minor project course which incorporated UX design in building mobile apps. UX is new technology and little known to instructors at colleges. So students were instructed to learn UX from MOOC on 'UX Design for Mobile Developer's', hosted by Udacity. Also, a workshop by industry expert in UX was conducted. The UX activities specified by MOOC were included as part course assessments. Through the UX design, students identified 3 to 4 user/ mobile device requirements and incorporated them in the implementation. The weightage of marks for UX design is 24%, which increased Design phase weightage to 30%. Finally students were able to launch product, 'KLE Tech STUDio' mobile-app. Attainment of design phase, UX, activities specified by MOOC, implementations are 7.2, 7.82, 6.8 and 7.5 respectively on the scale of 10. Further UX design can be included as part of Software Engineering course. Also, UX design can be tailored to any project course depending on the product being developed.","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":"125612464","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}
Recently, most of the engineering educational institutions are assessing their degree programmes for improving their curriculum design, teaching methodologies, assessment and evaluation process. There are clear guidelines prescribed by the Government accreditation bodies of each country for defining, assessing various graduate Programme Outcomes (POs). There are two ways to assess the POs such as direct and indirect assessment. Direct assessment of the programme outcomes includes various curricular components such as continuous assessment, final examination, assignments and projects etc. In general, indirect assessment of the programme outcomes includes various survey components. We have followed the National Board of Accreditation (NBA) body of India, for defining and assessing our Information Technology (IT) programme outcomes. This paper includes the efficient strategies that we have practiced in our programme for improving the POs of undergraduate IT programme. We have grouped POs into three major categories such as knowledge, skill and attitude. Along with NBA guidelines for assessing the graduate degree programme, we have considered few other assessment components such as co-curricular and extra-curricular activities. In this paper, we have discussed the IT programme outcomes of the past three batches of students and their improvements year-by-year. From the results, it is evident that the strategies improved the entire POs of IT programme at our institution.
{"title":"Efficient Assessment Methods for Improving the Programme Outcomes of Undergraduate - Information Technology Programme in India","authors":"P. Karthikeyan, K. Uma, A. Abirami, M. Thangavel","doi":"10.1109/MITE.2016.075","DOIUrl":"https://doi.org/10.1109/MITE.2016.075","url":null,"abstract":"Recently, most of the engineering educational institutions are assessing their degree programmes for improving their curriculum design, teaching methodologies, assessment and evaluation process. There are clear guidelines prescribed by the Government accreditation bodies of each country for defining, assessing various graduate Programme Outcomes (POs). There are two ways to assess the POs such as direct and indirect assessment. Direct assessment of the programme outcomes includes various curricular components such as continuous assessment, final examination, assignments and projects etc. In general, indirect assessment of the programme outcomes includes various survey components. We have followed the National Board of Accreditation (NBA) body of India, for defining and assessing our Information Technology (IT) programme outcomes. This paper includes the efficient strategies that we have practiced in our programme for improving the POs of undergraduate IT programme. We have grouped POs into three major categories such as knowledge, skill and attitude. Along with NBA guidelines for assessing the graduate degree programme, we have considered few other assessment components such as co-curricular and extra-curricular activities. In this paper, we have discussed the IT programme outcomes of the past three batches of students and their improvements year-by-year. From the results, it is evident that the strategies improved the entire POs of IT programme at our institution.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"197 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":"115289880","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}
Today's world lays more emphasis on embedded product design which necessitates the inclusion of hardware courses like Digital Electronics, Computer Organization and Microcontrollers in the curriculum for undergraduate program in Computer Science. These pre-requisite courses introduced in the lower semesters pave the way for students to develop keen interest, skill and proficiency in the area of Embedded system design. But students of Computer Science generally lack interest in hardware related courses, a fact which has been observed time and again by teachers handling these courses. Therefore the challenges that lay before the course instructors was to make the students take interest in these courses and also to make them industry ready so as to compete with peers from other engineering branches in the domain of Embedded Systems. This paper discusses the experience of the authors in teaching the course on Digital Electronics laboratory. In order to handle the challenges mentioned above, after much debate and discussion, amongst all stake holders, it was decided to apply structured enquiry based learning strategy. Structured enquiry is a form of pedagogical practice that facilitates students' to build on previous learning and provide a strong foundation for further learning in relation to the objectives defined. This approach was also found to enhance the quality of teaching as a result of