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Kadam, Himani
- Effective Application of One Minute Paper and Muddiest Point Technique to Enhance Students' Active Engagement: A Case Study
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Authors
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1 Mechanical Engineering Dept.,, IN
2 Basic Sciences and Humanities Dept. Cummins College of Engineering for Women, Savitribai Phule Pune University, India., IN
1 Mechanical Engineering Dept.,, IN
2 Basic Sciences and Humanities Dept. Cummins College of Engineering for Women, Savitribai Phule Pune University, India., IN
Source
Journal of Engineering Education Transformations, Vol 36, No 3 (2023), Pagination: 01-10Abstract
Outcome based education involves a student centric approach. Active participation of students in the classroom plays a significant role in the Outcome Based Education model. This paper explains the use of two active learning techniques viz. 1) Muddiest Point Technique 2) One Minute Paper for three courses taught to third year Mechanical Engineering undergraduate program. The Muddiest Point Technique was used for the course Computer Oriented Numerical Methods (CONM) by using Padlet as a tool to record the conceptual difficulties. One Minute Paper (OMP) was applied to the two courses, Analysis and Synthesis of Mechanisms (ASM) using traditional One Minute Paper and to another course namely Automation and Control Engineering (ACE) using goggle form. Students' responses to the survey questionnaire showed that implementation of these techniques improved overall understanding of the course content. It gives students a chance to communicate their conceptual difficulties without any hesitation.Keywords
Active learning, Classroom Assessment Techniques (CAT), Covid-19 Pandemic, Hybrid mode, Muddiest Point Technique, One Minute Paper(OMP).
References
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- Effective Use of Various Active Learning Techniques for the Course Automation and Control Engineering
Abstract Views :66 |
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Authors
Affiliations
1 MKSSS’s Cummins College of Engineering for Women, Pune, IN
1 MKSSS’s Cummins College of Engineering for Women, Pune, IN
Source
Journal of Engineering Education Transformations, Vol 36, No SP (2022), Pagination: 8-17Abstract
Outcome in the traditional setting of chalkboard teaching, students tends to remain in the passive mode and do not actively participate in the teaching and learning process. As a result of this, they may lose interest in the course content and conceptual understanding declines. It directly impacts their performance in the examination. With the use of active learning strategies, the subject teacher plays the role of facilitator and creates a conducive environment for students to actively participate in the teaching learning process. This paper discusses effective use of various active learning techniques implemented for the course of ‘Automation and Control Engineering’ for Third year undergraduate Mechanical Engineering Program at CCEW. Techniques such as expert lecture, open ended assignments, YouTube video for animation were employed for content delivery in theory as well as laboratory sessions. Performance evaluation was carried out by using techniques such as google quizzes and group activity on hydraulic and pneumatic trainer kit. Students' perceptions about the implementation of these active learning techniques are studied and analyzed which are reported in this paper. It is observed that as the results of this implementation students' overall understanding of the course content is enhanced.Keywords
Active Learning, Demo Based Exam, Open Ended Assignment, Oral Exam, Quizzes.References
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- Effective Implementation of Peer Review as an Active Learning Technique to Attain Course Outcome : A Case Study
Abstract Views :56 |
PDF Views:0
Authors
Affiliations
1 MKSSS’s Cummins College of Engineering for Women, Pune, IN
1 MKSSS’s Cummins College of Engineering for Women, Pune, IN
Source
Journal of Engineering Education Transformations, Vol 36, No SP (2022), Pagination: 63-72Abstract
To engage the students actively in large classes is a challenging task. It became tougher especially in the online mode of conduction of lectures, due to the pandemic situation. In the absence of physical classroom interaction, students tend to lose focus and disconnect with the course content. It is observed that implementation of active learning techniques, helps in enhancing students’ engagement. It also appears to be beneficial in improving attainment levels of the course outcomes which is a very important aspect of the outcome based education. This paper discusses Peer Review as an active learning strategy, implemented for the course of Basic Electrical and Electronics Engineering for the first year engineering students. The students were divided into small groups, were asked to solve problems (were given a task based on a course outcome) and were asked to Peer Review the work with the help of assessment rubric provided. Course outcome where Peer Review Technique was implemented is compared with the other course outcomes where this technique was not implemented.Keywords
Active Learning, Peer Review, Course Attainment, Program Outcome, Outcome Based Education.References
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