Prathamesh P. Churi, Kamal Mistry, A. Dhruv, Sharad Wagh
This paper proposes an architecture for Outcome Based Engineering Education (OBEE). Outcome Based Education (OBE) is one of the most substantial move in Engineering Education in recent years. The paper suggests an innovative and productive way to achieve outcome based education by S. M. A. R. T (Specific, Measurable, Achivable, Reliastic, Time Bound) approach. This research emphasizes on SMART OBEE Architecture which an ideal teacher must follow. The architecture consist of 5 layers namely Build layer, Assessment layer, Feedback layer, Target layer and Time management layer. Build layer provides the direction towards development of Course Objectives. Through content delivery, teacher can assess the students using various assessment tools. A feedback can be taken from the students in order to enhance the quality of the course. Time management layer is an integrated layer and provides synchronization among all the activities in Engineering education framework which is drawn. The proposed system also defines the term SMART Teacher.
{"title":"Alchemizing Education System by Developing 5 Layered Outcome Based Engineering Education (OBEE) Model","authors":"Prathamesh P. Churi, Kamal Mistry, A. Dhruv, Sharad Wagh","doi":"10.1109/MITE.2016.073","DOIUrl":"https://doi.org/10.1109/MITE.2016.073","url":null,"abstract":"This paper proposes an architecture for Outcome Based Engineering Education (OBEE). Outcome Based Education (OBE) is one of the most substantial move in Engineering Education in recent years. The paper suggests an innovative and productive way to achieve outcome based education by S. M. A. R. T (Specific, Measurable, Achivable, Reliastic, Time Bound) approach. This research emphasizes on SMART OBEE Architecture which an ideal teacher must follow. The architecture consist of 5 layers namely Build layer, Assessment layer, Feedback layer, Target layer and Time management layer. Build layer provides the direction towards development of Course Objectives. Through content delivery, teacher can assess the students using various assessment tools. A feedback can be taken from the students in order to enhance the quality of the course. Time management layer is an integrated layer and provides synchronization among all the activities in Engineering education framework which is drawn. The proposed system also defines the term SMART Teacher.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"124 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":"134072563","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. Rajashekharaiah, M. Pawar, M. S. Patil, Nagaratna Kulenavar, G. Joshi
After being used to a procedural style of programming, programming in an object-oriented style seems to be difficult. The problem analysis skill is also important where it leads to designing solution for complex problems. In the process of problem analysis, it is big challenge for the students to identify classes, attributes, methods and association between the classes from a given problem statement/Scenario and then mapping to program code. The problem analysis is part of design thinking, where it consists of five phases Empathy (Emphasize), Define, Ideate, Prototype and Test. In this course we implemented a modified standard "Design Thinking Framework" through structured enquiry assessment, in our framework few phases are overlapping and it is defined using following phases—1. Define, 2. Ideate & Prototype, 3. Test. This framework is add-on to our previous practice where a comprehensive tutorial for "Object Oriented Thinking" is conducted first to minimize students difficulties. Also it includes "laboratory experiment categorization" to help students in improving problem analysis and design skills. By using the above said approaches, it is observed that the students are able to use object oriented concepts efficiently to solve problems, design solutions and performed better in semester end examination.
{"title":"Design Thinking Framework to Enhance Object Oriented Design and Problem Analysis Skill in Java Programming Laboratory: An Experience","authors":"K. Rajashekharaiah, M. Pawar, M. S. Patil, Nagaratna Kulenavar, G. Joshi","doi":"10.1109/MITE.2016.048","DOIUrl":"https://doi.org/10.1109/MITE.2016.048","url":null,"abstract":"After being used to a procedural style of programming, programming in an object-oriented style seems to be difficult. The problem analysis skill is also important where it leads to designing solution for complex problems. In the process of problem analysis, it is big challenge for the students to identify classes, attributes, methods and association between the classes from a given problem statement/Scenario and then mapping to program code. The problem analysis is part of design thinking, where it consists of five phases Empathy (Emphasize), Define, Ideate, Prototype and Test. In this course we implemented a modified standard \"Design Thinking Framework\" through structured enquiry assessment, in our framework few phases are overlapping and it is defined using following phases—1. Define, 2. Ideate & Prototype, 3. Test. This framework is add-on to our previous practice where a comprehensive tutorial for \"Object Oriented Thinking\" is conducted first to minimize students difficulties. Also it includes \"laboratory experiment categorization\" to help students in improving problem analysis and design skills. By using the above said approaches, it is observed that the students are able to use object oriented concepts efficiently to solve problems, design solutions and performed better in semester end examination.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"36 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":"114170610","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}
According to an air quality monitoring surveydone by Greenpeace, India has PM2.5 levels, which is arguablyhigher than safety limits. It is essential to impart environmentaleducation to denizens of India. Previous solutions include usageof Mobile Apps to aid in sharing Air Quality Index as a part of E-Governance initiatives. To aid Government in boosting theefficacy of E-Governance service for pollution control andprovide environmental education, we intend to design anintelligent framework that utilizes social networks. In this paper, we have proposed an automated framework for pollution controlE-Governance service which takes the user profiles on socialnetworks and data collected from Internet of Things (IoT) basedair pollution sensors as input. The prototype utilizes Machinelearning algorithm to avoid human intervention and socialnetworks as a platform to aid in outreaching environmentaleducation to large masses of people.
{"title":"An Intelligent Step to Effective e-Governance in India through E-Learning via Social Networks","authors":"R. Nagarathna, R. Manoranjani","doi":"10.1109/MITE.2016.017","DOIUrl":"https://doi.org/10.1109/MITE.2016.017","url":null,"abstract":"According to an air quality monitoring surveydone by Greenpeace, India has PM2.5 levels, which is arguablyhigher than safety limits. It is essential to impart environmentaleducation to denizens of India. Previous solutions include usageof Mobile Apps to aid in sharing Air Quality Index as a part of E-Governance initiatives. To aid Government in boosting theefficacy of E-Governance service for pollution control andprovide environmental education, we intend to design anintelligent framework that utilizes social networks. In this paper, we have proposed an automated framework for pollution controlE-Governance service which takes the user profiles on socialnetworks and data collected from Internet of Things (IoT) basedair pollution sensors as input. The prototype utilizes Machinelearning algorithm to avoid human intervention and socialnetworks as a platform to aid in outreaching environmentaleducation to large masses of people.","PeriodicalId":407003,"journal":{"name":"2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"54 2 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":"123896267","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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