which students' ability to conduct investigations of technical issues consistent with their level of knowledge and understanding improved. Here we present a set of activities, their related outcome based assessment techniques and outcome based strategies applied to the laboratory course on Digital Electronics in Computer Engineering at the III Semester level. The course was designed to consist of initially, conducting simple exercises to provide hands on experience and use of appropriate modern engineering tools to simulate the designed circuit for the given problem statement after which it was prototyped. Along with the regular lab experiments, student' teams were made to work on course projects which required them to design and build projects. This promoted their self-learning, improved their knowledge of digital circuit design well beyond that directly taught in lectures, improved students' creative thinking, applied logic ability and practical thinking. This paper discusses the attempts made by the course teachers to achieve these goals. The first step was to set appropriate course outcomes (COs). The subsequent step was to align the COs to suitable Program Outcomes (POs) through relevant competencies (CAs) and performance indicators (PIs). Later rubrics were written to assess the attainment of each of the Program Outcomes. This activity resulted in enhanced motivational levels amongst students, increased their involvement in the team and improved their knowledge due to self learning.
{"title":"Rubrics Based Continuous Assessment for Effective Learning of Digital Electronics Laboratory Course","authors":"Aruna S. Nayak, F. M. Umadevi, T. Preeti","doi":"10.1109/MITE.2016.064","DOIUrl":"https://doi.org/10.1109/MITE.2016.064","url":null,"abstract":"Today's world lays more emphasis on embedded product design which necessitates the inclusion of hardware courses like Digital Electronics, Computer Organization and Microcontrollers in the curriculum for undergraduate program in Computer Science. These pre-requisite courses introduced in the lower semesters pave the way for students to develop keen interest, skill and proficiency in the area of Embedded system design. But students of Computer Science generally lack interest in hardware related courses, a fact which has been observed time and again by teachers handling these courses. Therefore the challenges that lay before the course instructors was to make the students take interest in these courses and also to make them industry ready so as to compete with peers from other engineering branches in the domain of Embedded Systems. This paper discusses the experience of the authors in teaching the course on Digital Electronics laboratory. In order to handle the challenges mentioned above, after much debate and discussion, amongst all stake holders, it was decided to apply structured enquiry based learning strategy. Structured enquiry is a form of pedagogical practice that facilitates students' to build on previous learning and provide a strong foundation for further learning in relation to the objectives defined. This approach was also found to enhance the quality of teaching as a result of which students' ability to conduct investigations of technical issues consistent with their level of knowledge and understanding improved. Here we present a set of activities, their related outcome based assessment techniques and outcome based strategies applied to the laboratory course on Digital Electronics in Computer Engineering at the III Semester level. The course was designed to consist of initially, conducting simple exercises to provide hands on experience and use of appropriate modern engineering tools to simulate the designed circuit for the given problem statement after which it was prototyped. Along with the regular lab experiments, student' teams were made to work on course projects which required them to design and build projects. This promoted their self-learning, improved their knowledge of digital circuit design well beyond that directly taught in lectures, improved students' creative thinking, applied logic ability and practical thinking. This paper discusses the attempts made by the course teachers to achieve these goals. The first step was to set appropriate course outcomes (COs). The subsequent step was to align the COs to suitable Program Outcomes (POs) through relevant competencies (CAs) and performance indicators (PIs). Later rubrics were written to assess the attainment of each of the Program Outcomes. This activity resulted in enhanced motivational levels amongst students, increased their involvement in the team and improved their knowledge due to self learning.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"81 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":"123973071","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}
Soumya S. Patil, Supriya Katwe, Uma Mudengudi, R. Shettar, Priyatam Kumar
A concept centered open ended experiments motivates the students to think in multidimensional view. In modeling and simulation lab for the second year undergraduate students, the open ended experiment is designed to expose the students to Internet of things (IOT) applications. Python language is one of the freeware and can be used to implement IOT applications using Raspberry Pi. In most of the industries python programming language is widely used for various test automation. Initially the python language is introduced to implement numerical computation algorithms, so that the students are familiar with the basic libraries. Then the open ended experiment is carried out using Raspberry Pi for IOT applications. In this experiment the students are sensing and retrieving data from the cloud. With this approach the students are exposed to python programming and IOT concepts which is most widely used in industry. It also helps the students to carry out higher semester projects in IOT based applications in a better way.
