Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747015
Mhamane Sanjeev C., Upadhe Sudeep N., Mohit Kumar
various scientific or professional societies and bodies claim that there are number of benefits of getting their free or paid memberships. Yes it is evident that faculties get benefits such as discounts for conference publications, free literature access, Annual meeting where they can meet various eminent person from their fields of interest etc. It is important to have various memberships from the faculty professional development point of view but very few literatures available about linking between faculties memberships and student learning enhancement or teaching style of faculty. Hence it was important to study this relationship. In this paper we are reporting a survey made on faculties of engineering regarding their professional society memberships and its relationship with their teaching approach. This is a sample survey and could be used in future for large scale survey.
{"title":"Professional Body memberships of Engineering and Polytechnic Teaching Faculties and its effect on Teaching Learning Process","authors":"Mhamane Sanjeev C., Upadhe Sudeep N., Mohit Kumar","doi":"10.1109/MITE.2018.8747015","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747015","url":null,"abstract":"various scientific or professional societies and bodies claim that there are number of benefits of getting their free or paid memberships. Yes it is evident that faculties get benefits such as discounts for conference publications, free literature access, Annual meeting where they can meet various eminent person from their fields of interest etc. It is important to have various memberships from the faculty professional development point of view but very few literatures available about linking between faculties memberships and student learning enhancement or teaching style of faculty. Hence it was important to study this relationship. In this paper we are reporting a survey made on faculties of engineering regarding their professional society memberships and its relationship with their teaching approach. This is a sample survey and could be used in future for large scale survey.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134197807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747023
K. S. Kumar, G. Alok, M. S. Reddy, N. Reddy
Every year thousands of aspirants complete their graduation from various institutions in different disciplines. Yet many engineering graduates are failing to find respective employment and education with respective their disciplines often they find crude employment belittling their efficiency. It is imperative to understand the gap between industry and engineering education in present scenario. As it is eventually found that there is a huge gap between engineering education and industry application in terms of learning. Engineering education follows more conventional and traditional practice on the other hand industry is more practical oriented where in emphasis on hands on skill development is primarily focused. To bring the transformation in engineering education it is prudent to address the major problems such as research methodologies, tools and techniques, Design Thinking, project planning, skill development and many more for conceiving ideas and executing the ideas into the real world. For this a multidisciplinary skill development workshop has been organized to impart basic set of skills like Carpentry, Sheet metal work, Electrical , Rapid prototyping among the engineering aspirants at the beginning of their engineering education.
{"title":"An integrated Multidisciplinary skill development strategy for effective execution from virtuality to reality in Engineering Education","authors":"K. S. Kumar, G. Alok, M. S. Reddy, N. Reddy","doi":"10.1109/MITE.2018.8747023","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747023","url":null,"abstract":"Every year thousands of aspirants complete their graduation from various institutions in different disciplines. Yet many engineering graduates are failing to find respective employment and education with respective their disciplines often they find crude employment belittling their efficiency. It is imperative to understand the gap between industry and engineering education in present scenario. As it is eventually found that there is a huge gap between engineering education and industry application in terms of learning. Engineering education follows more conventional and traditional practice on the other hand industry is more practical oriented where in emphasis on hands on skill development is primarily focused. To bring the transformation in engineering education it is prudent to address the major problems such as research methodologies, tools and techniques, Design Thinking, project planning, skill development and many more for conceiving ideas and executing the ideas into the real world. For this a multidisciplinary skill development workshop has been organized to impart basic set of skills like Carpentry, Sheet metal work, Electrical , Rapid prototyping among the engineering aspirants at the beginning of their engineering education.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132050334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8746920
C. Gururaj
The objective of this paper is to signify the appropriateness of defining the Course Outcomes (COs) based on Program Outcomes (POs) and Bloom’s taxonomy. It can be generally observed that POs defined for most of the courses are based on the topics/syllabus covered in the course. An attempt to compare the calculation of the POs through COs with the older method and the method explained in the paper is also included. Also through this comparison it can be ascertained that this method of defining COs is better compared to the previous method. Image Processing is the chosen course to explain the repertoire of aspects however the methodology explained in this paper can be extended any other course irrespective of the type of course / program.
