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Sridevi Saralaya ¹, Rio D'Souza ¹, Vishwas Saralaya ²

Affiliations
1 Department of Computer Science, St. Joseph Engineering College, Visvesvaraya Technological University, Vamanjoor, Mangalore – 575028, Karnataka, IN
2 Department of Microbiolgy, Kasturba Medical College, Manipal University, Mangalore - 57500, Karnataka, IN

Abstract

This study proposes a hierarchical model of a Service-Based System (SBS) based to represent horizontal and vertical dependencies within a SBS. In order to detect ischolar_main-causes and conduct impact-analysis of anomalies occurring in a SBS, we represent the SBS as a multi-layer system consisting of Business Process Management (BPM) layer, Service Composition and Coordination (SCC) layer and Service Infrastructure (SI) layer using Hypergraphs. The intra-layer and inter-layer relationships are depicted by hyperedges that effectively depicts n-ary relationships which are not possible with simple graphs. Using hypergraphs and hyperedges we have effectively represented intra-layer horizontal time dependencies and inter-layer vertical time and resource dependencies. Horizontal time dependencies help us to analyse the impact of a time delay on related entities of the same layer. Vertical resource dependencies help in ischolar_main-cause analysis of the time delay. Vertical time dependencies aid in finding the impact of service delay on activities of the business layer. Our approach based on hypergraph helps to model relationships of a SBS from multiple perspectives using hyperedges. The proposed approach meticulously represents various vertical and horizontal dependencies between elements of a SBS and can be effectively utilised to identify ischolar_main-cause of an anomaly and its impact on related entities of a hierarchical SBS.

Keywords

Dependency, Hierarchical Service-Based System, Impact-Analysis, Multi-Level Hypergraphs, Root-Cause Analysis.

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Sathyendra Bhat ¹, Ragesh Raju ¹, Athokpam Bikramjit ¹, Rio D'Souza ²

Affiliations
1 Department of MCA, St Joseph Engineering College, Mangaluru, IN
2 Department of CSE, St Joseph Engineering College, Mangaluru, IN

Abstract

In the modern day and age, technology is very much ubiquitous, in other words it is anywhere and everywhere. The most interesting aspect of this trend is that the educational systems are adapting to technology at a rapid pace. This is increasingly assisting the careers of students as well as the teacher. The technology which is most often right on the fingertips, keeps everything and everyone updated while the rest is getting outdated. Classroom teaching can do wonders with the implementation and usage of technology since the modern world is in need of it.The current trend is to learn online, where almost everything is available on the screen right in front of the learner. These E-Learning techniques are epitomized in Google Suite for Education which offers a plethora of opportunities for the learners to explore various options in front of themto leverage ELearning. A study has been carried out to assess the effectiveness of assignments when submitted manually to the teachers as opposed to submission through an E-Learning facility like Google Classroom and the results show overwhelming success when this activity was carried out with the help of technology. This paper discusses incorporating technology in classroom learning, diverse ways of leveraging it in the classroom, its benefits and a number of relevant issues.

Keywords

E-Learning, Education, Cloud Computing, Google Suite for Education, Google Classroom.

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Shreeranga Bhat ¹, Rio D'Souza ², Sathyendra Bhat ³, Ragesh Raju ³, B. Pavana Kumara ¹

Affiliations
1 Department of Mechanical Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN
2 Department of Computer Science and Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN
3 Department of Computer Applications, St Joseph Engineering College, Mangaluru, Karnataka, IN

Abstract

The very purpose of the article was to discover the effective deployment strategy for Outcome Based Education (OBE). The article addresses one of the affective domains (motivation) of Blooms Taxonomy in implementing the OBE. The Maslow's motivational model and ARCS motivational model was used to complement each other in the deployment of the outcome-based system. Two sections of a course were considered in the research design having same subject of study, syllabus and assessment methodology to compare and culminate the findings of old and new approach. Root-cause analysis was used to initiate the research whereas statistical analysis was performed to culminate the findings. The new deployment strategy based on motivational theories proved to be superior in the outcome of the course. The current research was unique and adds value to body of knowledge by paving the way forward for new opportunity for engineering education research among the academicians, researchers, and policy makers.