{"title":"Open Ended Approach to Empirical Learning of IOT with Raspberry Pi in Modeling and Simulation Lab","authors":"Soumya S. Patil, Supriya Katwe, Uma Mudengudi, R. Shettar, Priyatam Kumar","doi":"10.1109/T4E.2016.068","DOIUrl":"https://doi.org/10.1109/T4E.2016.068","url":null,"abstract":"A concept centered open ended experiments motivates the students to think in multidimensional view. In modeling and simulation lab for the second year undergraduate students, the open ended experiment is designed to expose the students to Internet of things (IOT) applications. Python language is one of the freeware and can be used to implement IOT applications using Raspberry Pi. In most of the industries python programming language is widely used for various test automation. Initially the python language is introduced to implement numerical computation algorithms, so that the students are familiar with the basic libraries. Then the open ended experiment is carried out using Raspberry Pi for IOT applications. In this experiment the students are sensing and retrieving data from the cloud. With this approach the students are exposed to python programming and IOT concepts which is most widely used in industry. It also helps the students to carry out higher semester projects in IOT based applications in a better way.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"280 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":"116086600","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 proposed Brain-Computer Interface system enables Quadriplegic patients, people with severe motor disabilities to send commands to electronic devices and communicate with ease. Interactive sessions are vital for effective knowledge transfer in any learning eco-system. The growth of Brain-Computer Interface (BCI) has led to rapid development in 'Assistive Systems' for the disabled called 'assistive domotics'. Brain-Computer-Interface is capable of reading the brainwaves of an individual and analyse it to obtain some meaningful data. This processed data can be used to assist people having speech disorders and sometimes people with limited locomotion to communicate. In this Project, Emotiv EPOC Headset is used to obtain the electroencephalogram (EEG). The obtained data is processed to communicate pre-defined commands and queries for interactive learning. EEG data can also be used to monitor student's emotional behaviour and provide emotional feedback to the students. Other Vital Information like the heartbeat, blood pressure, ECG and temperature are monitored and uploaded to the server. The Data is processed in Intel Edison, system on chip (SoC). Patient metrics are displayed via Intel IoT Analytics cloud service.
{"title":"Brain-Computer Interface Learning System for Quadriplegics","authors":"P. S. Kanagasabai, R. Gautam, G. Rathna","doi":"10.1109/MITE.2016.058","DOIUrl":"https://doi.org/10.1109/MITE.2016.058","url":null,"abstract":"The proposed Brain-Computer Interface system enables Quadriplegic patients, people with severe motor disabilities to send commands to electronic devices and communicate with ease. Interactive sessions are vital for effective knowledge transfer in any learning eco-system. The growth of Brain-Computer Interface (BCI) has led to rapid development in 'Assistive Systems' for the disabled called 'assistive domotics'. Brain-Computer-Interface is capable of reading the brainwaves of an individual and analyse it to obtain some meaningful data. This processed data can be used to assist people having speech disorders and sometimes people with limited locomotion to communicate. In this Project, Emotiv EPOC Headset is used to obtain the electroencephalogram (EEG). The obtained data is processed to communicate pre-defined commands and queries for interactive learning. EEG data can also be used to monitor student's emotional behaviour and provide emotional feedback to the students. Other Vital Information like the heartbeat, blood pressure, ECG and temperature are monitored and uploaded to the server. The Data is processed in Intel Edison, system on chip (SoC). Patient metrics are displayed via Intel IoT Analytics cloud service.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"13 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":"121067309","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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