{"title":"Defining Course Outcomes based on Program Outcomes and Bloom’s Taxonomy for the course on Image Processing","authors":"C. Gururaj","doi":"10.1109/MITE.2018.8746920","DOIUrl":"https://doi.org/10.1109/MITE.2018.8746920","url":null,"abstract":"The objective of this paper is to signify the appropriateness of defining the Course Outcomes (COs) based on Program Outcomes (POs) and Bloom’s taxonomy. It can be generally observed that POs defined for most of the courses are based on the topics/syllabus covered in the course. An attempt to compare the calculation of the POs through COs with the older method and the method explained in the paper is also included. Also through this comparison it can be ascertained that this method of defining COs is better compared to the previous method. Image Processing is the chosen course to explain the repertoire of aspects however the methodology explained in this paper can be extended any other course irrespective of the type of course / program.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126361618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747078
K. C. Raju, K. Yugandhar, D. Bharathi, Nagavalli Vegesna
Visualization is very much needed in present day education but many students are lacking it. So to improve visualization, augmented reality(AR) is used. The augmented reality provides interaction for the students so that they can learn more excitingly. Implementing this results in drastic change in present day education system.. To change the present way of learning in classroom we are going to new technological advancements using augmented reality. In this paper we are proposing a new project in the unity we have to import the vuforia unity interfacing package into the unity setup. On importing this we get assets from vuforia to unity which contains the AR components which are used to develop AR applications.in this work we have more better one when compare to previous computer based application like 2-D. in this application all the teaching topics can observe in 3D graphical image and video format. This is the improvement application in AR.
{"title":"3D Based Modern Education System Using Augumented Reality","authors":"K. C. Raju, K. Yugandhar, D. Bharathi, Nagavalli Vegesna","doi":"10.1109/MITE.2018.8747078","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747078","url":null,"abstract":"Visualization is very much needed in present day education but many students are lacking it. So to improve visualization, augmented reality(AR) is used. The augmented reality provides interaction for the students so that they can learn more excitingly. Implementing this results in drastic change in present day education system.. To change the present way of learning in classroom we are going to new technological advancements using augmented reality. In this paper we are proposing a new project in the unity we have to import the vuforia unity interfacing package into the unity setup. On importing this we get assets from vuforia to unity which contains the AR components which are used to develop AR applications.in this work we have more better one when compare to previous computer based application like 2-D. in this application all the teaching topics can observe in 3D graphical image and video format. This is the improvement application in AR.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131074139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747114
Khuliso Sigama, Billy Mathias Kalema
Today, more than ever, institutions of higher learning are recognizing the importance of integrating the use of information technology (ITs) to improve pedagogy and accountability needed for high quality education relevant for learners’ productive contribution to the society and economic development. Despite increasingly widespread adoption and use of IT in education, institutions of higher learning in many developing countries are still in a foundational stage of maturity. Much as e-learning and its applications like Massive online open courses (MOOCs) have been proven to overcome critical education challenges for better teaching and learning developing countries institutions are lagging behind. Some challenges are systemic and some related to the technologies themselves like poor infrastructure and low bandwidth, others are due to lack of scalability to meet the increased cost, training, and rigor required to leverage the technology. This paper sought to report on a contextualized framework for MOOCs implementation in developing countries.
{"title":"Conceptualizing MOOCs Implementation for Higher Education in Developing Countries","authors":"Khuliso Sigama, Billy Mathias Kalema","doi":"10.1109/MITE.2018.8747114","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747114","url":null,"abstract":"Today, more than ever, institutions of higher learning are recognizing the importance of integrating the use of information technology (ITs) to improve pedagogy and accountability needed for high quality education relevant for learners’ productive contribution to the society and economic development. Despite increasingly widespread adoption and use of IT in education, institutions of higher learning in many developing countries are still in a foundational stage of maturity. Much as e-learning and its applications like Massive online open courses (MOOCs) have been proven to overcome critical education challenges for better teaching and learning developing countries institutions are lagging behind. Some challenges are systemic and some related to the technologies themselves like poor infrastructure and low bandwidth, others are due to lack of scalability to meet the increased cost, training, and rigor required to leverage the technology. This paper sought to report on a contextualized framework for MOOCs implementation in developing countries.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117190598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747160
B. C. Sekhar Rao, V. Krishna, Prabhakar Kandukuri, B. Venkatesh
The present paper aims at developing language skills along with the skills in respects of higher order thinking in the learners at undergraduate (UG) level through a model offering projects to the students and expecting positive results for augmenting their visual, creative, positive, oral, aural, and other communicative skills to compete with the ever changing trends of the world in complex situations.
