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Sujatha, C.
- Curriculum Design: An Experience in Principles of Complier Design Course
Authors
1 Dept. of Computer Science and Engineering, B.V.B. College of Engineering and Technology, Hubli, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 28, No Spl Iss (2015), Pagination: 212-216Abstract
Curriculum design is a challenging process which includes content design, delivery of course, learning and assessment methods based on the need of different stakeholders. The content design is a process of collecting, organizing and sequencing the lessons or content to study the course in orderly manner. It should recognize students as an active partner in their learning process. Generally it is concerned with reviewing, planning, developing, implementing and maintaining of course content design, delivery of course and assessment with high level commitment towards the curriculum by stakeholders. In this paper we present our experience in the content development, delivery and assesment of the Principles of Compiler Design (PCD) course.Keywords
Compiler, Curriculum, Content Design, Analysis Phase, Moodle Assessment Tool.
- An Experiential Learning in Web Technology Course
Authors
1 Dept. of Computer Science and Engineering, B.V. Bhoomaraddi College of Engineering and Technology, Hubballi, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 29, No 3 (2016), Pagination:Abstract
Web Technology is the development of the mechanism that allows two of more computer devices to communicate over a network. To understand such a complex system there is a need of experiential learning. Authors adopted an "Experiential learning" for teaching the web technology course.Teaching with a hands-on session where the teacher explains the concepts with demonstration and students simultaneously practice& also modify the fields to observe the change. After the end of chapter the students learning is verified by giving the structured enquiry category assignments and are evaluated. At the end of delivery of course i,e one month before the term end the collective learning is verified through the course project. Two course projects are carried out by the students as a team of two. One is the intranet project, where student understands how to connect and work in a local area network and the other is internet project, where student learns how to host a website globally. In both the projects students worked on LINUX platform with LAMP as a framework and developed web apps using HTML5, CSS 3, JQuery, PHP and SQL.
The experiential learning enhanced the student's domain knowledge of Linux architecture, computer networks, and web and database servers applying in real time scenarios. Finally we conclude such practical/programming oriented courses should be designed as hands-on lab courses.
Keywords
Experiential Learning, Intranet, Internet, Three Tier Architecture, Projects.- An Experiential Learning in Web Technology Course
Authors
1 Dept. of Computer Science and Engineering, B.V. Bhoomaraddi College of Engineering and Technology, Hubballi, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
Web Technology is the development of the mechanism that allows two of more computer devices to communicate over a network. To understand such a complex system there is a need of experiential learning. Authors adopted an "Experiential learning" for teaching the web technology course.Teaching with a hands-on session where the teacher explains the concepts with demonstration and students simultaneously practice& also modify the fields to observe the change. After the end of chapter the students learning is verified by giving the structured enquiry category assignments and are evaluated. At the end of delivery of course i,e one month before the term end the collective learning is verified through the course project. Two course projects are carried out by the students as a team of two. One is the intranet project, where student understands how to connect and work in a local area network and the other is internet project, where student learns how to host a website globally. In both the projects students worked on LINUX platform with LAMP as a framework and developed web apps using HTML5, CSS 3, JQuery, PHP and SQL.
The experiential learning enhanced the student's domain knowledge of Linux architecture, computer networks, and web and database servers applying in real time scenarios. Finally we conclude such practical/programming oriented courses should be designed as hands-on lab courses.
Keywords
Experiential Learning, Intranet, Internet, Three Tier Architecture, Projects.- An Experiential Learning in Web Technology Course
Authors
1 Dept. of Computer Science and Engineering, B.V. Bhoomaraddi College of Engineering and Technology, Hubballi, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 2 (2016), Pagination: 86-91Abstract
Web Technology is the development of the mechanism that allows two of more computer devices to communicate over a network. To understand such a complex system there is a need of experiential learning. Authors adopted an "Experiential learning" for teaching the web technology course. Teaching with a hands-on session where the teacher explains the concepts with demonstration and students simultaneously practice& also modify the fields to observe the change. After the end of chapter the students learning is verified by giving the structured enquiry category assignments and are evaluated. At the end of delivery of course I,e one month before the term end the collective learning is verified through the course project. Two course projects are carried out by the students as a team of two. One is the intranet project, where student understands how to connect and work in a local area network and the other is internet project, where student learns how to host a website globally. In both the projects students worked on LINUX platform with LAMP as a framework and developed web apps using HTML5, CSS 3, Jquery, PHP and SQL.
