Gopalkrishna Joshi - Academia.edu (original) (raw)
Papers by Gopalkrishna Joshi
Context Service-learning is a teaching and learning strategy which integrates academic learning w... more Context Service-learning is a teaching and learning strategy which integrates academic learning with meaningful community engagement and helps in an increased sense of civic responsibility (Oakes, 2014). Most research on service-learning so far have focused on the impact of service-learning on student learning, community benefits and institutional development and there is little literature available on the role of faculty in service-learning (S. R. Bandi et al., 2023). The article will investigate the motivational factors for engineering faculty in India to engage in service-learning programs. Purpose There have been increasing calls on the wider adoption of servicelearning in undergraduate engineering in India, as it helps engineering students achieve graduate attributes as recommended by international accreditation agencies (Kandakatla et al., 2023). However, for engineering institutions to adopt service-learning, it is critical for to get the faculty engaged as they are one of the key stakeholders who will lead the design and implementation of these programs The study attempts to answer the research question-"What are the factors that influence faculty engagement in service-learning?" with a goal to understand how engineering faculty be motivated to engage in servicelearning programs in India. Approach Qualitative approach is chosen as the methodology for the study as we intend to investigate the experiences of engineering faculty which will reveal their motivational factors to engage in service-learning programs (Michael Quinn Patton, 2002). Data is collected from faculty at an engineering institution in South of India which has systematically integrated service-learning into their curriculum. Semi structured interviews were used to collect the data and we employed thematic analysis for data analysis to get an in-depth exploration of the faculty perspectives. Outcomes The pilot study revealed primary insights on the impact of servicelearning courses on faculty learning in undergraduate engineering-education. Demographic background of faculty, peer support and institutional encouragement are the motivational factors for faculty members to be part of service-learning facilitation. The results will include a detailed thematic analysis and discussion on the motivational factors for faculty in service-learning. Conclusions India announced the National Education Policy (NEP) in 2020 and service-learning has been one of the most relevant pedagogies to achieve the vision laid out in the policy (S. Dustker et al., 2023). Findings from the study will enable engineering education leaders to gain insights on how build capacity to enhance faculty skills in servicelearning, make available required for effective planning and implementation, and provide incentives to motivate and encourage engineering faculty to engage in service-learning.
Journal of Engineering Education/Journal of engineering education transformations/Journal of engineering education transformation, Oct 1, 2023
In this article, the authors explore and understand what constitutes engineering thinking and whe... more In this article, the authors explore and understand what constitutes engineering thinking and whether secondary and higher secondary school curricula in India empower students to make an informed decision regarding engineering as a career choice. To analyse the elements of engineering thinking, the principles of K12 level engineering by the National Academy of E ngineering and Engineering Habits of Mind (EHoM) by the Royal Academy of Engineering are referred to. The syllabi of the Central Board of Secondary Education (CBSE) and four Indian states (Tamil Nadu, Maharashtra, Andhra Pradesh and Karnataka) are studied, which reveal that CBSE includes only one element of EHoM (creative problem-solving) in higher secondary grade curriculum. The syllabi of four Indian states revealed that the principles identified by the National Academy of Engineering (NAE) are missing in both grades. As an exception, the syllabus of Maharashtra has a creative problem-solving element in class-12 of higher secondary grades. The authors believe that introducing engineering thinking in schools will empower students to choose engineering as a career.
Information systems are growing in both size and complexity. Object orientation has emerged as a ... more Information systems are growing in both size and complexity. Object orientation has emerged as a dominant paradigm in designing and constructing such large and complex information systems, which is being taught to undergraduate students of Computer Science and Engineering. The use of java technology to develop applications is found preferred one [1]. There exists a knowledge gap between industry expectations and students knowledge. Hence deep learning of java programming is essential attribute to reduce the gap [1]. This paper presents classification of lab assignments as demonstration, Exercises, structured Enquiry type and open ended types with an approach of using conceptual model as intermediate step before writing java code for a given problem statement. This classification of assignments/problem statements move the responsibility from a professor to student where the latter involvement is observed high in achieving the objectives set for each type in classification of assignments, hence helps to meet industry expectations. The conceptual model, drawing a class diagram using standard notations (diagrammatic representations) improves the students understanding of object oriented concepts [7], for a given lab assignment which in-turn eases the student effort in translating the class diagram into program code by following the syntax. The students will be graded during assessment as Grade-S, Grade-A, Grade-B, Grade-C, Grade-D, Grade-E, Grade-F and where Grade-S is highest and Grade-F is lowest. The results of assessment are analyzed for year 2013 and 2014 batches and it is observed that, there is increase in grade A in year 2014 compared to year 2013. The observed change is due to the above said approach. The result analysis of year 2013 and 2012 shows that, the grade F is increased little in results of year 2013, it is due to the current approach where the lab assignments are classified and students are expected to apply the concepts studied effectively and few students unable to follow the approach.