{"title":"Project Based Learning through MOOCS","authors":"B. C. Sekhar Rao, V. Krishna, Prabhakar Kandukuri, B. Venkatesh","doi":"10.1109/MITE.2018.8747160","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747160","url":null,"abstract":"The present paper aims at developing language skills along with the skills in respects of higher order thinking in the learners at undergraduate (UG) level through a model offering projects to the students and expecting positive results for augmenting their visual, creative, positive, oral, aural, and other communicative skills to compete with the ever changing trends of the world in complex situations.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129477615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747089
T. Sagirani, M. J. D. Sunarto, B. Hariadi, Tania Amelia, Julianto Lemantara
Mobile Learning (MoLearn) is a learning application created specifically to accommodate the learning needs of students with the goal of gaining more learning experiences with more effective mobile devices. Answering this challenge, MoLearn application that has been built previously with web-based and Android needs to be developed. In accordance with the lifestyle of its users, in this case high school students, the MoLearn application was developed using the concept of Gamification. In learning, gamification is an approach in the learning process that uses elements in the game with the aim to provide motivation, build comfort for learners, and interest in the learning process. By utilizing the concept of Gamification, a prototype of MoLearn application development was designed by giving attention to the three elements, i.e character, interactivity and feedback. The development of this application takes into account every student activity that focuses on goals, reward mechanisms, and progress tracking. Gamification, a key review of MoLearn's application development as a concept in the process of creating participative learning experiences and active learning.
{"title":"Prototype of Mobile Learning Application (MoLearn) by Utilizing the Gamification Concept","authors":"T. Sagirani, M. J. D. Sunarto, B. Hariadi, Tania Amelia, Julianto Lemantara","doi":"10.1109/MITE.2018.8747089","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747089","url":null,"abstract":"Mobile Learning (MoLearn) is a learning application created specifically to accommodate the learning needs of students with the goal of gaining more learning experiences with more effective mobile devices. Answering this challenge, MoLearn application that has been built previously with web-based and Android needs to be developed. In accordance with the lifestyle of its users, in this case high school students, the MoLearn application was developed using the concept of Gamification. In learning, gamification is an approach in the learning process that uses elements in the game with the aim to provide motivation, build comfort for learners, and interest in the learning process. By utilizing the concept of Gamification, a prototype of MoLearn application development was designed by giving attention to the three elements, i.e character, interactivity and feedback. The development of this application takes into account every student activity that focuses on goals, reward mechanisms, and progress tracking. Gamification, a key review of MoLearn's application development as a concept in the process of creating participative learning experiences and active learning.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131899844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747105
K. Chugh, Alekhya N, N. Kishore, K. Shekar
National Institutional Ranking Framework has been a great step forward in providing a framework, which outlines a methodology to rank academic institutions in India. Since its launch in September 2015, three India Rankings 2016, 2017 and 2018 have been published. The popularity of the National Institutional Ranking Framework has led to the competition as more and more institutions are applying for India Rankings. The number of the institutions applying for India Rankings has increased from 1400 in India rankings 2016 to 3000 in India rankings 2017 and to 4000 in India Rankings 2018. We have carried out the study of India Rankings 2016, 2017 and 2018. The study has focused on the parameters, which are the Influencing Factors in deciding the top hundred positions in India Rankings. Based on the result of our study, we have proposed the Ideal and the Minimum Attainment Scores in each ranking parameter to achieve success in India Rankings. The findings will be useful for Institutions who are going to apply in future for India Rankings 2019.
