Journal of Engineering Education Transformations

Lochan Jolly ¹, Arpit Vyas ², Swapnil Raut ², B. K. Mishra ³

Affiliations
1 Dean SSW & Professor, Thakur College of Engineering & Technology, Kandivali, Mumbai, IN
2 Assistant Professor, Thakur College of Engineering & Technology, Kandivali, Mumbai, IN
3 Principal & Professor, Thakur College of Engineering & Technology, Kandivali, Mumbai, IN

Abstract

In the present pandemic condition, challenge as a teacher, is not only to learn new tools for online teaching but also conducting online assessment and to assure that the assessment curves are not flat but shall be a natural response which has bell shaped distribution. We all know the impact of flat evaluation is that the industry will lose trust on the quality of graduate and their knowledge based on marks/grades. This will put the quality of technical education under doubt when high scorers perform poorly in the recruitment process (including job interviews) where students are not even able to pass the basic aptitude clearance test.

Online education may not lack the quality and integrity of face- to-face instruction, but it is easy to cheat in online assessment. So, there is a need to develop some innovative and best practices which will help the sincere students to have academic edge over the insincere students and the students' marks or grades shall be the replica of their intellectual ability. It will enable the deserving students to get their due credits and not bring all at the same level. Current problem of flat evaluation which has become more significant in the current pandemic can be overcome. This is mainly because of online examinations in the home environment. This paper suggests and tests some techniques to remove flatness in evaluation and make it more authentic such as, use of uniqueness and uncertainty in question paper and assessment, conducting multiple activities as part of evaluation, giving weightage to various activities as per the efforts, making assessment a multilevel activity etc. The results show the evaluation curves which were flat when no innovative assessment technique was used for assessment became bell shaped when innovative assessment technique was used. Moreover, it was found to be in alignment with testing based on classroom testing under a proctored environment.

Keywords

Innovation, Evaluation, Assessment, Normal Distribution.

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B. K. Mishra ¹, Lochan Jolly ², Rajni Bahuguna ³

Affiliations
1 Principal, Thakur College of Engineering and Technology, Mumbai, IN
2 Professor, Electronic and Telecommunications Department Thakur College of Engineering and Technology, Mumbai, IN
3 Assistant Professor, H&S Department, Thakur College of Engineering and Technology, Mumbai, IN

Abstract

Student Professional Development is defined as the activities that enable to supplement and complement the curricular or main syllabi activities. These are the very important part and parcel of educational institutions to develop the students‟ personality as well as to strengthen the classroom learning directly or indirectly. Professional development (PD) can be defined in diverse ways and can take many forms. Formal education is classroom education, with nonformal considered as “any organized, systematic, educational activity, carried on outside the framework of the formal system, to provide selected types of learning to a particular subgroup in the population. A problem higher education faculty face is the lack of a framework for holistic student professional development and assessment. Such a framework can serve as a bridge between academic and professional identity development This article presents the framework planned in the institute for professional development of students where the students learn by Informal education by association and affiliation, specifically, “the life-long process by which every person acquires and accumulates knowledge, skills, attitudes, and insights from daily experiences and exposure to the environment. The idea is to facilitate an academic mixed with co-curricular and extra co-curricular culture so that they can participate as effectively . Our mixed-methods study examined the impact of many activities leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights for student PD program evaluation.

Keywords

Educational change, impact evaluation, professional development.

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Lochan Jolly ¹, Sukruti Kaulgud ¹, B. K. Mishra ¹

Affiliations
1 Electronics and Telecommunication Thakur College of Engineering and Technology Mumbai, IN

Abstract

In order to generate future entrepreneurs capable of resolving challenges with the use of technology, institutions must implement programs that foster students' holistic development. To facilitate holistic development of students, NEP 2020 emphasizes on collaboration, communication, research, problem solving, critical thinking, and creativity skills that students need to be successful in today's world. NEP 2020 suggests to introduce blended learning environment which shows students the scientific method that can be applied to everyday life with emphasis on more practical oriented education unlike traditional science and math education. Students will become solution providers if they spend time in laboratories for experimentation and research. According to the current situation, higher and technical education curriculum provide limited time for practical work, and even if a student wishes to work extra during free periods, there are few resources available during working hours because there are very few labs and they are occupied with the regular curriculum conduct. Due to these limitations, students have fewer number of opportunities to discover solutions for real-world issues and applications. Access to the laboratory and laboratory equipment beyond working hours is the need of the hour. This is the reason for developing “Lab in Bag” to provide learning environment beyond working hours. Through these laboratory equipment’s, students will have access to a variety of hardware devices at home to explore and expand their knowledge. This will develop innovation and creativity in them. This philosophy can be achieved with the advantages of miniaturized and low-cost equipment and facilities. The focus of “Lab in Bag” is technical subjects involving hardware Experiments. The expected outcome of this setup is that it will provide students with a flexible platform which gives them opportunities to learn using reliable and economical setups. To measure performance of the “Lab in Bag” devices, experimentation is done using traditional equipment and equipment provided in Lab in Bag. This study explains that results with 0.002% error margin can be achieved with 30MHz-2Channel Oscilloscope and Digital Oscilloscope for Analog and Devices Electronics experiments. It further establishes positive correlation of flexibility, connectivity and reliability with usability. Positive correlation of these parameters shows that students are highly interested in using “Lab in Bag” for continuing research and innovation.

Keywords

Innovation, “Lab in Bag”, experimentation, Analytical Study, Statistical Analysis, Correlation.

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