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- M. Kaushik
- Satish Chikkamath
- B. H. Shraddha
- M. Subhas
- P. Nikita
- P. Preeti
- K. Bhagyashree
- R. M. Shet
- P. Jyoti
- Nagaraj Vannal
- K. Shamshuddin
- Diwakar Kulkarni
- B. Shraddha
- S. Raghavendra
- Preeti Pillai
- P. C. Nissimagoudar
- Venkatesh R. Mane
- S. Ramakrishna
- M. R. Kiran
- K. M. Uma
- A. B. Raju
- Anisha W. Joseph
- K. Hemanthraj
- B. L. Desai
- Ashok Shettar
- C. D. Kerur
- Venkatesh Mane
- Sanjay Eligar
- Anil Badiger
- Anisha Joseph
- H. M. Gireesha
- Ramakrishna Joshi
- J. Anisha
- Diwakarkulkarni
- Prabha C. Nissimagoudar
- S. J. Ramakrishna
- Anupkumar Patil
- Heera G. Wali
- Ujwala Patil
- Preeti S. Pillai
- Shraddha B. Hiremath
- Raghavendra M. Shet
- Rohit K.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Iyer, Nalini C.
- Cognitive Based Course Activity:An Opportunity to Enhance Deficient Skills
Abstract Views :191 |
PDF Views:3
Authors
Affiliations
1 Department of Instrumentation Technology, B.V. Bhommaraddi College of Enineering & Technology, Hubli, Karnataka, IN
1 Department of Instrumentation Technology, B.V. Bhommaraddi College of Enineering & Technology, Hubli, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 29, No 3 (2016), Pagination: 55-60Abstract
The proposal describes about a course activity designed for sixth semester students of Instrumentation Technology for the course Process Control and Automation. As the activity demands technical, writing and oral presentation skills, students were accordingly grouped based on their capabilities they possess which in turn helps to enhance the other skills they lack. The activity designed focuses on identification and study of programmable logic controllers (PLCs) required in the field of automation, deployment of automation concepts for development of ptototypes and usage of virtual instrumentation tool for implementation of controller principles. This activity has positive effect on personal and interpersonal development of students as well between peer communities. Progress justification can be made by mapping the performance indicators formed for the evaluation of activity with the attainment of program outcomes.Keywords
Niddhyaasana, Manana, Adhyayana, Program Outcomes, PLCs.
- Model Based Learning of Linear Integrated Circuit Course: A Practical Approach
Abstract Views :178 |
PDF Views:3
Authors
B. H. Shraddha
1,
M. Subhas
1,
P. Nikita
1,
P. Preeti
1,
K. Bhagyashree
1,
R. M. Shet
1,
P. Jyoti
1,
Nalini C. Iyer
1
Affiliations
1 Department of Instrumentation Technology, B.V. Bhoomaraddi College of Engineering & Technology, Hubli, Karnataka, IN
1 Department of Instrumentation Technology, B.V. Bhoomaraddi College of Engineering & Technology, Hubli, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
Transmission of knowledge present in the information by teachers does not guarantee an effective understanding of the student in a large class room which has been a greatest challenge. Linear integrated circuit (LIC) is analysis of solid state analog and digital devices which is characterized by infinite and finite number of possible operating states respectively. Integrated circuits play an important role in electronics. As a felicitator we have to strengthen the theoretical concepts by providing the platform for the students to model, analyze and design various applications using integrated circuits. At undergraduate level, for a large class room it is a great challenge to impart this knowledge. In this paper an activity is discussed which enhances the interest of the students towards the course and depth of gaining knowledge. An effective activity called self study component was introduced at the 4th semester level for developing the model to cater real time signal acquiring and monitoring the physical parameters. This course encouraged us to develop undergraduate level activity with the applications of data acquisition models. Findings showed that there was a significant positive difference in student's academic achievement and attitude towards learning the subject through the activity.Keywords
Self Study Component, ABET, Linear Integrated Circuits, Program Outcomes, SEE.- Theme Based Course Projects for Digital Electronics Course
Abstract Views :185 |
PDF Views:3
Authors
Affiliations
1 Department of Instrumentation Technology, B V B College of Engineering & Technology, Hubli, Karnataka, IN
1 Department of Instrumentation Technology, B V B College of Engineering & Technology, Hubli, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
