Journal of Engineering Education Transformations

Prakash Hegade ¹

Affiliations
1 School of Computer Science and Engineering, KLE Technological University, Vidyanagar, Hubballi - 580031, IN

Abstract

Problem Based Learning not only improves problem-solving abilities but also promotes the development of critical thinking skills, involvement in the team, communication skills, comprehending the reflections, and all of the mentioned along with understanding and applying the course content. A considerable number of universities have experimented with variants of problembased learning on a variety of course content delivery. The methodology has its challenges of crafting a good ill-structured problem, delivery techniques, evaluation parameters, scaffolding, etc. The problem-based learning sessions usually require lengthier time due to inherent nature, while most universities have class hour sessions of one to two hours. Also, the problem-based sessions are generally effective in smaller classrooms of strength up to thirty. This paper presents the One-Day Many-Problems approach, a teaching-learning model, which helps to craft questions, facilitate discussions, trigger motivation, provide reflections, and comprehend using scaffolding activities. The sessions are planned to engage the classes in intervals where a chain of sessions sum up to inclusive conclusions - the approach aids in the attainment of expected course learning outcomes with systematic and meticulous planning and execution. The paper further presents a case study of the model applied to an eight-semester course – Model Thinking. The paper discusses the results and ponders over the achievement of course learning outcomes along with general guidelines and learnings. One-Day Many-Problems approach proves to be a beneficial delivery model for a shorter session and larger strength classrooms.

Keywords

Course Learning Outcomes, Model, One-Day Many-Problems, Problem Based Learning.

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Prakash Hegade ¹

Affiliations
1 School of Computer Science and Engineering, KLE Technological University, Hubballi - 580031, IN

Abstract

Requirements engineering is a fundamental and critical part of the software development process as every further step is influenced by it. Requirements engineering refers to the process of defining, documenting, and maintaining the project requirements. Interviews, brainstorming, task analysis, Delphi technique, prototyping, etc. are some of the methods for requirements collections where the stakeholders can be customers, business manuals, standards, existing similar projects, experts, etc. The modern digitized society and rapidly growing start-up culture present several gaps in the current process that needs immediate addressing. This paper breaks down the requirement process, its challenges, into various facets and discusses the methods to cover the existing gaps. Inducing a design aspect with wireframes into requirements that play a vital role, requirements are further drawn from infrastructure, competitor landscape, and culture. We call this 'Design the Requirements' approach. The paper systematically compares and classifies the traditional and our approach for a part of the restaurant application case study. The results show that contemporary projects are complex than what we consider to be and need a broader horizon of rational thought processes. The approach works towards the evolving and multifaceted modern society.

Keywords

Design, Requirements, Wireframes.

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Prakash Hegade ¹, Nirmala Patil ¹, Indira Bidari ¹

Affiliations
1 School of Computer Science and Engineering, KLE Technological University, Hubli-31, IN

Abstract

Along with core courses, an education program is usually designed with discretionary elective courses for professional advancement. It is naturally inherent that most electives' course contents need periodic apprise to persevere to the state-of-art. The pace at which industries adapt to new technologies is considerably rapid as compared to the teaching and learning that happens at the university. However, an elective design needs an equal role and support to be played by the industry and the institute. This paper proposes the design principles for an elective course, which envelopes from curriculum structure to evaluation methodologies. The principles are outlined to cover the design aspects, selection methodologies for the content and course materials, syllabus division to units, course learning outcomes, teaching pedagogy, industry principles, evaluation methodologies, and course learning attainment. Each principle is presented with an objective and deliberation. The intended principles were applied to the design and delivery of an elective – Semantic Web. The course, which was offered with an industry-institute collaboration, was opted by 125 students in the sixth semester. The paper further presents each of the principles as applied and delivered for the semantic web course. The course attainment with respect to course learning outcomes, student elective opt ratio, and the feedback obtained stand in favor of the proposed model. The principles can be applied to design the elective for enhanced learning experiences and make students industry-ready, which is one of the major objectives for introducing the electives.

Keywords

Design, Elective, Industry, Learning Outcomes, Principles.

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Prakash Hegade ¹, Nirmala Patil ¹, Namita Kanthi ¹

Affiliations
1 KLE Technological University, Hubli-31, IN

Abstract

The effective integration strategies of blended learning with traditional, designed a decade ago and proven effective, scalable, and flexible, now put forth several other challenges with delivery and evaluation. Especially for the elective courses, they demand assessments that add value to the course and the student's resume. The principles of elective design, the delivery tools, and techniques, the number of students, the significance of the course, etc., are some of the major evaluation parameters to be considered for the design of assessment strategies. This paper presents one such evaluation methodology, portfolio design, for the courses delivered in a blended learning model, which can also be adapted to the offline learning model. The model involved problem analysis, concept relation, design thinking, solution approaches, implementation, and presentation in the form of a portfolio. The portfolios were created online using various open source tools. The paper presents the model and design goals in detail. The first offering of the course had course projects, and the second offering had portfolio creation. The grades and attainment have improved in the second offering compared to the first one. There is also improvement in the course attainment where course learning objectives have remained the same. Portfolios are an effective strategy to evaluate one's course understanding. Portfolios can be an effective way to present the course realizations to the community as justified through the t-test analysis.

Keywords

Assessment, Blended-Learning, Elective Design, Portfolio.

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