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Vijayalakshmi, M.
- Attaining Computer Network Course Outcomes through Activities and Statistical Analysis of Simulation Results using SPSS Tool
Authors
1 Department of Compter Science and Engineering, B. V. Bhoomaraddi College of Engineering and technology, Hubli-580031, IN
Source
Journal of Engineering Education Transformations, Vol 28, No Spl Iss (2015), Pagination: 232-237Abstract
One of the important aspects of the outcome based Education (OBE) is the assessment of course outcomes (CO). As we have adopted the OBE framework for our programme. we have integrated the theory and laboratory course and conducted activities to achieve the course outcome of Computer Network course. As we know the tollgate courses have multiple prerequisite courses and to attain the course outcome the learning of these prerequisite courses can be applied in this course. The union of the attainment of the outcome sets of all the tollgate courses can be viewed as program outcome attainment. Fundamentally any tollgate course is progressive in the attainment of the outcomes. A Computer Network is one such toll gate course for computer science and engineering programme positioned during the sixth semester. The concepts of basic subjects like data structures, algorithms, object oriented programming, operating system are prerequisites which are used to solve a large problem.
The authors have attempted to measure the outcomes of this tollgate course through theory and laboratory activities. One activity on the client server computational overview was tried to address the issues related to fault tolerant systems. Other activity defined to understand the network behavior for given parameters to apply the statistical techniques for the simulated results.
Keywords
Tollgate, OBE, CO, Newark, Statistics.
- Flipped Classroom: An Efficient Pedagogical Tool to Teach a Course for Final Year Computer Science and Engineering Graduate Students
Authors
1 Dept. of Computer Science and Engineering, B.V.B. College of Engineering and Technology, Hubli, IN
Source
Journal of Engineering Education Transformations, Vol 28, No Spl Iss (2015), Pagination: 306-310Abstract
New directions are brought into teaching-learning process due to the recent advances in technology and change of students learning styles. As there is increasing in tuition costs and need of time management created space for online courses and flipped classrooms in the education system. Main challenge in teaching a course for Final year is, motivating all students to attend classes regularly and participate in the discussion. As they will be busy with placement activities, project development and training in industries, faculty need to use the class time, efficiently and deliver required course contents to the students. A new pedagogical tool flipped classroom is adopted to address these issues, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. It represents a unique combinations of learning theories to teach a course. In this paper authors present a comprehensive method of using flipped classroom to teach a Distributed Computing System to final year Computer Science and Engineering graduate students. This paper focuses on type of in-class and out-of-class activities, the measures used to evaluate different activities and methodological characteristics for each activity defined for the course. Result of students' feedback talks about the positive aspect of the framework adopted.Keywords
Flipped Classroom, Learning Styles, In-Class, Teaching-Learning, Out-of-Class, Activity.- Collaborative Experiential Learning Model
Authors
1 KLE Technological University, Hubballi, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
An entrant to engineering has to undergo many fundamental courses in the first year of curriculum. Basic electrical engineering is one amongst these courses. The traditional way of teaching the course was teacher-centric and aid used for teaching was chalk and talk. Less emphasis was given for student interaction. Traditional style of teaching rarely gives students the opportunity to apply their newfound knowledge to actual situations, resulting in a serious time lag between students learning and applying new knowledge. As a result many students have trouble determining the relevance of what they are being taught, and thus lacking any obvious need to learn and fail to engage in the learning process. To provide an opportunity for collaborative experiential learning to reinforce the theoretical concepts imbibed in students we proposed a model on collaborative experiential learning which concentrates on the beginning of instruction referring to Fink's Model containing Knowledge of subject matter, Design of Course, Teacher-student interaction and Course management. In particular, the "Teacher-student interaction" is adopted which is an umbrella term that refers to all the different ways teachers interact with their students. For better interfacing, Kolb's experiential learning theory based on a four-stage learning cycle is applied. In addition to the above interaction in teaching learning process learning style of an individual is important to undergo different learning cycle. The three main types of learning styles are, auditory, visual, and kinesthetic. Whenever the task is given for an individual the above learning styles can be adopted, meanwhile if the task is for a team with different learning style of a student then we need to focus on style of learning. The three styles of learning are active learning, cooperative learning and problem based learning. The proposed model is applied to the course on Fundamentals of Electrical Engineering, Apart from the regular classroom teaching we used principles of instruction to select, plan and develop an activity based on Industry visit to enhance students learning. To realize the impact of learning happened through the industry visit pertaining to topics like actuators and/or sensors, the written examination was conducted and feedback at two intervals, before and after the industry visit was taken. Individual question wise inferential statistical analysis using paired t- test was performed and inferred that the activity improved the knowledge and exposure level of a student.Keywords