The experiential learning enhanced the student's domain knowledge of Linux architecture, computer networks, and web and database servers applying in real time scenarios. Finally we conclude such practical/programming oriented courses should be designed as hands-on lab courses.
Keywords
Experiential Learning, Intranet, Internet, Three Tier Architecture, Projects.References
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- Exploring OOAD Concepts Through Course Projects
Authors
1 B. V. B. College of Engineering and Technology, KLE Technological University, Vidyanagar, Hubli-580 031, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 31, No 1 (2017), Pagination: 30-36Abstract
This paper presents the innovative approach carried out in conducting Object Oriented Analysis and Design (OOAD) lab course for post graduate students. OOAD lab course is designed in such a way that the students will be able to analyze, design and implement the real time problems. The lab course structure involves mainly two parts; in the first part selecting problem, analyzing the requirements and designing the chosen problem. The second part focuses on implementation of the design, completed in previous phase.We discuss the methods of OOAD and applied them for implementing the real world applications. Students have implemented the projects in this lab course through which they have explored the OOAD concepts. Problem selection choice is given to the students. In the first part students have done the design of the chosen problem using OOAD and UML concepts individually. This design is done through Rational ROSE tool. In second part, group of 2 or 3 students have implemented the application using JAVA and My SQL programming language.The outcome of this course, 15 projects like hospital, restaurant, vehicle booking, inventory, hostel and placement management system, etc. have developed by the students. Thus the activity of project development has improved the design, implementation and presentation skills of students. The performances of the students are measured in Continuous Internal Evolution (CIE) and Semester End Exam(SEE).Keywords
OOAD, UML, JAVA, My SQL, Rational ROSE Tool, CLO, CIE, SEE.References
- Blaha M. and Rambaugh J., “Object-Oriented Modeling and Design with UML”, 2nd ed. Pearson education publication, 2008.
- Bahrami A., “Object Oriented System Development using the Unified Modeling Language”, 1ed.,Graw-HillPublishing, 2008.
- S R Balasundaram,”Object Oriented Analysis Learning Tool using Collaborative Learning”, 7th International Conference on Information Technology Based Higher Education and Training, IEEE2006
- Eugenia Fernandez, David MWilliamson, “Using application development”, CIITC4 '03, Proceedings of the 4th conference on information technology curriculum, pp37-40, ACM, 2003
- Sabine Moisan, Jean-Paul Rigault, “Teaching Object-Oriented Modeling and UML to Various Audiences”, MODELS'09 Proceedings of the international conference on Models in Software Engineering, pp40-54, Springer, 2010
- Kyung-Soo Joo, JungWoongWoo. “Development of Object-Oriented Analysis and Design Methodology for Secure Web Applications”, International Journal of Security and its Apllicationa Vol 8,No.1, PP.71-80, 2014
- Scott Johnson, Kristopher Zams,Ritu Banerjee, Robert Ellingson, Travis Dazell, Ryan Langseth and Tyler Mathwich , “A Study in the Analysis, Design and Implementation of an Air Traffic Control Simulation System Using UML”, www.micsymposium.org/mics_2005
- Shruti Pustake, Rajesh Shah, “A Comparative Study of Two Software Development Approaches: Traditional and Object Oriented”, International Journal of Advanced Research in Computer Science and Software Engineering, Volume 5, Issue 5, pp. 1383-1387 May 2015