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Jadeja, Siddharthsinh
- Practicing Peer Assessment: An Approach to Develop 21st Century Skills
Abstract Views :218 |
PDF Views:1
Authors
Affiliations
1 B. H. Gardi College of Engineering & Technology Rajkot, Gujarat, IN
2 Shri M P Shah Arts and Science College Surendranagar, Gujarat, IN
1 B. H. Gardi College of Engineering & Technology Rajkot, Gujarat, IN
2 Shri M P Shah Arts and Science College Surendranagar, Gujarat, IN
Source
Journal of Engineering Education Transformations, Vol 29, No 3 (2016), Pagination: 150-154Abstract
The past decade has been witnessing robust changes in Engineering Education (EE), especially in India in terms of students' learning outcomes, assessment strategies, evaluation pattern, students' success and their failures supported with evidences. The present paper examines the effectiveness of peer review as an important assessment tool for enhancing the engagement of the learner in the learning process focusing on the inculcation of 21st century skills, making him/her responsible and self-motivated learner. A'three layered model' has been formulated to have active involvement of the expert, the mentor and the learner (student) via interactions, instructions and guidance. As a result, the learner reflects upon the peer review done by him/her and discusses it with his/her peers by highlighting its vital role in real-life situations which enhances learner's involvement in the next peer review. It has evidently improved the quality of feedback, internalizing the feedback leading to perception and acquisition of essential required 21st century skills.Keywords
21st Century Skill, Peer Review, Assessment.
- Facilitating Assessments to Foster 21st Century Skills: Towards Technological Terrains
Abstract Views :186 |
PDF Views:2
Authors
Affiliations
1 B. H. Gardi College of Engineering & Technology Rajkot, Gujarat, IN
2 Shri M P Shah Arts and Science College Surendranagar, Gujarat, IN
1 B. H. Gardi College of Engineering & Technology Rajkot, Gujarat, IN
2 Shri M P Shah Arts and Science College Surendranagar, Gujarat, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
With the shift from industrial age to the information age, a subsequent transformation can also be witnessed, especially in engineering education, from the traditional education system to outcome based education i.e. OBE. Computers has almost eliminated human efforts to do the routine repetitive work and hence non routine problem solving skill and other 21st century skills are demanded from the graduates, specifically from engineers.The essence of OBE is 'success for all" by empowering all the students with skills and opportunities. There are already indications that there is a considerable gap between what is expected from an engineering graduate and what is offered. This gap will considerably widen unless learning outcomes, classroom practices, learning and assessment methods are coherently crafted and implemented so as to facilitate a flexible, personalized and significantly meaningful experience for the student to succeed in the workplace of 21st century. Despite technology being the lifeblood of 21st century and the availability of smartphones with teachers and almost all the students, the problem of individual interaction and one-tooneassessment is prevalent. This research study explores technology to enhance students' engagement in the learning process to promote the inculcation of 21stcentury skills and facilitate the development of life-long learning. The authors also propose personal assessment and peer feedback, at regular intervals, followed by the mentor feedback and experts' comments.The authors also propose personal assessment and peer feedback, at regular intervals, followed by the mentor feedback and experts' comments as the best tool of inculcating and continuously assessing the 21st century skills essentiallyrequired among the fresh engineers.
Keywords
21st Century Skill, Assessment, OBE.- Empowering Rural Development and Enhancing Technical skills and Nurturing Universal Human Values of Students: Gujarat Technological University Innovative Initiative
Abstract Views :74 |
Authors
Rahul Parmar
1,
Vimalkumar N Patel
1,
Jaykumar Kapadiya
1,
Jaykumar Vekariya
1,
Priyank Zaveri
1,
Virang H Oza
2,
Tarang Joshi
1,
Siddharthsinh Jadeja
3
Affiliations
1 B.H. Gardi College of engineering & Technology, Rajkot, IN
2 Shri Labhubhai Trivedi Institute of Engineering and Technology. Rajkot, IN
3 Sathway Associates LLP, Rajkot, IN
1 B.H. Gardi College of engineering & Technology, Rajkot, IN
2 Shri Labhubhai Trivedi Institute of Engineering and Technology. Rajkot, IN
3 Sathway Associates LLP, Rajkot, IN
Source
Journal of Engineering Education Transformations, Vol 37, No SP 2 (2024), Pagination: 672-678Abstract
This paper illuminates an inventive initiative by Gujarat Technological University (GTU) that encompasses rural development and the cultivation of universal human values within students. Engineering students, specializing in civil and electrical fields, plays a pivotal role, actively immersing themselves in a holistic project. Their involvement entails conducting vital techno-economic and demographic surveys in close coordination with local stakeholders and officials. A vivid illustration of this collaboration is evident through the case study of Jasapar village in Jamnagar, Gujarat. Beyond traditional classroom learning, this initiative offers a transformative real-world experience, fostering indispensable attributes like communication, leadership, teamwork, and empathy through profound community engagement. The project additionally serves as a crucible for technical growth, propelling students to navigate intricate challenges, design sustainable solutions, and bridge technology with societal welfare. As students translate theoretical insights into tangible rural benefits, their ability to innovate, adapt, and resourcefully optimize gains refinement. A significant facet of this initiative lies in its contribution to mitigating rural-urban migration, harmonizing with broader sustainable development objectives. . By synergizing surveys, analysis, and collaboration, students evolve into adept problem solvers and leaders. The initiative's impact extends beyond empowering rural communities with sustainable solutions; it nurtures the early-stage development of universal human values through direct communication with rural India. In this journey, the thought process itself emerges as a driving force, propelling communities towards comprehensive and sustainable development.Keywords
