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Desai, S. V.
- Digital Collage-As a Pedagogical Tool for Effective Learning of Immunological Concepts
Abstract Views :202 |
PDF Views:9
Authors
Affiliations
1 Department of Biotechnology, KLE Technological University, Hubballi-580 031, IN
1 Department of Biotechnology, KLE Technological University, Hubballi-580 031, IN
Source
Journal of Engineering Education Transformations, Vol 31, No 4 (2018), Pagination: 46-50Abstract
Digital collage is an extended version of traditional collage which has gained immense acceptance in the recent days It is a form of graphic art that uses virtual images from various online sources and juxtaposed together to from one assemblage to convey a specific theme. Immunology, as a course is intricately associated and holds scientific rationale for several aspects of daily life. The course provides immense scope for context-building and story-telling exercises for teaching-learning process.The objective of the pedagogical exercise was to attain a comprehensive understanding of the concept by engaging the students in active-learning through story-building and collage-making. The activity was performed for Immunology course of IV semester undergraduate students of Engineering in Biotechnology. Twelve topics, central to the understanding of the course and their applications were selected for the activity and assigned to each student group. The activity comprised three phases: 1). Drafting of technical sketch related to the topic; 2). Story-building to explain the topic&developing a digital-collage to elucidate the same and 3). Oral presentation of the activity by the group members. The contents of the technical script and stories developed were reviewed for the relevance to the topic and feasibility for collage-making. A common template was followed to ensure an uniform pattern of collage layout. The activity was followed by rubrics based assessment and mapping to Graduate attributes, Global competence and Performance Indicators. The activity was instrumental in addressing the graduate attributes related to understanding of domain knowledge, oral and written communications. A formal feedback based on anonymity was collected and the results analyzed. Majority of the respondents opined that the activity was a new experience which helped in deeper understanding of the concept, sensitized their creativity, honed their communication skills and incited a sense of concerted team-work.Keywords
Digital Collage, Technical Script, Story Building.
References
- Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. Journal. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 83 (2) 39-43.
- Bercot, F.F., Fidalgo-Neto, A.A., Lopes, R.M., [2]Faggioni, T., Alves, L.A. (2013). Virtual immunology: Software for teaching basic immunology. Biochemistry and Molecular Biology Education, 41 (6), 377-383.
- DeNeve, K. M., & Heppner, M. J. (1997). Role play simulations: The assessment of an active learning technique and comparisons with traditional lectures. Innovative Higher Education 21 (3) 231–246.
- Desai, S.V., Joshi, G.H., Tennalli, G.B., Patil, R.R. (2016). Molecular Skit- Role-play as a pedagogical tool for teaching molecular biology as an under-graduate engineering course. Journal of Engineering Education Transformations, 29 (3) 138-142.
- Elliot, L. B. (1993). Using debates to teach the psychology of women. Teaching of Psychology 20, 35–38.
- Gauntlett D. (2007).Creative Explorations:New approaches to identities and audiences. Routledge,London
- Koll O., von Wallpach, S., Kreuzer, M. (2010). Multi-method research on consumer–brand associations: Comparing free associations, storytelling, and collages. Psychology & Marketing, 27 (6), 584-602.
- Kostera, M. (2010). The Narrative Collage as Research Method, Storytelling, Self, Society, 2(2), 5-27.
- McCarthy, J.P. and Anderson, L. (2000). Active learning techniques versus traditional teaching styles: Two experiments from history and political science. Innovative Higher Education, 24 (4), 279-294.
- Shields, J.A.E. (2014). Coll age and Architecture,Routledge Publishers, NewYork.
- Simmons, N. and Daley, S. (2013). The Art of thinking; Using collage to stimulate scholarly work. Canadian Journal for the Scholarship of Teaching and Learning, 4(1).
- Somers, J.A., & Holt, M. E. (1993).What's in a game? A Study of games as an instructional method in an adult education class. Innovative Higher Education 17, 243–257.
- Wood, D.F. ( 2003). Problem based learning. British Medical Journal, 326 (7384) 328–330.