All most all modern electronics devices such as smart phones and laptops depend on concepts derived from digital electronics. In fact, most electronics about the industry and in home depend on digital electronics to work. To consider for forth coming semesters digital electronics course is prerequisite for the courses such as Digital system design using Verilog, mini projects, ARM Controller (3rd year), VLSI Design and Capstone project (4th year). And it plays very vital role in placement activities and competitive exams. To make this course more interesting and to increase the level of understating we designed the course project keeping automotive as the theme which indeed helped the students to understand the application point of view of the concepts studied in the course. We are presenting the Course projects designed, effectiveness of the Course Project on Final results and attainment of the program outcomes with different levels of competency for the Digital Electronics course in the 2nd year UG Engineering.Keywords
ABET, Program Outcomes, Bloom's Taxonomy, Digital Electronics, Course Project, Automotive Electronics.- Spiral Course Activity to Strengthen Process Automation
Abstract Views :163 |
PDF Views:1
Authors
M. Kaushik
1,
Nalini C. Iyer
1
Affiliations
1 Department of Instrumentation Technology, B.V. Bhommaraddi College of Enineering & Technology, Hubli, Karnataka, IN
1 Department of Instrumentation Technology, B.V. Bhommaraddi College of Enineering & Technology, Hubli, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
The proposal describes about a course activity designed for fifth semester students of Instrumentation Technology for the course Process Instrumentation. The quantifiable short term outcome of the acitivity is to propose a sensor model with new operating principle. Student undergoes phases of field exercise, lab experimentation, literature survey that helps in proposing a sensor model. Course activity has been designed to address exploratory learning, better communication skills and industrial perspective of the course. Thus strengthening Process Automation vertical at program level. This progress justification can be made by mapping the rubrics formed for the evaluation of activity with the attainment of program outcomes.Keywords
Field Exercise, Sensor Modelling, Process Automation.- Active Learning in Electronic Measurements and Instrumentation Course through Hands-On
Abstract Views :215 |
PDF Views:3
Authors
Affiliations
1 Department of Instrumentation Technology, B.V. Bhommaraddi College of Engineering & Technology, Hubli, Karnataka, IN
1 Department of Instrumentation Technology, B.V. Bhommaraddi College of Engineering & Technology, Hubli, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
Electronic Measurements and Instrumentation involves with the measurement of various parameters related to the operation and use of electronic instruments. Measurements play a very important role in all engineering field. As a facilitator we have to strengthen the theoretical concepts by providing a platform for the students to analyze and design various instruments used for measurements. To improve the knowledge of measurements, analyzing and designing is the greatest challenge at the undergraduate level. This paper discusses implementation assignment as an activity introduced in this course to enhance the interest of the students. The purpose of introducing this activity was to correlate the theoretical concepts taught in the class with the hands-on experience. The details of the Implementation Assignment are also presented. The outcomes of the activity facilitates in terms of academic performance along with exploratory learning approach and presentation skills.Keywords
Implementation Assignment, Measurements, Program Outcomes.- Prototype Implementation: An Effective Learning Method in Process Automation
Abstract Views :174 |
PDF Views:0
Authors
Affiliations
1 Department of Instrumentation Technology B V Bhoomaraddi College of Engineering and Technology, Hubli, Karnataka, IN
1 Department of Instrumentation Technology B V Bhoomaraddi College of Engineering and Technology, Hubli, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 28, No 2&3 (2015), Pagination: 45-50Abstract
This paper presents the details of a course activity designed and implemented for the course in Process Automation at undergraduate engineering program in Instrumentation to augment the theoretical concepts. The course activity focuses on integrating basic process devices with plant for automation by developing an industry-like prototype module. The details of the course activity phases are also presented. The outcomes of the activity facilitates in terms of academic performance along with exploratory learning attitude and presentation skills.Keywords
ABET, Program Outcomes, Bloom’s Taxonomy, Course Project, PLC.- A Virtual Industry Platform for Course Projects in Automotive Electronics : A Case Study
Abstract Views :238 |
PDF Views:0
Authors