Rural-urbanization, empathy, village development, universal human values, Real time problem, Skill enhancement. Vishwakarma Yojana- Enhancing Different Skill Sets of Engineering Students through Project based Interdisciplinary Approach - A Case Study of Azadi Ka Amrit Mahotsav Project
Abstract Views :71 |
Authors
Rahul Parmar
1,
Vimalkumar N Patel
1,
Jaykumar Kapadiya
1,
Jaykumar Vekariya
1,
Priyank Zaveri
1,
Virang H Oza
2,
Vaibhav Gandhi
3,
Siddharthsinh Jadeja
Affiliations
1 B.H. Gardi College of engineering & Technology, Rajkot, IN
2 Shri Labhubhai Trivedi Institute of Engineering and Technology. Rajkot, IN
3 Parul University, Vadodara, India. 8Sathway Associates LLP, Rajkot, IN
1 B.H. Gardi College of engineering & Technology, Rajkot, IN
2 Shri Labhubhai Trivedi Institute of Engineering and Technology. Rajkot, IN
3 Parul University, Vadodara, India. 8Sathway Associates LLP, Rajkot, IN
Source
Journal of Engineering Education Transformations, Vol 37, No SP 2 (2024), Pagination: 666-671Abstract
Technology and the availability of information have shifted the focus of researchers of engineering education towards experiential learning, a three-dimensional learning approach for students' engagement and development. The MIT report on The Global State of the Art in engineering education also shows the importance of experiential learning as a pedagogical tool for engineering education. Many researchers have discussed how this pedagogical tool is used to develop various skills like leadership, decision-making, teamwork etc. However, how experiential learning is mapped with learning outcomes and strategy for their assessment is yet not developed and discussed in depth. This research paper discusses the learning of students while working on the project undertaken under Mission Amrit Sarovar- Jal Dharohar Sanrakshan-2022 as part of the Azadi Ka Amrit Mahotsav initiative by the Government of India to rejuvenate ponds, advocating sustainability, and enhancement of analytical skills. The paper also discusses how effectively various learning aspects and understanding of all participating students would be mapped with required skill sets. The survey instrument has captured the detailed response to do an analysis of learning and later on, that has been mapped with required skill sets. Moreover, activities were designed with a perspective to provide experiential learning for students to engage with relevant officials, enhancing their communication and presentation skills. This also facilitates interdisciplinary collaboration in addressing environmental challenges and conserving valuable natural resources. The findings provide a direction for field-academic scenarios with practical knowledge and foster students' ability to contribute to real-world problems.Keywords
Rejuvenation, Engineering Education, experiential learning, engineers’ skill set, field academic, real-world problem- Facilitating Assessments to Foster 21st Century Skills:Towards Technological Terrains
Abstract Views :275 |
PDF Views:0
Authors
Affiliations
1 B. H. Gardi College of Engineering & Technology, Rajkot, Gujarat, IN
2 Shri M P Shah Arts and Science College, Surendranagar, Gujarat, IN
1 B. H. Gardi College of Engineering & Technology, Rajkot, Gujarat, IN
2 Shri M P Shah Arts and Science College, Surendranagar, Gujarat, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 2 (2016), Pagination: 24-29Abstract
With the shift from industrial age to the information age, a subsequent transformation can also be witnessed, especially in engineering education, from the traditional education system to outcome based education i.e. OBE. Computers has almost eliminated human efforts to do the routine repetitive work and hence non routine problem solving skill and other 21st century skills are demanded from the graduates, specifically from engineers.The essence of OBE is 'success for all" by empowering all the students with skills and opportunities. There are already indications that there is a considerable gap between what is expected from an engineering graduate and what is offered. This gap will considerably widen unless learning outcomes, classroom practices, learning and assessment methods are coherently crafted and implemented so as to facilitate a flexible, personalized and significantly meaningful experience for the student[1]to succeed in the workplace of 21st century. Despite technology being the lifeblood of 21st century and the availability of smartphones with teachers and almost all the students, the problem of individual interaction and one-to-one assessment is prevalent.
This research study explores technology to enhance students' engagement in the learning process to promote the inculcation of 21st century skills and facilitate the development of life-long learning. The authors also propose personal assessment and peer feedback, at regular intervals, followed by the mentor feedback and experts' comments.
The authors also propose personal assessment and peer feedback, at regular intervals, followed by the mentor feedback and experts' comments as the best tool of inculcating and continuously assessing the 21st century skills essentially required among the fresh engineers.
Keywords
21st Century Skill, Assessment, OBE.References
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