- Digital Collage-As a Pedagogical Tool for Effective Learning of Immunological Concepts
Abstract Views :225 |
PDF Views:7
Authors
Affiliations
1 Department of Biotechnology, KLE Technological University, Hubballi-580 031, IN
1 Department of Biotechnology, KLE Technological University, Hubballi-580 031, IN
Source
Journal of Engineering Education Transformations, Vol 32, No 1 (2018), Pagination: 44-48Abstract
Digital collage is an extended version of traditional collage which has gained immense acceptance in the recent days It is a formof graphic art that uses virtual images from various online sources and juxtaposed together to from one assemblage to convey a specific theme. Immunology, as a course is intricately associated and holds scientific rationale for several aspects of daily life. The course provides immense scope for context-building and story-telling exercises for teaching-learning process. The objective of the pedagogical exercise was to attain a comprehensive understanding of the concept by engaging the students in active-learning through story-building and collage-making. The activity was performed for Immunology course of IV semester undergraduate students of Engineering in Biotechnology. Twelve topics, central to the understanding of the course and their applications were selected for the activity and assigned to each student group. The activity comprised three phases: 1). Drafting of technical sketch related to the topic; 2). Story-building to explain the topic & developing a digital-collage to elucidate the same and 3). Oral presentation of the activity by the group members. The contents of the technical script and stories developed were reviewed for the relevance to the topic and feasibility for collage-making. A common template was followed to ensure an uniform pattern of collage layout. The activity was followed by rubrics based assessment and mapping to Graduate attributes, Global competence and Performance Indicators. The activity was instrumental in addressing the graduate attributes related to understanding of domain knowledge, oral and written communications. A formal feedback based on anonymity was collected and the results analyzed. Majority of the respondents opined that the activity was a new experience which helped in deeper understanding of the concept, sensitized their creativity, honed their communication skills and incited a sense of concerted team-work.Keywords
Digital Collage, Technical Script, Story Building.References
- Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. Journal. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 83 (2) 39-43.
- Bercot, F.F., Fidalgo-Neto, A.A., Lopes, R.M., Faggioni, T., Alves, L.A. (2013). Virtual immunology: Software for teaching basic immunology. Biochemistry and Molecular BiologyEducation, 41 (6), 377-383.
- DeNeve, K. M., & Heppner, M. J. (1997). Role play simulations: The assessment of an active learning technique and comparisons with traditional lectures. Innovative Higher Education 21 (3) 231–246.
- Desai, S.V., Joshi, G.H., Tennalli, G.B., Patil, R.R. (2016). Molecular Skit- Role-play as a pedagogical tool for teaching molecular biology as an under-graduate engineering course. Journal of Engineering Education Transformations, 29 (3) 138-142.
- Elliot, L. B. (1993). Using debates to teach the psychology of women. Teaching of Psychology 20, 35–38.
- GauntlettD. (2007).CreativeExplorations:New approaches to identities and audiences. Routledge,London
- Koll O., von Wallpach, S., Kreuzer, M. (2010). Multi-method research on consumer–brand associations: Comparing free associations, storytelling, and collages. Psychology & Marketing, 27 (6), 584-602.
- Kostera, M. (2010). The Narrative Collage as Research Method, Storytelling, Self, Society, 2(2), 5-27.
- McCarthy, J.P. and Anderson, L. (2000). Active learning techniques versus traditional teaching styles: Two experiments from history and political science. Innovative Higher Education, 24 (4), 279-294.
- elds, J.A.E. (2014). Coll age and Architecture, Routledge Publishers, NewYork.
- Simmons, N. and Daley, S. (2013). The Art of thinking; Using collage to stimulate scholarly work. Canadian Journal for the Scholarship of Teaching andLearning, 4(1).
- Somers, J.A., & Holt, M. E. (1993).What's in a game? A Study of games as an instructional method in an adult education class. Innovative Higher Education 17, 243–257.
- Wood, D.F. ( 2003). Problem based learning. BritishMedical Journal, 326 (7384) 328–330.