P. C. Nissimagoudar
1,
Venkatesh R. Mane
1,
Nalini C. Iyer
1,
S. Ramakrishna
1,
M. R. Kiran
1,
K. M. Uma
1,
A. B. Raju
1,
Anisha W. Joseph
1,
K. Hemanthraj
1,
B. L. Desai
1,
Ashok Shettar
1
Affiliations
1 B.V. Bhoomaraddi College of Engineering and Technology, Hubli, IN
1 B.V. Bhoomaraddi College of Engineering and Technology, Hubli, IN
Source
Journal of Engineering Education Transformations, Vol 28, No 2&3 (2015), Pagination: 145-152Abstract
This paper presents the details of hands on course instruction attempted for the undergraduate programme for automotive electronics course in electrical sciences using virtual industry platform. The design of an Electronic Control Unit for an integrated engine and safety management system developed as part of course project on Automotive Electronics at the undergraduate level in Engineering in the multidisciplinary electrical sciences is proposed. The paper also proposes a course delivery mechanism model based on learn-by-doing approach to incorporate a practical hands-on on the design and validation of automotive control systems to enhance the specifi c learning outcome during the course delivery. The details of a virtual industry platform adopted for the course delivery to impart a team level project delivery and management experience to both the students and the faculty are presented.Keywords
Automotive Electronics, Course Projects, Integrated Experience, Project Managers, Requirement Document, Sub-Module Design.- An Effective Industry Institute Engagement for Curriculum Design and Delivery:A Success Story
Abstract Views :183 |
PDF Views:2
Authors
Ashok Shettar
1,
B. L. Desai
1,
Nalini C. Iyer
1,
K. M. Uma
1,
A. B. Raju
1,
C. D. Kerur
1,
P. C. Nissimagoudar
1,
Venkatesh Mane
1,
S. Ramakrishna
1,
M. R. Kiran
1,
Sanjay Eligar
1,
Anil Badiger
1,
Anisha Joseph
1
Affiliations
1 B.V. Bhoomaraddi College of Engineering and Technology, Hubli, IN
1 B.V. Bhoomaraddi College of Engineering and Technology, Hubli, IN
Source
Journal of Engineering Education Transformations, Vol 29, No 1 (2015), Pagination: 85-90Abstract
This paper presents details of an industry institute engagement evolved for effectively bridging the gaps & creating readily deployable manpower with the requisite talent and skill set for the automotive industry. The success story presented brings out the details of conceptualization, curriculum design and course delivery model for an interdisciplinary course on automotive electronics at the under graduate engineering program in electrical sciences. Issues of very strong involvement of the industry at different levels of the engagement, including the commitment of the top Management from both sides, and the dedication of the teams involved are discussed. How the faculty from the electronics background have worked together with the faculty from the automobile background to make this successful are brought out. The significant outcomes of this initiative in terms of learning takeaways, improvement in job readiness of the graduates and influence on research initiatives in various relevant domains are presented.Keywords
Industry-Institute Interaction, Automotive Electronics, Course Design, Industry-Specific Skills.- Automotive Electronics:Enhancing the Learning through Integrated Laboratory
Abstract Views :226 |
PDF Views:2
Authors
P. C. Nissimagoudar
1,
Venkatesh Mane
1,
H. M. Gireesha
1,
Ramakrishna Joshi
1,
M. R. Kiran
1,
J. Anisha
1,
Nalini C. Iyer
1,
K. M. Uma
1,
A. B. Raju
1,
B. L. Desai
1
Affiliations
1 Department of Instrumentation Technology, B.V. Bhommaraddi College of Engineering & Technology, Hubali, Karnataka, IN
1 Department of Instrumentation Technology, B.V. Bhommaraddi College of Engineering & Technology, Hubali, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 2 (2016), Pagination: 65-70Abstract
Present days' automotive embedded systems have become multifaceted in nature, and their performance has been enabled by introduction of electronics at all levels of design and manufacturing. The purpose of introducing a course on automotive electronics at under graduate level for the electrical sciences stream was to address the needs of embedded and automotive industries and hence providing the necessary knowledge and skills required for those industries.
This paper discusses the process of mixing cognitive and performance learning objectives into one course; which is realized by integrating laboratory with the theory. The laboratory had a focus of building automotive electronics development and test environment for three main domains of automotive which includes power train, comfort/safety and In-vehicle networking. The paper also discusses about the development of in house experimental trainer modules which demonstrate the entire working of engine management systems.
