Journal of Engineering Education Transformations

K. Uma Rao ¹, V. Prema ¹

Affiliations
1 RV College of Engineering, Bangalore, IN

Abstract

The main objective of active learning is to shift the responsibility of learning on the learner wherein the teacher only acts as a facilitator. This is easier said than done, since the system has to facilitate this learning process. Active learning strategies are an integral part of Outcome Based Education, as successful completion of a task by the student, implies the effectiveness of the system and curriculum to facilitate the learning. Engineering education in India is slowly moving towards Outcome Based Education, with autonomous colleges, which have flexibility of curriculum, taking the lead. This paper presents the description, objectives, student survey and outcomes of an active learning task, called 'Self-study' and introduced in the curriculum of undergraduate engineering students, to enhance multidisciplinary learning in students and meet various Graduate Attributes.

Keywords

Active Learning, OBE, Self-Study, Graduate Attributes.

Full Text

     

K. Uma Rao ¹, V. Prema ¹

Affiliations
1 RV College of Engineering, Bangalore, IN

Abstract

The main objective of active learning is to shift the responsibility of learning on the learner wherein the teacher only acts as a facilitator. This is easier said than done, since the systemhas to facilitate this learning process. Active learning strategies are an integral part of Outcome Based Education, as successful completion of a task by the student, implies the effectiveness of the system and curriculum to facilitate the learning. Engineering education in India is slowly moving towards Outcome Based Education, with autonomous colleges, which have flexibility of curriculum, taking the lead. This paper presents the description, objectives, student survey and outcomes of an active learning task, called 'Self-study' and introduced in the curriculum of undergraduate engineering students, to enhance multidisciplinary learning in students and meet various Graduate Attributes.

Keywords

Active Learning, OBE, Self-Study, Graduate Attributes.

Full Text

     

K. Uma Rao ¹, V. Prema ¹

Affiliations
1 RV College of Engineering, Bangalore, IN

Abstract

Engineering colleges in India, today are moving towards Outcome Based Education. One of the aims of OBE is to create a learning-centric environment for the students. A major challenge in Indian institutions is the wide variety of students who enroll to engineering colleges, with varying skills, interests and backgrounds. The general concept in traditional environments is to have common tests and assignments for all the students. This often leads to frustration in the students as they may not have the necessary skill set or interest to do the assignment. This paper presents the concept of creating personalized assignments in a course on Smart Grid Technologies and allow the students to choose what they want to do, based on their interest. Having different kinds of assignments, also helps in achieving more program outcomes than would be possible with homogeneous assignments. The feedback from the students is indicative of the need for and success of the experiment on personalized assignments.

Keywords

Personalised Assignments, OBE, Heterogeneous Class Room, Graduate Attributes.

Full Text

     

K. Uma Rao ¹, V. Prema ¹

Affiliations
1 RV College of Engineering, Bangalore, IN

Abstract

Engineering colleges in India, today are moving towards Outcome Based Education. One of the aims of OBE is to create a learning-centric environment for the students. A major challenge in Indian institutions is the wide variety of students who enroll to engineering colleges, with varying skills, interests and backgrounds. The general concept in traditional environments is to have common tests and assignments for all the students. This often leads to frustration in the students as they may not have the necessary skill set or interest to do the assignment. This paper presents the concept of creating personalized assignments in a course on Smart Grid Technologies and allow the students to choose what they want to do, based on their interest. Having different kinds of assignments, also helps in achieving more program outcomes than would be possible with homogeneous assignments. The feedback from the students is indicative of the need for and success of the experiment on personalized assignments.

Keywords

Personalised Assignments, OBE, Heterogeneous Class Room, Graduate Attributes.

Full Text

     

K. Uma Rao ¹, V. Prema ¹, K. N. Subramanya ¹

Affiliations
1 RV College of Engineering, Mysore Road, Bangalore, IN

Abstract

Worldwide, research and experience has shown that use of ICT (Information and Communication Technology) tools can lead to enhanced teaching methods and improve student learning attainment levels. Applications of ICT includes enabling access of course materials through remote devices, creation of on-line repositories for tutorials and lectures, flipped classrooms, use of devices and tools such as tablets, videos, projector, audio equipment etc. for teaching. The use of ICT for formative assessment and for course feedback, has not been highlighted. This paper presents, the tool "Plickers", its key features, its application for formative assessment and feedback, with a case study.

Keywords

Flipped Classroom, Content Development, Peer Instruction, Think-Pair-Share.

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