- An Integrated Pedagogical Approach for Effective Teaching of Research Methodology for Biotechnology Engineering
Abstract Views :226 |
PDF Views:2
Authors
Affiliations
1 Department of Biotechnology, KLE Technological University, Hubballi - 580 031, IN
1 Department of Biotechnology, KLE Technological University, Hubballi - 580 031, IN
Source
Journal of Engineering Education Transformations, Vol 33, No 2 (2019), Pagination: 41-47Abstract
Research Methodology is a systematic, theoretical analysis of the methods applied to a field of study, which comprises the body of various techniques. The course assumes significance from the Biotechnology perspective, since the domain is research centric. The objective of the course is to give an insight into the nuances of research methods to facilitate the students in the handling of Mini, Minor, Capstone and REU projects at higher level semesters. The course poses a challenge from the teachinglearning perspective owing to its heterogeneous content of the chapters. In order to address this question of overcoming the challenge of learning the course with heterogeneity and provide meaningful learning, the present study with an integrated approach was practiced for undergraduate students of Biotechnology for enhancing the effectiveness of learning. Various in-classroom activities and online tools were undertaken to give hands-on learning experience. The active learning techniques employed were instrumental in keeping the students engaged while enhancing the effectiveness of learning in a course with diverse contents, which otherwise would have been difficult by conventional rote teaching methods. The exercise resulted in addressing different graduate attributes related to demonstration of competence in mathematical modeling, basic science, comprehend technical literature, use modern engineering tools and understand the philosophy of research methodology, with a decent scale of attainment. It is concluded that an integrated approach with multipronged activities can lead to effective learning. Further scope for the study exists in the form of fine-tuning of activities in terms of better assessment and widening the horizons of the concepts dealt with.Keywords
Research Methodology, Active Learning, Teaching-Learning.References
- Aricò, FR. and Lancaster, SJ. (2018) Facilitating active learning and enhancing student self-assessment skills, International Review of Economics Education, 29, 6-13.
- Benson, A. and Blackman, D (2003) Can research methods ever be interesting?, Active learning in higher education, 4(1), 39-55.
- Barraket, J. (2005) Teaching research method using a student-centered approach, Critical Reflections on Practice, 2(2), 65-74.
- Edwards, DF. and Thatcher, J. (2004) A student centered tutor led approach to teaching research methods, Journal of Further and Higher Education, 28(2), 195-206.
- Hayashi, Y. (2019) Multiple pedagogical conversational agents to support learner-learner collaborative learning: Effects of splitting suggestion types, Cognitive Systems Research, 54, 246-257.
- Lundahl, BW. (2008) Teaching research methodology through active learning, Journal of Teaching in Social Work, 28(1-2), 273-288.
- Mirkouei, A., Bhinge, R., McCoy, C., Haapala, KR. and Dornfeld, DA. (2016) A Pedagogical Module Framework to Improve Scaffolded Active Learning in Manufacturing Engineering Education, Procedia Manufacturing, 5, 11281142.
- Spronken-Smith, R. (2005) Implementing a Problem-Based Learning approach for teaching research methods in Geography, Journal of Geography in Higher Education, 29(2), 203-22.
- Tashakkori, A. and. Teddlie, C (2003) Issues and dilemmas in teaching research methods courses in social and behavioral sciences: US perspective, International Journal of Social Research Methodology, 6(1), 61-77.
- Winn, S. (1995) Learning by doing: Teaching research methods through student participation in a commissioned research project, Studies in Higher Education, 20(2), 203-214 (1995).
- Integrating Genomics and Proteomics - A Bioinformatics based pedagogical approach to elucidate Gene-Protein Relationship
Abstract Views :227 |
PDF Views:125
Authors
Affiliations
1 Department of Biotechnology, KLE Technological University, Hubballi - 580 031, IN
1 Department of Biotechnology, KLE Technological University, Hubballi - 580 031, IN
Source
Journal of Engineering Education Transformations, Vol 34, No SP ICTIEE (2021), Pagination: 135-140Abstract
The central dogma of life beginning with DNA leading to RNA and subsequently to protein is the unifying principle and corner stone to the understanding of biology. With the advent of sophisticated and high throughput sequencing, enormous data is being generated. This has made the bio-informatics tools indispensable to decipher the data into meaningful conclusions. The objective of the present study was to comprehend the understanding of Genomics and Proteomics with the use of Bioinformatics tools. The course project activity was performed for Genomics & Proteomics course of VII semester undergraduate students of Engineering in Biotechnology. The students were grouped into team of four and assigned with one pathogenic bacterium. The activity involved identifying a pathogenesis-related protein, retrieving the DNA sequences of the protein, finding conserved domains, building phylogenetic relationship amongst the homologous organisms, genome annotation, predicting secondary and tertiary structure of proteins and deducing its stability. In the process, the students were engaged in active learning by the use of various Bioinformatics tools and repositories. The students were thus able to predict the secondary and tertiary structure of protein beginning with DNA sequences. The activity was instrumental in addressing the Graduate attributes. Rubrics-based assessment was performed to measure the attainment level on the scale of 10. The attainment ranged from 7.28 to 9.25 for different performance indicator (PI) of the graduate attributes. A formal anonymous feedback from the students revealed that the activity helped in appreciating the intricate relationship between Genomics and Proteomics by integrating the related concepts.Keywords
Genomics, Proteomics, Genes, Proteins.Full Text