The laboratory had four different levels of experiments which enabled the students to experience typical automotive embedded system design process. At the same time it is observed that all the levels also address the major three domains of automotive as mentioned earlier. The level one included experiments belonging to automotive sub-systems, demonstration of cut-away modules, level two included model based simulation experiments using MATLAB/SIMULINK &CANalyzer. Level three included experiments on sub module development using sensors, actuators, embedded boards-ARM cortexM3/M4 boards; the last level four was realized through system integration an extended activity which included the integration of sub-modules developed in earlier levels.
The integration of laboratory to the theory course enabled to achieve both technical and professional outcomes of ABET[1]. The outcomes b, c, d, g, i, j, and k were achieved. The paper presents the details of attainment of these outcomes.
Keywords
Automotive Electronics, Integrated Laboratory, Automotive Domains, Experiment Levels, Trainer Module, Extended Activity, ABET Outcomes.References
- Lehtovuori, A.; Honkala, M. ;Kettunen,H. ; Leppavirta, Interactive Engagement Methods In Teaching Electrical Engineering Basic Courses. Global Engineering Education Conference (Educon), 2013 IEEE Digital Object Identifier: 10.1109/Educon.2013.6530089 Publication Year: 2013, Page(S): 75–84
- An InnovativeMethod ofTeachingDigital System Design in an Undergraduate Electrical and Computer Engineering Curriculum O. B.Adamo, Student Member, IEEE, P. Guturu, Senior Member, IEEE and M. R. Varanasi, Life Fellow, IEEE Department of Electrical Engineering University of North Texas, Denton, TX 76207, USA
- P.C. Nissimagoudar, V.R.Mane, Kiran M. R, Ramakrishna Joshi,B.L.Desai,NaliniCIyer,Uma M., A.B Raju, C.D. kerure, “Automotive Electronics: Learning Through Real-World Problem-Based Case Studies”, Proceedings of the International Conference on Transformations in Engineering Education, ICTIEE 2014, Springer Publication.
- P.C. Nissimagoudar, V.R.Mane, Kiran M. R, Ramakrishna Joshi,B.L.Desai,NaliniCIyer,Uma M., A.B.Raju, Anisha J., “A Virtual Industry Platform for Course Project In Automotive Electronics: A Case Study”, Journal of Engineering Education Transformations, Volume 28, No2 & 3, Oct 2015 & Jan 2015, ISSN 23492473
- P.C. Nissimagoudar, V.R.Mane, Kiran M. R, Ramakrishna Joshi,B.L.Desai,NaliniCIyer,Uma M., A.B.Raju, Anisha J , An Effective Industry Institute Engagement for Curriculum Design and Delivery:ASuccess Story, Journal of Engineering Education Transformations, Volume 28, No2 & 3, Oct 2015&Jan; 2015, ISSN2349-2473
- http://www.abet.org/special-reports/
- Motoei Azuma, François Coallier, JuanGarbajosa, 'How to Apply the Bloom Taxonomy to Software Engineering', Proceedings of the EleventhAnnual International Workshop on Software Technology and Engineering Practice, 2004
- “Computers as components-Principles of Embedded Computing design”, Wayne Wolf, Second edition, 2010, Elsevier Publications
- Integrated Course projects in Automotive Electronics and RTOS
Abstract Views :221 |
PDF Views:0
Authors
P. C. Nissimagoudar
1,
Venkatesh Mane
1,
Diwakarkulkarni
1,
K. Shamshuddin
1,
H. M. Gireesha
1,
Ramakrishna Joshi
1,
M. R. Kiran
1,
J. Anisha
1,
Nalini C. Iyer
1,
K. M. Uma
1,
A. B. Raju
1,
B. L. Desai
1
Affiliations
1 Department of Instrumentation Technology, B.V. Bhommaraddi College of Engineering & Technology, Hubballi, Karnataka, IN
1 Department of Instrumentation Technology, B.V. Bhommaraddi College of Engineering & Technology, Hubballi, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 2 (2016), Pagination: 71-78Abstract
It is seen that the number of Electronic Control Units (ECUs) in the automotive has grown significantly in recent years. In today's luxury cars, up to 2500 signals are exchanged by up to 70-80 ECUs. The number communication channels implement required realize such systems is about n2, here n is the number of ECUs in the automobile. This complexity requires the use of communication networks between them and to manage the functionality of these ECUs the Real-Time Operating Systems (RTOS) is used. This real world scenario has motivated us to give the hands on experience to students by introducing integrated course projects, which includes the use of Real-Time Operating Systems (RTOS) in automotive embedded systems. This activity also involves creating an industry like environment for execution of the project. Deployment of more advanced control strategies and integration of sub modules were the major technical outcomes of the activity.
