Journal of Engineering Education Transformations

B. Shraddha ¹, S. Raghavendra ¹, P. Nikita ¹, Nalini Iyer ¹, S. Ajit ¹

Affiliations
1 Department Of Instrumentation Technology, B. V. Bhoomaraddi College of Engineering and Technology, Hubli, Karnataka, IN

Abstract

Today's world has graduated engineers in large number with good knowledge of fundamental engineering science but engineers lacks ability to apply that in practice with real time problems. One major reason for this may be that our students are exam oriented. Our emphasis must be on "what is learnt" rather than "what is taught" in class. Faculty should transform themselves from teacher to facilitator. Conventional transform focuses much on engineering science and technical courses without providing sufficient integration between these two. As observed, students study different courses as black box without interconnection between them. This paper presents a learning method that effectively integrates Circuit analysis with Signals and Systems Course. Integrated learning motivates the students to put together the knowledge of the different courses studied previously or in the same semester and apply them in real time problems through integrated tutorials. This learning method facilitates 100% involvement of students in group; help them changing their approach towards learning the course and enabling them to understand the importance and application of what they are learning catering to large class room. Findings shows that there was a significant positive difference in students academic achievement and attitude towards learning the subject through this pedagogical activity.

Keywords

Integrated Tutorial, ABET.

Full Text

     

Preeti Pillai ¹, S. Raghavendra ¹, B. Shraddha ¹, P. Nikita ¹, Nalini Iyer ¹

Affiliations
1 Department of Instrumentation Technology, B.V. Bhoomaraddi College of Engineering & Technology, Hubli, Karnataka, IN

Abstract

Teaching large classroom is always a very challenging task for educators. This is due to many difficulties imposed on the teaching-learning process. Digital signal processing (DSP) is now pervasive as it is used in everything from digital photo cameras, MP3 players to automobiles. However many students see DSP as abstract mathematics. This is because of the gap between understanding the mathematical formalism of each concept and being able to make sense of them in practice. Getting students actively participate in learning process and motivating them to fill these gaps is a difficult task [3]. To address this difficulty a "recipe" is suggested i.e. "visualizing" the DSP theory with practical applications like speech processing, image processing and so on will help the students in learning better. Sensory stimulation theory of learning says that majority of knowledge held by adults is through seeing (75%) while hearing is the next (13%) and if multi-senses are stimulated; greater learning because of synergy takes place. This theory encouraged us to develop undergraduate level course activity with the applications of audio processing. In this way students are able to see the results of audio processing in MATLAB plots and analyze the results by varying few design parameters. Thus DSP related theoretical concepts will be studied not just as mathematical abstracts but as a useful tools having sense in real world.

Keywords

Signal Processing, Filters, Order, ABET, Program outcomes, SEE.

Full Text

     

Shivashankar Huddar ¹, Prashant Achari ¹, Sanjay Eligar ¹, Uma Mudenagudi ¹, Nalini Iyer ¹, A. B. Raju ¹, Arun Giriyapur ¹, B. B. Kotturshettar ¹, Nitin Kulkarni ¹, Ashok Shettar ¹

Affiliations
1 B.V. B College Of Engineering And Technology, Hubli, Karnataka 580031, IN

Abstract

This paper discusses enhancement in development of project-based 'product design and realization (PDR)' course for undergraduate students. The course offered at an early stage of the curriculum is aimed at providing engineering design and product realization skills to the students. Creating an appropriate learning experience in product design is challenging owing to its multidisciplinary nature. An innovative multidisciplinary design-to-realization approach is adopted in this course and student teams are required to design and build working prototypes for predefi ned products. This course brings a new perspective to the multidisciplinary approach to teaching product design. Introduction of project based design experience at an early level provides students with an opportunity to develop capabilities to design complex systems in the future. PDR (a 3 credit course) introduced to electrical and mechanical sciences students (EC, EE, IT, IP, A&R, ME) at fourth semester (2nd year) level of engineering in BVBCET, Hubli. The implementation of course is analyzed with respect to attainment of the outcomes (ABET a-k). Also to illustrate the success of the course, the work of students in the form of Product at the end of course is included in results for validation.

