Ashok Shettar - Academia.edu (original) (raw)
Papers by Ashok Shettar
2022 IEEE Global Engineering Education Conference (EDUCON)
2023 2nd Edition of IEEE Delhi Section Flagship Conference (DELCON)
2023 2nd Edition of IEEE Delhi Section Flagship Conference (DELCON)
2023 2nd Edition of IEEE Delhi Section Flagship Conference (DELCON)
2023 2nd Edition of IEEE Delhi Section Flagship Conference (DELCON)
Journal of Engineering Education Transformations, 2023
Problem based learning has evolved in consideration with culture and demography adapting to its s... more Problem based learning has evolved in consideration with culture and demography adapting to its social elements and class environment. The research community proves the method to be effective in building problem solving skills and developing cognitive capabilities along with professional and other team building skills. In this paper we propose a model to integrate industry expertise in building reflection and scaffolding constructs in course design and delivery. Collaboration was made with the industry Knit Space to assist in designing course elements meeting the course learning objectives. The syllabus was redesigned to conceptually split the contents as theories, concepts and applications. Reflection videos, three types of case studies and challenges were created accompanying to the problem based learning process adapted as per industry state-of-art. The course was delivered with the contents organized for the known knowledge leading to the discovery of the unknown. The case study research method, thematic analysis, feedback and the scores indicate that the process was effective in delivering the course model. The process can be applied beyond all the courses that are task or process oriented, or algorithmic in nature.
Journal of Engineering Education Transformations
Problem based learning, finding its root from the medical practices is now a widely used approach... more Problem based learning, finding its root from the medical practices is now a widely used approach in several other domains. The method has also been used in computing and explored and researched with the programming courses as well. This work proposes one such model for first year c programming. A variant of the model was adapted to first design problem scenarios to teach the concept philosophy and then explain the underlying concept with c realization and its syntax. The students coming from non-circuit branches and having lower intrinsic motivation to study the course have shown gradual interest and motivation towards the much-needed 21st century skill. On finding that they lacked the debugging skills, even the syntax was explained with design philosophy and problem based learning. Understanding the class behavior being the research question, the work was analyzed using the mini-ethnography qualitative study. The study was carried out for a month span with seven sessions. The data...
Journal of Engineering Education Transformations
Problem, being a driving force in Problem Based Learning is proved to be an effective classroom s... more Problem, being a driving force in Problem Based Learning is proved to be an effective classroom strategy to develop problem solving and cognitive capabilities. A curriculum focused with knowledge structuring and construction can help students develop the required 21st century skills. In this paper we propose a model and process to re-design and deliver the syllabus to effectively integrate the problem based learning with active learning strategies. With a methodical approach of beginning from the pre-requisites to using contextual cues to structure the knowledge, the process uses the problems in knowledge construction. The model proposes the possible ways to restructure the syllabus in support to the proposed method. The paper further presents a case study of applying the model on a computer science course, its design and deliberations. The paper presents the results and analysis along with scores and time required for revision as compared to classes where the proposed methodology w...
Journal of Engineering Education Transformations
National Education Policy 2020 demands the education system to acclimate problem based and discov... more National Education Policy 2020 demands the education system to acclimate problem based and discovery oriented learning. A problem used as a tool for teaching and learning can help to achieve the learning outcomes and also enhance cognitive and critical thinking skills. Self-directed learning is one of the essential skills needed for the today’s working professionals. Problem based learning and computational Thinking methodologies have been used in varying contexts to achieve the desired course outcomes. This paper proposes a model to solve and analyze case studies using both the approaches. The model was tested using open book exams as assessment method for system design problems and computational thinking was found to be effective when combined with the problem based learning methodology. The instruments were validated using cronbach’s alpha co-efficient and even the student feedback has been positive for the process. The model was analyzed using the case study research method. The...
Journal of Engineering Education Transformations
We have Generation Z students who are spontaneous and ardent, stepping into college with the drea... more We have Generation Z students who are spontaneous and ardent, stepping into college with the dreams to graduate. Most Generation-Z has used the internet since their young age, are comfortable with technology, and have an equivalent presence on social media as that of physical. Having a short attention span, they need perspectives that matter and analyses with direction. To provide a pertinent learning space to Generation Z students, this paper proposes a model - 'Elevate-Z.' Elevate-Z has four major components: Know-Z, Interpret-Z, Incubate-Z, and Be-Z, which give it a shape of Z, determined by the breadth and depth of each element. The model encompasses an iterative process yielding results and feedback periodically. The paper also puts forth the closures derived from the Elevate-Z model. The closures discussed are on feedback, challenges, prevalent, upbeat, and comprehension. The results and discussion are presented by applying the model for four courses over a span of fou...