For executing this activity, the problem statement given was divided into sub-problems and each sub problem is converted to sub module/ECU depicting the industry scenario. The concepts of automotive embedded systems were used during sub module development and during integration the concepts of RTOS were used. The activity provided the method and tool to facilitate the integration of different electronic subsystems coming from various suppliers.
The activity created the feel of real world industry environment amongst the students and enabled to achieve various technical and professional outcomes of ABET. The processes of achieving these outcomes are discussed.
Keywords
Integrated Course Projects, Automotive Electronics, RTOS, ECU, ABET Outcomes.References
- Lehtovuori, A.;Honkala, M. ;Kettunen,H. ; Leppavirta, Interactive Engagement Methods In Teaching Electrical Engineering Basic Courses. Global Engineering Education Conference (Educon), 2013 IEEE Digital Object Identifier: 10.1109/Educon.2013.6530089 Publication Year: 2013, Page(S): 75 – 84
- An Innovative Method of Teaching Digital System Design in an Undergraduate Electrical and Computer Engineering Curriculum O. B. Adamo, Student Member, IEEE, P. Guturu, Senior Member, IEEE and M. R. Varanasi, Life Fellow, IEEE Department of Electrical Engineering University of North Texas, Denton, TX 76207, USA
- P. C. Nissimagoudar, V.R.Mane, Kiran M. R, Ramakrishna Joshi, B. L. Desai, Nalini C Iyer, Uma M., A.B Raju, C.D. kerure, “Automotive Electronics: Learning Through Real-World Problem-Based Case Studies”, Proceedings of the International Conference on Transformations in Engineering Education,ICTIEE 2014,Springer Publication.
- P. C. Nissimagoudar, V.R.Mane, Kiran M. R, Ramakrishna Joshi, B.L. Desai,Nalini C Iyer, Uma M., A.B.Raju, Anisha J., “A Virtual Industry Platform for Course Project In Automotive Electronics: A Case Study”, Journal of Engineering Education Transformations, Volume 28, No2 & 3, Oct 2015 & Jan 2015, ISSN 2349-2473
- P. C. Nissimagoudar, V.R.Mane, Kiran M. R, Ramakrishna Joshi, B. L. Desai, Nalini C Iyer, Uma M., A.B. Raju, Anisha J , An Effective Industry Institute Engagement for Curriculum Design and Delivery: A Success Story, Journal of Engineering Education Transformations, Volume 28, No2 & 3, Oct 2015&Jan; 2015, ISSN2349-2473
- http://www.abet.org/special-reports/
- Motoei Azuma, François Coallier, Juan Garbajosa, 'How to Apply the Bloom Taxonomy to Software Engineering', Proceedings of the Eleventh Annual International Workshop on Software Technology and Engineering Practice, 2004
- “Computers as components-Principles of Embedded Computing design”, Wayne Wolf, Second edition, 2010, Elsevier Publications
- Educational Framework for Automotive ECU Design:A Case Study
Abstract Views :239 |
PDF Views:4
Authors
Prabha C. Nissimagoudar
1,
Venkatesh Mane
2,
Nalini C. Iyer
2,
Sanjay Eligar
2,
S. J. Ramakrishna
2,
M. R. Kiran
2,
Anupkumar Patil
2,
H. M. Gireesha
2,
K. Shamshuddin
2,
A. B. Raju
2,
K. M. Uma
2,
B. L. Desai
2
Affiliations
1 BVB-Automotive Electronics Group, B.V.B. College of Engineering & Technology, Hubballi, IN
2 BVB-Automotive Electronics Group, B.V.B. College of Engineering & Technology, Hubballi, IN
1 BVB-Automotive Electronics Group, B.V.B. College of Engineering & Technology, Hubballi, IN
2 BVB-Automotive Electronics Group, B.V.B. College of Engineering & Technology, Hubballi, IN
Source
Journal of Engineering Education Transformations, Vol 31, No 2 (2017), Pagination: 48-56Abstract
The development of automotive sub systems involves integration of multiple sub modules. Each sub system involves more than one sub component, with possible dependencies between components. The electronic sub systems, usually known as electronic control units(ECUs) are the integrated parts of modern automotives. The development of suchmodules requires the knowledge belonging to diverse engineering domains and also an ability to work in multi disciplinary environment. This paper discusses about an activity attempted for the course on automotive electronics for the third year engineering students of circuit branches. The activity involves providing an experience of development of ECUs which in turn provides an opportunity of getting exposed to industrial environment. An automotive electronics, a core course taught for the students of circuit branches is mainly application oriented involving system level