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
Pillai, Preeti S.
- Picture Pieces Activity:An effective Team Building Strategy
Authors
1 Centre for Engineering Education Research, K L E Technological University, Hubballi, IN
2 School of Electronics, K L E Technological University, Hubballi, IN
3 Centre for Engineering Education Research, Department of Computer Science and Engineering, K L E Technological University, Hubballi, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 4 (2017), Pagination: 99-104Abstract
Practice of Engineering Profession requires Engineers having the ability to work in teams. This is well articulated in Graduate Attribute 9 of Washington Accord. Furthermore, engineering problem solving requires multi-disciplinary skills. This necessitates the need for engineers to be able to work in multi-disciplinary teams. The challenge for academia is to make the "Future Engineers" to understand the need for working in teams, with multidisciplinary skills. Projects during Engineering are an important part of engineering curriculum. These projects offer learning contexts, which enhance student learning. The challenge for academia is to make the students realize the importance of "Project management" which is an art of managing the project and its deliverables with a view to produce finished products or service.Accomplishing this goal requires that all team and team members work together with a common Strategy and Goal. Keeping this in mind, an activity was designed in "Project Management" module, in a course titled "Engineering Exploration". This course is designed for freshman engineering students of undergraduate program in KLE Technological University, Hubballi. Through this activity called "Picture Pieces Activity", the authors have attempted to communicate to students.
1) The need to work in team in order to successfully accomplish a given task.
2) The factors that contribute to effective team execution of a project.
This paper shares the details of the activity, the experiences of authors and the learnings in doing this activity.
Keywords
Multi-Disciplinary, Graduate Attribute, Project Management, Exploration, Freshman.
References
- Thomas, JW, (2000) “Areview of research on project based learning”,http :// www.bobpearlman.org/BestPractices/PBL_Research.pdf, 26/11/2016
- http://www.businessdictionary.com/definition/teamwork.html, 29/11/2016
- Marie Dalton,(2011) Dawn G Hoyle, MarieWWatts, “Human Relations”4th edition, Canada. Jennifer M. Case , Gregory Light, 'Emerging Methodologies in Engineering Education Research' Journal of Engineering Education January 2011, Vol. 100,No. 1, pp. 186–210 http://www.abet.org/special-reports/, 25/11/2016, http://cft.vanderbilt.edu/teachingguides/pedagogical/blooms-taxonomy/25/11/2016,
- Edward F. Redish, KarlA. Smithg,”Looking Beyond Content:SkillDevelopment For Engineers” unpublished www.uwex.edu/ces/4h/clubs/documents/TEAMBUILDING0231.pdf,26/11/2016
- Experiential Learning Framework for Signals and Systems: An Attempt Towards Reaching Higher Levels of Cognition
Authors
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