Journal of Engineering Education Transformations, Jan 17, 2015
2021 IEEE Frontiers in Education Conference (FIE)
Teamwork in engineering is well established as a critical skill for professional success and grow... more Teamwork in engineering is well established as a critical skill for professional success and growth. Engineering education has included several interventions to develop teamwork skills from as early as first-year undergraduate engineering education. The proposed research full paper aims to take a step back to identify the nature of team-based experiences that undergraduate engineering students have during their secondary school learning and whether they equip them for the intensive, team-based, problem-solving experiences in their first year of engineering education. This study focuses on the student's perspective only and follows a convergent-parallel mixed methods design. It is conducted in a first-year, interdisciplinary design experiences course at a private undergraduate engineering university in India. The participants are 319 first-year engineering students. Data was collected through a questionnaire and semi-structured interviews. Results revealed that, although school education provides several team-based learning experiences, they do not equip students with teamwork skills necessary for effective functioning in their design teams.
2021 IEEE Frontiers in Education Conference (FIE)
This work-in-progress research paper aims to integrate cooperative learning principles into the e... more This work-in-progress research paper aims to integrate cooperative learning principles into the engineering design process. The context of the study is an interdisciplinary, design-experiences course at first-year undergraduate engineering in India. Under the Indian schooling systems, the incoming first-year engineering students do not have any prior practice in intensive and protracted problem-solving and team-based experiences. Thus, when these students encounter their first design-experiences course, we cannot assume that the students will be able to self-organize their learning, apply new knowledge to the problem-solving contexts and effectively function in teams while meeting the outcomes of design problem-solving. The proposed study investigates the research question: How does integrating cooperative learning principles during engineering design phases impact the problem solver's knowledge of teamwork and taskwork, team effectiveness and team performance? The objective of the proposed work is to integrate Cooperative learning principles during the initial tasks of problem-definition and information gathering and investigate its impact on students in terms of their teamwork knowledge, taskwork knowledge, team effectiveness and team performance. The study follows a quasi-experimental research design with an embedded qualitative strand. The core design of Convergent parallel design is embedded in experimental research design. The detailed methodology is described in this work.
2022 IEEE Global Engineering Education Conference (EDUCON)
2021 IEEE Frontiers in Education Conference (FIE), 2021
2021 World Engineering Education Forum/Global Engineering Deans Council (WEEF/GEDC), 2021
2021 IEEE Frontiers in Education Conference (FIE), 2021
This work-in-progress paper documents the transition of an undergraduate engineering university f... more This work-in-progress paper documents the transition of an undergraduate engineering university from in-person, lecture-based instruction to a blended model. The proposed work describes the planning, training, technology deployment, review, and monitoring of the blended learning model. In this process, the faculty were empowered to create content, practice studio etiquettes, edit videos, upload content to a streaming server, and create the courses in Learning Management System (LMS). The qualitative evaluation of this initiative was conducted from a pedagogical perspective using the research question: What challenges are faced by faculty members while transitioning from in-person learning to blended learning in undergraduate engineering education? Thematic analysis of the transcribed data revealed that challenges could be categorized as technical, pedagogical, multiple demanding roles, and nature of courses which further open up opportunities for evidence-based interventions.
Procedia Computer Science, 2020
Peer-review under responsibility of the scientific committee of the 9th World Engineering Educati... more Peer-review under responsibility of the scientific committee of the 9th World Engineering Education Forum 2019.