concepts. The course was introduced to cater to the needs of automotive industries. The concepts of entire course can be divided into five main domains; power train, safety systems, body, driver assistance and infotainment systems. Accordingly to complement the learning it was decided to introduce an extended activity in the form of course projects wherein the theme was to develop electronic control units (ECUs) for every domain. An ECU of an automotive has multiple functionalities, each representing a sub-module of a bigger system. The integration of sub-modules to realize a specific ECU was major objective of the activity. The sub-module development involves modelling, hardware/software development and communication protocol implantation. To impart the industry like working culture amongst students, every sub-module belonging to specific ECU was assigned to the students of different department. Sub modules were developed independently by specialized dedicated team of a particular department and were integrated to demonstrate a final ECU by different department teams. The Prototype models with an option of testing on a test vehicle were the results of this activity. The student learning was measured in terms of their ability to work in a team, project management skills and their technical competencies to develop sub-modules and integration of sub modules. The outcomes are also discussed with respect to students placements in automotive industries and attainment of ABET outcomes.Keywords
Automotive Electronics, Sub Module, Integration, ECU Design.References
- Lehtovuori, A. ; Honkala, M. ; Kettunen,H. ; Leppavirta, Interactive Engagement Methods In Teaching Electrical Engineering Basic Courses. Global Engineering Education Conference (Educon), 2013 IEEE Digital Object Identifier: 10.1109/Educon.2013.6530089 Publication Year: 2013, Page(S): 75 – 84
- An Innovative Method of Teaching Digital System Design in an Undergraduate Electrical and Computer Engineering Curriculum O. B. Adamo, Student Member, IEEE, P. Guturu, Senior Member, IEEE and M. R. Varanasi, Life Fellow, IEEE Department of Electrical Engineering University of North Texas, Denton, TX 76207, USA Jennifer M. Case , Gregory Light, 'Emerging Methodologies in Engineering Education Research' Journal of Engineering Education January 2011, Vol. 100, No. 1, pp. 186–210
- Edward F. Redish, Karl A. Smithg 'Looking Beyond Content: Skill Development For Engineers' unpublished
- http://www.abet.org/special-reports/
- Motoei Azuma, François Coallier, Juan Garbajosa, 'How to Apply the Bloom Taxonomy to Software Engineering', Proceedings of the Eleventh Annual International Workshop on Software Technology and Engineering Practice, 2004
- The University of Wisconsin-Madison http://teachingacademy.wisc.edu/archive/Assist ance/course/blooms.htm
- B.L.Desai, Nalini C Iyer, Uma M., C.D. kerure, P.C.Nissimagoudar, Kiran M. R, Ramakrishna Joshi, V.R.Mane Automotive Electronics: Learning through real-world problem based case studies. ICTIEE2014
- Ashok Shettar, B.L.Desai , Nalini C. Iyer , Uma K. M,A.B.Raju, C.D.Kerur ,P.C.Nissimagoudar, Venkatesh Mane, Ramakrishna S, Kiran M.R, Sanjay Eligar ,An Effective Industry Institute Engagement for Curriculum Design and Delivery: A Success Story, ICTIEE2015
- P.C.Niss imagoudar, Venkatesh Mane, Ramakrishna J, KiranMR,Anisha J, Gireesha H M., Nalini C. Iyer, Uma M,A.B.Raju, B.L.Desai Automotive Electronics: Enhancing the learning through integrated laboratory. ICTIEE2016
- Cut-Section Modules to Enhance the learning of Automotive Electronic Course
Abstract Views :173 |
PDF Views:4
Authors
Affiliations
1 School of Electronics Engineering, KLE Technological University, Hubballi, IN
1 School of Electronics Engineering, KLE Technological University, Hubballi, IN
Source
Journal of Engineering Education Transformations, Vol 31, No 3 (2018), Pagination: 102-108Abstract
Automotive industry has grown significantly in the recent years and the expectations froman undergraduate are peaking up day by day.The automotive industry giants like Robert Bosch, KPIT, Mercedes Benz want industry ready graduates to put them on the project directly without spending much time on the OJTs(on job trainings). This would greatly reduce the time to market their products. The automotive industry is looking for the skilled engineers having strong knowledge of Automotive Systems along with electronics background.