Keywords

Design, Electrical and Mechanical Sciences, Outcomes (ABETa-k).

Full Text

     

Shivaprasad Mukhandmath ¹, Shivashankar Huddar ², Rajashekhar Savadi ¹, Gopalkrishna Joshi ³, B. B. Kotturshettar ¹, Nalini Iyer ², Ashok Shettar ⁴

Affiliations
1 School of Mechanical Engineering, KLE Technological University, Hubballi - 580031, Karnataka, IN
2 School of Electronics and Communication Engineering, KLE Technological University, Hubballi - 580031, Karnataka, IN
3 Centre for Engineering Education & Research (CEER), KLE Technological University, Hubballi - 580031, Karnataka, IN
4 KLE Technological University, Hubballi, 580031, Karnataka, IN

Abstract

In recent years design thinking has taken center stage in the engineering curriculum. The driving force being the society and industries who need graduate engineers who can design, innovative, and creative products to help solve the real-world problems. The current paper discusses the experiences of a systematic approach in defining, teaching, and assessing the engineering design process to freshman engineering students at KLE Technological University (KLETU). The paper begins by defining 'design thinking' followed by briefly reviewing the role of engineering design and its importance in the engineering curriculum. Design is hard to learn but hardest to teach. Efforts have been made, in this work, to bring in the perspective of the pedagogy of activity-based teaching and its challenges and opportunities in teaching engineering design process at the freshman engineering level. This pedagogical approach, for freshman level, resulted in enhanced students learning.

Keywords

Design, Freshman Engineering, Activity, Learning.

Full Text

     

Uma Mudenagudi ¹, Ujwala Patil ¹, Suneeta Budihal ¹, Ramesh Ashok Tabib ¹, M. Shruti ¹, C. Satish ¹, Nalini Iyer ¹, Ashok Shettar ¹

Affiliations
1 KLE Technological University, Vidyanagar, Hubballi - 580031, IN

Abstract

In this paper, we share our experience of introducing data analytics and visualization for students of electrical sciences through Machine Learning course. Typically, electrical science students face challenges in handling and visualizing huge data and its analysis as there is a limited scope in the curriculum. During the discussion with research and development centers of different industries and institutes we found the gap in curriculum, and towards this, we designed the Machine Learning course to introduce data analytics and visualization, and state of art machine learning tool for students of electrical sciences. The course is designed with different levels of exercises and activities to support their learning. Exercises were designed to support conceptual learning and were extended as activities towards solving a given problem. The course project was designed as an extended activity considering problems from online challenges and contests/hackathon towards enhancing their learning beyond the curriculum. The outcome of the course was motivating as industry people appreciated the learning through evaluation.

Keywords

Machine Learning, Visualization, Hackathon, Activities, Online Challenges.

Full Text

     

Suneeta Budihal ¹, Minal Salunke ², Bhagyashree Kinnal ¹, Nalini Iyer ¹

Affiliations
1 School of ECE, KLE Technological University, Hubballi, IN
2 Department of ENE, KLE Technological University, Hubballi, IN

Abstract

The paper presents the restructuring of course design and delivery, to attain the enhanced learning in Digital Circuits course through pedagogic practices and hands on experience in laboratory. The objective of the paper is to enhance the understanding of the course beyond the class room teaching. The traditional approach of course design, course delivery and course assessment provide less scope for better learning of courses. To address the limitations of traditional approaches, an Outcome Based Education (OBE) proposes many pedagogical practices. The paper proposes a framework to restructure the Digital Circuits course w.r.t.. to content delivery in the class, course projects and the reframing the laboratory experiments. The contents delivery is supported by expert lecture through videos, course project is aided by concept/prototype development and the lab is formulated to exercise multiple problems on a single topic. The students' attainment is measured and analyzed through examination results and feedback. The technical and professional outcomes are achieved through the proposed framework.

Keywords

Digital Circuits, Alternate Design, OBE, Course Design, Course Project, Simulation.

Full Text