Informatics Publishing Limited

M. K. Prasanna Kumar ¹, Soniya Agrawal ², Hemachandra Bhat ³

Affiliations
1 Department of Telecommunication, BMSCE, Bangalore, IN
2 Department of Electrical and Electronics, BMSCE, Bangalore, IN
3 Wipro Technologies, Bangalore, IN

Abstract

The objective of this paper is to present the effectiveness of Project Based Learning incorporating the development of student's soft skills like communication and team work as well as technical or professional competences such as deep thinking and learning. A case study in the form of one month value added course on Project based learning using Unified Technology Learning Platform (UTLP) for Electrical cluster students is implemented. The learning outcome of the student is evaluated at regular intervals during the course. These outcomes are driven by institution's vision of the knowledge and skills that students need to acquire in order to be independent and a life long learner. This paper shows how project based learning can be used to facilitate for the production of qualified and well prepared professionals. This paper also presents an approach for the project assessment used to make the learning outcomes effectively.

Keywords

Outcome Based Education (OBE), Unified Technology Learning Platform (UTLP), Project Based Learning (PBL), Indusry Institute Interaction.

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S. Nethravathi ¹, Soniya Agrawal ¹

Affiliations
1 Department of Electrical & Electronics Engineering, BMS College of Engineering, Bangalore, IN

Abstract

The 21^st century teaching-learning concept is motivated by the belief that making the new era students learn, requires a change in teaching methodology. The objective of this paper is to present the impact of 21^st century teaching learning methodologies on the outcome based education. A case study in the form of different teaching methodology for the two sections of the first year students for the Basic Electrical Engineering course has been implemented. The course outcomes for the said course have been compared. This paper shows how 21^st century learning methodologies can be used to facilitate the production of qualified and well prepared professionals.

Keywords

21^st Century Learning, Passive Learning, Kinesthetic Learner, Visual Learners.

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Soniya Agrawal ¹, B. Venkatesh ², L. Kiran ¹

Affiliations
1 EEE, BMSCE, Bangalore-19, IN
2 IEEE, BMSCE, Bangalore-19, IN

Abstract

This paper describes about the functioning of Automatic Waste Segregator plant and the role played by the electrical drives in such plants. A prototype of this plant has been developed with a view of having the ability to expand such that not just waste from a single house gets segregated but the wastes of a locality or perhaps a city also. For such large scale industrialization of plants such as these, control of motors and drives is most important. The working of the prototype of this plant is brought about by the use of sensors such as ultrasonic sensors, moisture sensor, infrared sensor and metal sensors. It is capable of separating wastes into wet waste, dry wastes and metallic wastes. The prototype also has a conveyer belt and a motor on which a platform which has bins attached to it are mounted. The prototype uses DC motors, for a plant which should be capable of handling large quantities of waste advanced drives and motors are required. The requirements and possible drives and motors for such large scale operation are also discussed in this paper.

Keywords

Auomatic, Waste, Segregation, Motors, Conveyor Belt, Wet Waste, Dry Waste, Metallic Waste, Electrical Drives, Sensors, Industrialised.

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Soniya Agrawal ¹, Chandasree Das ¹

Affiliations
1 Department of Electrical and Electronics, BMSCE, Bangalore, IN

Abstract

The National board of accreditation (NBA) has specified the program out comes for all programs, which are the prime focus for outcome based education in present engineering education system. With the project work of under graduate program, one can achieve the maximum number program outcome, as this subject comes beyond the boundaries. In their final year project, the student has been assessed on the basis of preparedness for industry, practical knowledge, communication skill, writing skills and other professional skills required for engineering profession. The rubrics of evaluation plays an important role, as correctly constructed rubric will result in a time efficient and consistent grading process for both teacher and student. The objective of this paper is to perform the comparative study on rubrics for two academic years and to measure its impact on program outcomes. In the present evaluation system three phases for the project evaluation have been taken and for each phase rubrics are clearly defined, then program outcomes have been calculated for each phase. Further, the results with this system of evaluation have been discussed in detail. The evaluations of the project by an industry expert which help to bridge the gap between industry and academia has also been discussed. The proposed rubric shows better results towards the distribution of the grades and attainment of program outcome for the same course outcome in two different academic years.

Keywords

Rubrics, Course Outcomes, Program Outcomes Evaluation.

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