Experiential Learning, Learning Style, Style of Learning, Statistical Analysis.- Enhancing Teaching and Learning for Basic Electrical Engineering Course Using Simulation as a Tool
Authors
1 KLE Technological University, Hubballi, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
One of the common difficulties faced by an entrant of an undergraduate course studying Electrical Engineering is in understanding the fundamentals of Alternating circuits (a.c.). In order to address the identified difficulty, modern engineering tool was introduced to enhance the learning in a.c. circuits as simulation tool plays an important role within the frame of teaching and learning in education across the world. With the performance of students in continuous internal examination (CIE) being less, there was a need to improvise their understanding the concepts of a.c. circuit, hence this activity was planned and implemented. The activity was initiated with the introduction to Personal computer Simulation Program with Integrated Circuit Emphasis (PSPICE) simulation tool. Simulation tool was applied in designing structured learning experiences and it was targeted to enhance teamwork competencies and understand the fundamentals of a.c. circuits. Students were trained to simulate complete and well-formed circuits which helped their learning environment suitable for supplementing traditional method of chalk and talk instruction. The activity was concluded by a feedback survey to measure the effectiveness of learning through simulation assignment on teaching&learning process in regular curriculum. The response from the students' feedback showed that they were more satisfied with simulation assignment compared to conventional one; it helped them to understand theoretical concepts better. It also showed increased involvement in learning during the activity. The performance in CIE was compared with semester end examination (SEE), and it was found that the students' performance in SEE showed significant improvements in understanding the concepts of a.c. circuits. The work presented in this paper summarizes the effectiveness of simulation package used in enhancing teaching and learning in fundamental course of electrical engineering.Keywords
Simulation, Electrical, Learning, Teaching.- Encourage Research Thinking in Network Domain Using Traffic Analysis Tool
Authors
1 Department of Computer Science and Engineering, B.V.B. College of Engineering and Technology, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 3 (2017), Pagination: 123-129Abstract
Explosive growth of Computer network technologies and use of these technologies have led a new thinking for researcher. In recent days the research focus in network domain is on areas like, Performance measurement of broadband and mobile access networks, Censorship measurement and circumvention, Software-defined networking (SDN), Internet of Things (IoT) security. This has created a challenge to the academicians to make students think towards these research fields and to adopt activity based teaching learning techniques to deliver the basics as well as the advanced concepts of computer network. As most of the students are visual learner teaching computer networking principles can be enhanced using simulation through the use of interactive simulation. With networking simulation tools, students can construct, tune, and analyze network performance while reinforcing their understanding of networking theory.
The course expects the students should have an ability to understand the concepts, design and analyze the performance of the network. Experience of authors says that have an ability to understand the network concepts but they lack in analysis. So authors have put effort to address the lacunae. The activity has been designed by integrating theory and laboratory course on computer network which focuses on network traffic analysis by applying the concepts learnt. Wire Shark traffic analysis tool is used by students to capture the real time data and analyze the data for the selected network protocol. The paper discusses the design, conduction of activity, in computer network course focusing on analysis on network traffic which in turn created a space to think on research related to the network domain. Through this activity we could attain course outcome 3 and Program outcome (PO) 4 and 5 which is more than 80%.
Keywords
Traffic Analysis, WireShark, Research, Network.References
- Thomas Allmer, "Research Design & Data Analysis, Presentation, and Interpretation: Part One The Internet & Surveillance" - Research Paper Series: 2012 (http://www.sns3.uti.at) David R. Surma, "Lab Exercises and Learning Activities for Courses in Computer Networks", 33 ASEE/IEEE Frontiers in Education Conference, November 5-8, 2003, Boulder, CO.
- Jesús Expósito, Valentina Trujillo, and Eric Gamess, "Using Visual Educational Tools for the Teaching and Learning of EIGRP", Proceedings of the World Congress on Engineering and Computer Science 2010 Vol IWCECS 2010, October 20-22, 2010, SanFrancisco, USA"
- GerhardM¨unz,Georg Carle, "Real-timeAnalysis of Flow Data for Network Attack Detection" European research project and partly funded by the European Commission (FP6 IST-2002-002154).
- Network Analysis by NigelTrodd 2005.
- Vijayalakshmi M., Padmashree Desai, Meenaxi M. Raikar, "Packet Tracer Simulation Tool as Pedagogy to Enhance Learning of Computer Network Concepts", IEEE MITE conference 2016.
- http://www.gfi.com/
- http://www.nyu.edu/
- Transition from Conventional to Agile Process Model an Experience Report
Authors
1 Computer Science Engineering Department, B V Bhoomaraddi College of Engineering and Technology, Hubli - 580031, Karnataka, IN