2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), 2018
Designing innovative freshman courses has attracted engineering educators world over. "Engin... more Designing innovative freshman courses has attracted engineering educators world over. "Engineering Exploration" course is the outcome of one such effort and it focuses on engineering problem solving, multi-disciplinary engineering skills, engineering design process, team work and collaboration. Ethics and sustainability are also essential part of this course. The course is characterized by a number of unique features: 1. It promotes students’ learning through exploration and learning by doing. 2. It is codesigned by a team of faculty members from diverse engineering disciplines 3. Learning is facilitated by a group of teachers engaged in team teaching 4. It follows PBL pedagogy with focus on both engineering design process and the product. Over the past three years the course is acting as a test best for a number of experiments in engineering education resulting in several reforms not only in this course but also influencing several other courses in the subsequent years of undergraduate engineering degree programs. The course is today recognized by India Electronics and Semiconductor Association (IESA) as a foundation course for its National ESDM skills Training & Research Academy (NETRA). Through this initiative 17 institutions in India have adopted "Engineering Exploration" course in their curriculum. This paper discusses the evolution of the course
2022 IEEE Global Engineering Education Conference (EDUCON)
2023 2nd Edition of IEEE Delhi Section Flagship Conference (DELCON)
2023 2nd Edition of IEEE Delhi Section Flagship Conference (DELCON)
2023 2nd Edition of IEEE Delhi Section Flagship Conference (DELCON)
2023 2nd Edition of IEEE Delhi Section Flagship Conference (DELCON)
Journal of Engineering Education Transformations, 2023
Problem based learning has evolved in consideration with culture and demography adapting to its s... more Problem based learning has evolved in consideration with culture and demography adapting to its social elements and class environment. The research community proves the method to be effective in building problem solving skills and developing cognitive capabilities along with professional and other team building skills. In this paper we propose a model to integrate industry expertise in building reflection and scaffolding constructs in course design and delivery. Collaboration was made with the industry Knit Space to assist in designing course elements meeting the course learning objectives. The syllabus was redesigned to conceptually split the contents as theories, concepts and applications. Reflection videos, three types of case studies and challenges were created accompanying to the problem based learning process adapted as per industry state-of-art. The course was delivered with the contents organized for the known knowledge leading to the discovery of the unknown. The case study research method, thematic analysis, feedback and the scores indicate that the process was effective in delivering the course model. The process can be applied beyond all the courses that are task or process oriented, or algorithmic in nature.
Journal of Engineering Education Transformations
Problem based learning, finding its root from the medical practices is now a widely used approach... more Problem based learning, finding its root from the medical practices is now a widely used approach in several other domains. The method has also been used in computing and explored and researched with the programming courses as well. This work proposes one such model for first year c programming. A variant of the model was adapted to first design problem scenarios to teach the concept philosophy and then explain the underlying concept with c realization and its syntax. The students coming from non-circuit branches and having lower intrinsic motivation to study the course have shown gradual interest and motivation towards the much-needed 21st century skill. On finding that they lacked the debugging skills, even the syntax was explained with design philosophy and problem based learning. Understanding the class behavior being the research question, the work was analyzed using the mini-ethnography qualitative study. The study was carried out for a month span with seven sessions. The data...
Journal of Engineering Education Transformations
Problem, being a driving force in Problem Based Learning is proved to be an effective classroom s... more Problem, being a driving force in Problem Based Learning is proved to be an effective classroom strategy to develop problem solving and cognitive capabilities. A curriculum focused with knowledge structuring and construction can help students develop the required 21st century skills. In this paper we propose a model and process to re-design and deliver the syllabus to effectively integrate the problem based learning with active learning strategies. With a methodical approach of beginning from the pre-requisites to using contextual cues to structure the knowledge, the process uses the problems in knowledge construction. The model proposes the possible ways to restructure the syllabus in support to the proposed method. The paper further presents a case study of applying the model on a computer science course, its design and deliberations. The paper presents the results and analysis along with scores and time required for revision as compared to classes where the proposed methodology w...
Journal of Engineering Education Transformations
National Education Policy 2020 demands the education system to acclimate problem based and discov... more National Education Policy 2020 demands the education system to acclimate problem based and discovery oriented learning. A problem used as a tool for teaching and learning can help to achieve the learning outcomes and also enhance cognitive and critical thinking skills. Self-directed learning is one of the essential skills needed for the today’s working professionals. Problem based learning and computational Thinking methodologies have been used in varying contexts to achieve the desired course outcomes. This paper proposes a model to solve and analyze case studies using both the approaches. The model was tested using open book exams as assessment method for system design problems and computational thinking was found to be effective when combined with the problem based learning methodology. The instruments were validated using cronbach’s alpha co-efficient and even the student feedback has been positive for the process. The model was analyzed using the case study research method. The...
Journal of Engineering Education Transformations
We have Generation Z students who are spontaneous and ardent, stepping into college with the drea... more We have Generation Z students who are spontaneous and ardent, stepping into college with the dreams to graduate. Most Generation-Z has used the internet since their young age, are comfortable with technology, and have an equivalent presence on social media as that of physical. Having a short attention span, they need perspectives that matter and analyses with direction. To provide a pertinent learning space to Generation Z students, this paper proposes a model - 'Elevate-Z.' Elevate-Z has four major components: Know-Z, Interpret-Z, Incubate-Z, and Be-Z, which give it a shape of Z, determined by the breadth and depth of each element. The model encompasses an iterative process yielding results and feedback periodically. The paper also puts forth the closures derived from the Elevate-Z model. The closures discussed are on feedback, challenges, prevalent, upbeat, and comprehension. The results and discussion are presented by applying the model for four courses over a span of fou...