Keywords

Outcome Based Education, Maslow's Motivational Model, ARCS Motivational Model.

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Sathyendra Bhat ¹, Ragesh Raju ¹, Shreeranga Bhat ², Rio D'Souza ³

Affiliations
1 Department of Computer Applications, St Joseph Engineering College, Mangaluru, Karnataka, IN
2 Department of Mechanical Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN
3 Department of Computer Science and Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN

Abstract

In the modern era, the education system has undergone a huge paradigm shift. Traditional classroom teaching methodologies that used to work like wonder, no longer attract the students of the present generation. Higher education, especially, engineering education has been greatly impacted by this paradigm shift and things are rapidly moving away from traditional methods to more advanced and innovative active learning strategies. Collaborative Learning is one of the popular forms of active learning and caters to the needs of millennial learners of today. This study deals with the impact of Team-Games- Tournament (TGT), which is one of the Collaborative Learning techniques. The outcomes of this small experiment clearly show that when Collaborative Learning is leveraged well, it surely results in better learning among the students.

Keywords

Higher Education, Engineering Education, Teaching-Learning, Active Learning, Collaborative Learning.

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Poornesh M. ¹, Shreeranga Bhat ¹, Rio D'Souza ², E. S. M. Suresh ³, Vinayambika S. Bhat ⁴

Affiliations
1 Department of Mechanical Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN
2 Department of Computer Science and Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN
3 Department of Civil and Environmental Engineering, National Institute of Technical Teachers Training and Research, Chennai, Tamilnadu, IN
4 Department of Electronics and Communication Engineering, Mangalore Institute of Technology and Engineering, Moodabidri, Karnataka, IN

Abstract

Inculcating teamwork, communication skills, and lifelong learning are essential metrics of Outcome Based Engineering (OBE). Ensuring these in early professional courses will enhance the ability of the students to adopt the OBE effectively in the forthcoming semesters. Effective planning and deployment of pedagogy of engagement will aid the students and faculty members to attain the desired outcomes with effective utilization of resources. This article unearths the challenges and documents the lessons learned in deploying collaborative learning in the First Year (FY) engineering education. It establishes a comprehensive assessment methodology from OBE perspective. Further, it addresses professional skills such as teamwork, communication skills, and lifelong learning in a structured manner. The Action Research methodology is adopted by taking into account the OBE approach enshrined in the Programme Outcomes (POs) as suggested by the Indian statutory bodies. The collaborative learning approach of 'Student, Teams, Achievement, Division' (STAD) is utilized by establishing a heterogeneous group. The Define-Measure-Analyze- Improve-Control (DMAIC) approach is used for project deployment and sustainment. Statistical analysis is used to interpret the results effectively. The study shows that the desired outcomes are achieved with a minimum duration of the teaching-learning process. Moreover, statistical analysis shows that even weaker students can reach the set attainment target due to heterogeneous group formation and collaborative learning. Eventually, the structured approach assists in developing a framework for the effective Shreeranga Bhat Department of Mechanical Engineering, St Joseph Engineering College, Mangaluru, Karnataka, India shreerangab@sjec.ac.in deployment of collaborative learning by establishing robust assessment tools to address the POs related to professional skills. The study shows that collaborative learning can be effectively deployed in FY engineering education with specific reference to POs related to professional skills within the optimal duration, provided a structured approach is embraced. It is also observed that heterogeneous group formation assists slow learners to elevate themselves to progressive learners due to teamwork and the influence of wiser students.

Keywords

Professional Skills, Collaborative Learning, Outcome Based Education, First Year Engineering Education.

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