{"title":"Analysis of National Institutional Ranking Framework-Journey so far","authors":"K. Chugh, Alekhya N, N. Kishore, K. Shekar","doi":"10.1109/MITE.2018.8747105","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747105","url":null,"abstract":"National Institutional Ranking Framework has been a great step forward in providing a framework, which outlines a methodology to rank academic institutions in India. Since its launch in September 2015, three India Rankings 2016, 2017 and 2018 have been published. The popularity of the National Institutional Ranking Framework has led to the competition as more and more institutions are applying for India Rankings. The number of the institutions applying for India Rankings has increased from 1400 in India rankings 2016 to 3000 in India rankings 2017 and to 4000 in India Rankings 2018. We have carried out the study of India Rankings 2016, 2017 and 2018. The study has focused on the parameters, which are the Influencing Factors in deciding the top hundred positions in India Rankings. Based on the result of our study, we have proposed the Ideal and the Minimum Attainment Scores in each ranking parameter to achieve success in India Rankings. The findings will be useful for Institutions who are going to apply in future for India Rankings 2019.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"07 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130872751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747013
Prajakta Kumbhojkar, Masumi Jain, Rajalakshmi E, Shyamsalonee Rawal, Sneha K. Thombre
Social media today, has grown into a vital facet of modern human existence. A remarkable amount of the information reaching us comes in the form of posts and messages on social media. As a result of the ever-growing social media, it has turned into an essential scheme for viral marketing and influencing the masses. Hence, it becomes imperative to discern how information spreads on such networks and how much. The methodology suggested in the Restrained-Susceptible-Infected-Recovered (RnSIR) Model enables us to calibrate the spread of knowledge and material on networks. This paper proposes an interface which uses the calculations given by the RnSIR model. Essentially, this interface prompts users to give a network interaction data set as the input and outputs the information dispersion on inputted network. It uses the same algorithms to do this as the RnSIR model.
{"title":"Interface Implementation for Quantifying Information Spread on Social Networks","authors":"Prajakta Kumbhojkar, Masumi Jain, Rajalakshmi E, Shyamsalonee Rawal, Sneha K. Thombre","doi":"10.1109/MITE.2018.8747013","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747013","url":null,"abstract":"Social media today, has grown into a vital facet of modern human existence. A remarkable amount of the information reaching us comes in the form of posts and messages on social media. As a result of the ever-growing social media, it has turned into an essential scheme for viral marketing and influencing the masses. Hence, it becomes imperative to discern how information spreads on such networks and how much. The methodology suggested in the Restrained-Susceptible-Infected-Recovered (RnSIR) Model enables us to calibrate the spread of knowledge and material on networks. This paper proposes an interface which uses the calculations given by the RnSIR model. Essentially, this interface prompts users to give a network interaction data set as the input and outputs the information dispersion on inputted network. It uses the same algorithms to do this as the RnSIR model.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127763470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747102
G. Alok, Soumya Pothupogu, M. S. Reddy, Pillalamarri SaiPriya, Radhika Devi Devi V
Uniqueness, innovation, and teamwork are critical to the success of every industry. Requirements of the industry vs theoretical knowledge of the students do not go well aligned in the conventional method of learning. Industry having requirements of interdisciplinary expertise, critical and innovative thinking, explicit research and understanding of the user, manufacturer and system needs are not being catered during the delivery of course. Students undergo a challenging task in their personal life as well as in professional life to meet their long- and short-term goals. Making them proactive and exhibiting these skills acquires a career, sustain and excel in the same to make their dream come true. To enhance the design attributes, out-of-box thinking, creativity, teamwork, innovation, decision making this sophomore course named "Foundation to Product Design" inspires and motivates students to work in teams, promote learning and thinking skills, understand the role of the user, build prototypes and also improvise their communication and presentation skills. These attributes form the base to develop their career and become a successful and effectual engineer and also gives them a scope of entrepreneurial independence.
{"title":"Trenchant Pathway to bring Innovation through Foundations to Product Design in Engineering Education","authors":"G. Alok, Soumya Pothupogu, M. S. Reddy, Pillalamarri SaiPriya, Radhika Devi Devi V","doi":"10.1109/MITE.2018.8747102","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747102","url":null,"abstract":"Uniqueness, innovation, and teamwork are critical to the success of every industry. Requirements of the industry vs theoretical knowledge of the students do not go well aligned in the conventional method of learning. Industry having requirements of interdisciplinary expertise, critical and innovative thinking, explicit research and understanding of the user, manufacturer and system needs are not being catered during the delivery of course. Students undergo a challenging task in their personal life as well as in professional life to meet their long- and short-term goals. Making them proactive and exhibiting these skills acquires a career, sustain and excel in the same to make their dream come true. To enhance the design attributes, out-of-box thinking, creativity, teamwork, innovation, decision making this sophomore course named \"Foundation to Product Design\" inspires and motivates students to work in teams, promote learning and thinking skills, understand the role of the user, build prototypes and also improvise their communication and presentation skills. These attributes form the base to develop their career and become a successful and effectual engineer and also gives them a scope of entrepreneurial independence.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126197290","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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