To address the industry needs stated above, at a institute level every student undergo automotive electronics theory course as a part of the curriculum during sixth semester but this does not completely fills the gap because students of electrical stream students have very little knowledge of automotive subsystem except very few basic parts but if students of electrical science has to apply electronics or build any system, they should have thorough knowledge of mechanical parts of the automotive systems. In order to fulfil this gap students are exposed to cut section modules in the automotive electronics lab and this exposure definitely helped the students in understanding and enhances the learning of the automotive electronics course.This indirectly boosted the placement count.
Keywords
Cut-Section Modules, Industry-Specific Skills, Automotive Electronics, Industry-Institute Engagement.- Practicing Model Based Design and Industrial Approach for a Course on Automotive Electronics
Abstract Views :133 |
PDF Views:4
Authors
Affiliations
1 School of Electronics and Communication Engineering, KLE Technological University, IN
1 School of Electronics and Communication Engineering, KLE Technological University, IN
Source
Journal of Engineering Education Transformations, Vol 31, No 3 (2018), Pagination: 206-214Abstract
Automotive electronics is a course which is highly multidisciplinary and application oriented which requires the knowledge of various engineering domains.At our organization this course is introduced to the students of third year belonging circuits branches to cater to the needs of automotive industry. In automotive industry various product development models are followed and V design model is most common amongst them. As a part of V design model, model based design approach (MBD) is usually followed prototype development. As MBD provides a rapid prototyping method of the product under design it is very much popular in automotive industries. The same method with the integration of industrial approach is practiced for teaching a course on automotive electronics.Model based design approach includes using models as components for prototyping and most commonly used tools for such kind of design are MATLAB/SIMULINK or lab view. In this paper we discuss about adapting model based design approach using SIMULINK at various levels to teach a course on automotive electronics. MBD approach is used in teaching theory concepts, in laboratory exercises from simple simulation to porting the models to hardware and lastly in course projects. Course project development also involved virtual industry environment along with MBD. The approach helped the students learn and develop technical and professional competencies, industry specific skills and also prepare graduates to be industry ready. The student learning was measured in terms of their ability to work in a team, project management skills and their technical competencies to develop sub-modules and integration of sub modules. The outcomes are also discussed with respect to students placements in automotive industries and attainment of ABET outcomes.Keywords
Model Based Design, Automotive Electronics, Industrial Approach.- Experiential Learning Framework for Signals and Systems: An Attempt Towards Reaching Higher Levels of Cognition
Abstract Views :210 |
PDF Views:116
Authors
Ujwala Patil
1,
Preeti S. Pillai
1,
Shraddha B. Hiremath
1,
Raghavendra M. Shet
1,
Rohit K.
1,
Nalini C. Iyer
1
Affiliations
1 K.L.E. Technological University, Vidya Nagar, Hubballi-580031, IN
1 K.L.E. Technological University, Vidya Nagar, Hubballi-580031, IN
Source
Journal of Engineering Education Transformations, Vol 34, No SP ICTIEE (2021), Pagination: 659-665Abstract
In this paper, we propose an experiential learning module for the course Signals and Systems (SNS). This course is designed in the second year of the Electronics and Communication Engineering stream and challenging course as it demands a higher level of cognition skills. Experiential learning is a series of activities that allow students to be actively involved in ensuring learning. The experiential learning module enhances the problemsolving skills towards reaching higher levels of cognition, moving from the lower levels of remembering, understanding. Typically, the conventional modes are teacher-centric, visual learners and sequential learners find challenges in stimulating their cognition skills. Towards this, we design an experiential learning framework with two techniques: Concept inventory and SNS with Python to facilitate sequential learners and visual learners respectively. The challenges associated with the deployment of our framework are time and resource management. The proposed framework facilitates achieving a higher level of cognitive skills; also the introduction of the simulating tool ensures the conceptual learning of the course beyond classroom learning.Keywords
Cognition Skills, Concept Inventory, Python, Sequential Learners, Visual Learners.Full Text