Journal of Engineering Education Transformations, Jan 17, 2015
2021 IEEE Frontiers in Education Conference (FIE)
Teamwork in engineering is well established as a critical skill for professional success and grow... more Teamwork in engineering is well established as a critical skill for professional success and growth. Engineering education has included several interventions to develop teamwork skills from as early as first-year undergraduate engineering education. The proposed research full paper aims to take a step back to identify the nature of team-based experiences that undergraduate engineering students have during their secondary school learning and whether they equip them for the intensive, team-based, problem-solving experiences in their first year of engineering education. This study focuses on the student's perspective only and follows a convergent-parallel mixed methods design. It is conducted in a first-year, interdisciplinary design experiences course at a private undergraduate engineering university in India. The participants are 319 first-year engineering students. Data was collected through a questionnaire and semi-structured interviews. Results revealed that, although school education provides several team-based learning experiences, they do not equip students with teamwork skills necessary for effective functioning in their design teams.
2021 IEEE Frontiers in Education Conference (FIE)
This work-in-progress research paper aims to integrate cooperative learning principles into the e... more This work-in-progress research paper aims to integrate cooperative learning principles into the engineering design process. The context of the study is an interdisciplinary, design-experiences course at first-year undergraduate engineering in India. Under the Indian schooling systems, the incoming first-year engineering students do not have any prior practice in intensive and protracted problem-solving and team-based experiences. Thus, when these students encounter their first design-experiences course, we cannot assume that the students will be able to self-organize their learning, apply new knowledge to the problem-solving contexts and effectively function in teams while meeting the outcomes of design problem-solving. The proposed study investigates the research question: How does integrating cooperative learning principles during engineering design phases impact the problem solver's knowledge of teamwork and taskwork, team effectiveness and team performance? The objective of the proposed work is to integrate Cooperative learning principles during the initial tasks of problem-definition and information gathering and investigate its impact on students in terms of their teamwork knowledge, taskwork knowledge, team effectiveness and team performance. The study follows a quasi-experimental research design with an embedded qualitative strand. The core design of Convergent parallel design is embedded in experimental research design. The detailed methodology is described in this work.
2022 IEEE Global Engineering Education Conference (EDUCON)
2021 IEEE Frontiers in Education Conference (FIE), 2021
2021 World Engineering Education Forum/Global Engineering Deans Council (WEEF/GEDC), 2021
2021 IEEE Frontiers in Education Conference (FIE), 2021
This work-in-progress paper documents the transition of an undergraduate engineering university f... more This work-in-progress paper documents the transition of an undergraduate engineering university from in-person, lecture-based instruction to a blended model. The proposed work describes the planning, training, technology deployment, review, and monitoring of the blended learning model. In this process, the faculty were empowered to create content, practice studio etiquettes, edit videos, upload content to a streaming server, and create the courses in Learning Management System (LMS). The qualitative evaluation of this initiative was conducted from a pedagogical perspective using the research question: What challenges are faced by faculty members while transitioning from in-person learning to blended learning in undergraduate engineering education? Thematic analysis of the transcribed data revealed that challenges could be categorized as technical, pedagogical, multiple demanding roles, and nature of courses which further open up opportunities for evidence-based interventions.
Procedia Computer Science, 2020
Peer-review under responsibility of the scientific committee of the 9th World Engineering Educati... more Peer-review under responsibility of the scientific committee of the 9th World Engineering Education Forum 2019.
2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), 2018
Designing innovative freshman courses has attracted engineering educators world over. "Engin... more Designing innovative freshman courses has attracted engineering educators world over. "Engineering Exploration" course is the outcome of one such effort and it focuses on engineering problem solving, multi-disciplinary engineering skills, engineering design process, team work and collaboration. Ethics and sustainability are also essential part of this course. The course is characterized by a number of unique features: 1. It promotes students’ learning through exploration and learning by doing. 2. It is codesigned by a team of faculty members from diverse engineering disciplines 3. Learning is facilitated by a group of teachers engaged in team teaching 4. It follows PBL pedagogy with focus on both engineering design process and the product. Over the past three years the course is acting as a test best for a number of experiments in engineering education resulting in several reforms not only in this course but also influencing several other courses in the subsequent years of undergraduate engineering degree programs. The course is today recognized by India Electronics and Semiconductor Association (IESA) as a foundation course for its National ESDM skills Training & Research Academy (NETRA). Through this initiative 17 institutions in India have adopted "Engineering Exploration" course in their curriculum. This paper discusses the evolution of the course