Informatics Publishing Limited

Ujwala Patil ¹, Suneeta V. Budihal ¹, Saroja V. Siddamal ¹, Uma K. Mudenagudi ¹

Affiliations
1 Department of Electronics and Communication BVBCET, Vidyanagar, Hubli-580031, IN

Abstract

The paper presents activity based teaching learning for undergraduate students. This also gives the analysis of the effectiveness of these activities. The objective of proposed pedagogical practice is to enhance the course learning, beyond the traditional mode. In the traditional mode of teaching the course was not able to make a positive impact on learning. This is because of monotonous lecturing and absence of activities.Activity Based Teaching Learning (ABTL) is an effort to overcome the limitations of traditional mode of course delivery. Progressive pedagogical models are used for the enhancement of course learning. To meet the objective different activities are designed and practiced along with class room teaching. The frame work includes teaching through games in Digital Communication course for 6th semester Electronics and Communication Engineering (ECE) students and worksheets in Basic Electronics for Ist year students. In the proposed approach, the active learning provides more opportunities to learn beyond the classroom teaching.Effectiveness of these activities is assessed through academic performance.

Keywords

Activity Based Learning, Game Based Learning, Worksheet.

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Uma Mudenagudi ¹, Ujwala Patil ¹, C. Sujata ¹, G. Shankar ¹, Ramesh Ashok Tabib ¹, P. G. Tewari ¹, B. L. Desai ¹, Ashok Shettar ¹

Affiliations
1 KLE Technological University (Earlier known as BVBCET), Vidyanagar, Hubballi-580031, IN

Abstract

In this paper, we discuss the role of summer and winter workshops conducted during vacations in student learning. This is a story of conducting summer and winter workshops, which lead to two student's start-ups. The main goal of the workshop is to make students learn the basics of image processing (IP), computer vision (CV) and computer graphics (CG), so that students are ready to take up real time projects. The workshop is conducted in two phases, two weeks of conceptual learning with hands-on experience with tools, and four weeks of project phase. We observe this workshop is effective in learning the course beyond classroom teaching, as they explore the literature for state of art and design alternative solutions for the real time problems. Summer workshops are conducted during June- July and around 600 students are trained with the help of nine workshops till date.

Keywords

Summer Workshop, Startups.

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Uma Mudenagudi ¹, Ujwala Patil ¹, Suneeta Budihal ¹, Ramesh Ashok Tabib ¹, M. Shruti ¹, C. Satish ¹, Nalini Iyer ¹, Ashok Shettar ¹

Affiliations
1 KLE Technological University, Vidyanagar, Hubballi - 580031, IN

Abstract

In this paper, we share our experience of introducing data analytics and visualization for students of electrical sciences through Machine Learning course. Typically, electrical science students face challenges in handling and visualizing huge data and its analysis as there is a limited scope in the curriculum. During the discussion with research and development centers of different industries and institutes we found the gap in curriculum, and towards this, we designed the Machine Learning course to introduce data analytics and visualization, and state of art machine learning tool for students of electrical sciences. The course is designed with different levels of exercises and activities to support their learning. Exercises were designed to support conceptual learning and were extended as activities towards solving a given problem. The course project was designed as an extended activity considering problems from online challenges and contests/hackathon towards enhancing their learning beyond the curriculum. The outcome of the course was motivating as industry people appreciated the learning through evaluation.

Keywords

Machine Learning, Visualization, Hackathon, Activities, Online Challenges.

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Ujwala Patil ¹, Preeti S. Pillai ¹, Shraddha B. Hiremath ¹, Raghavendra M. Shet ¹, Rohit K. ¹, Nalini C. Iyer ¹

Affiliations
1 K.L.E. Technological University, Vidya Nagar, Hubballi-580031, IN

Abstract

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.

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