Journal of Engineering Education Transformations

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To Enhance Student Knowledge and Skills in Manufacturing Technology Laboratory through PBL and OBE


Affiliations
1 Automation and Robotics Department, KLE Technological University, Hubballi, Karnataka, India
2 School of Mechanical Engineering, KLE Technological University, Hubballi, Karnataka, India
 

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The development of modern technology in engineering education inspires students to acquire new knowledge and skills to understand the course better. The current teaching is derived from the conventional teaching methods with innovations and advanced technology-enabled techniques. Projectbased learning (PBL) is a technique to solve challenging authentic, curriculum-based, and interdisciplinary problems. The PBL determines the effectiveness of learning for both teachers and students. The Outcome-Based Education system (OBE) is a student-centric teaching and learning methodology in which the course delivery and assessment are planned to achieve stated objectives and outcomes. This paper attempts to develop the course content, delivery, and evaluation through an OBE and validate the Manufacturing Technology laboratory course's effectiveness using a PBL approach.

The experiments and course projects are designed and delivered to design and fabricate a table clamp at the end of the course, demonstrating thorough, indepth knowledge about the course acquired through conduction and practices. Students designed and fabricated the table clamp through the PBL approach, evidenced through the feedback received against the course design and delivery effectiveness. By applying PBL techniques for the Manufacturing Technology laboratory course, students acquired new knowledge, complex problemsolving, communication, and higher-order thinking skills. The whole exercise also enabled the course instructor to achieve program outcomes 3, 4, and 5.


Keywords

Project-Based Learning, Outcome-Based Education System, Curriculum-Based, Complex Problem-Solving, Higher-Order Thinking Skill.
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  • To Enhance Student Knowledge and Skills in Manufacturing Technology Laboratory through PBL and OBE

Abstract Views: 200  |  PDF Views: 80

Authors

Vinod Kumar V. Meti
Automation and Robotics Department, KLE Technological University, Hubballi, Karnataka, India
Girish Karikatti
Automation and Robotics Department, KLE Technological University, Hubballi, Karnataka, India
Amit Talli
Automation and Robotics Department, KLE Technological University, Hubballi, Karnataka, India
A. C. Giriyapur
Automation and Robotics Department, KLE Technological University, Hubballi, Karnataka, India
Siddhalingeshwar I. G.
School of Mechanical Engineering, KLE Technological University, Hubballi, Karnataka, India

Abstract


The development of modern technology in engineering education inspires students to acquire new knowledge and skills to understand the course better. The current teaching is derived from the conventional teaching methods with innovations and advanced technology-enabled techniques. Projectbased learning (PBL) is a technique to solve challenging authentic, curriculum-based, and interdisciplinary problems. The PBL determines the effectiveness of learning for both teachers and students. The Outcome-Based Education system (OBE) is a student-centric teaching and learning methodology in which the course delivery and assessment are planned to achieve stated objectives and outcomes. This paper attempts to develop the course content, delivery, and evaluation through an OBE and validate the Manufacturing Technology laboratory course's effectiveness using a PBL approach.

The experiments and course projects are designed and delivered to design and fabricate a table clamp at the end of the course, demonstrating thorough, indepth knowledge about the course acquired through conduction and practices. Students designed and fabricated the table clamp through the PBL approach, evidenced through the feedback received against the course design and delivery effectiveness. By applying PBL techniques for the Manufacturing Technology laboratory course, students acquired new knowledge, complex problemsolving, communication, and higher-order thinking skills. The whole exercise also enabled the course instructor to achieve program outcomes 3, 4, and 5.


Keywords


Project-Based Learning, Outcome-Based Education System, Curriculum-Based, Complex Problem-Solving, Higher-Order Thinking Skill.

References





DOI: https://doi.org/10.16920/jeet%2F2021%2Fv35i1%2F152658