Service-learning is a pedagogical approach which makes learning more meaningful. Researchers have... more Service-learning is a pedagogical approach which makes learning more meaningful. Researchers have reported this so far taking the cases of student learning experiences and impact studies. There are also studies which analyzed the role of community and academic institutions in the success of Service-learning. Faculty being an important stakeholder, less research took place on the role of faculty. When it is targeted to undergraduate students, Service-learning courses require to be designed and delivered in a distinctive style. Undergraduate students think and learn independently compared to children under 18 years of age. There are learning theories which are applicable for faculty and students. Faculty learning is equally important to make learning more effective. Faculty becoming co-learners while teaching increases the confidence of students in the learning process. As per the literature available, faculty learning as a specific area is not given focus in the process as compared to the other areas of service-learning like models of integrating service-learning into curriculum, benefits of service-learning, complementing professional skills and improved ethics etc. Hence this study is an attempt to explore the concept of faculty learning in service-learning and report the significance of faculty learning in implementing service-learning courses to undergraduate engineering students.
2021 ASEE Virtual Annual Conference Content Access, Jul 26, 2021
After being used to a procedural style of programming, programming in an object-oriented style se... more After being used to a procedural style of programming, programming in an object-oriented style seems to be difficult. The problem analysis skill is also important where it leads to designing solution for complex problems. In the process of problem analysis, it is big challenge for the students to identify classes, attributes, methods and association between the classes from a given problem statement/Scenario and then mapping to program code. The problem analysis is part of design thinking, where it consists of five phases Empathy (Emphasize), Define, Ideate, Prototype and Test. In this course we implemented a modified standard "Design Thinking Framework" through structured enquiry assessment, in our framework few phases are overlapping and it is defined using following phases—1. Define, 2. Ideate & Prototype, 3. Test. This framework is add-on to our previous practice where a comprehensive tutorial for "Object Oriented Thinking" is conducted first to minimize students difficulties. Also it includes "laboratory experiment categorization" to help students in improving problem analysis and design skills. By using the above said approaches, it is observed that the students are able to use object oriented concepts efficiently to solve problems, design solutions and performed better in semester end examination.
IEEE Transactions on Education
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.
Journal of Engineering Education Transformations, 2018
2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE), 2016
The major challenge of Team Based Learning (TBL) or Group learning is its Design and Implement th... more The major challenge of Team Based Learning (TBL) or Group learning is its Design and Implement that assess the student's knowledge and skills. The challenge also includes designing assessment to grade the students based on their contribution to the team performance. Teacher assessing the student's performance in team is a teacher biased process. Therefore Peer evaluation can be included as part of TBL assessment. Peer review is considered as transparent and efficient technique to assess individual in team. But it has also been criticized with respect to fairness. This paper proposes Trusted Relative Peer Review (TRPR) which reduces the disadvantages of peer review to greater extent. It includes two reviews i) Team's Guide review ii) Peer review. The trustworthiness of peer review is decided based correlation of Guides and Peer reviews, depending on which each student is rated relatively for 100 points. After comparisons of results, 65% student teams peer reviews were found to be not trustworthy, which are corrected through proposed TRPR. This review is accepted by 54-58% of students and trusted it. TRPR helped to measure "ability to function in a team" with attainment of 7.7 on the scale of 10. TRPR contributes to the success of TBL implementation in greater extent by overcoming the drawbacks of peer review. It influences individual student's marks based on their contributions. Therefore it ensures students contribute in group work resulting in students learning. Although TRPR is hectic, future work shall try to make it simple.
2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE), 2016
The traditional approach of teaching programming courses is teachers centric where students are p... more The traditional approach of teaching programming courses is teachers centric where students are passive learners. Also for such courses, the laboratory and classes are conducted separately. This paper focuses on integrating classroom and laboratory with hands-on for programming course. This approach is student centric which brings in active learning. However it has been less researched area and adequate literature is not available on 'hands-on science' specifically for programming course. The work presented in this paper also extends from our previous work where debugging, code optimization and testing are emphasized. In the proposed approach each teaching session consisted of hands-on teaching and activities to support it. This requires strategic planning of the course and its delivery as discussed in the paper. Applying this approach, there is increase in the number of students scoring higher grades and overall improvement in the average. The paper also discusses the benefits and challenges of hands-on discovered in this case study that triggers further research.
2021 International Conference on Advanced Learning Technologies (ICALT), 2021
This paper focuses on the experience of design and implementation of a virtual exhibition for exh... more This paper focuses on the experience of design and implementation of a virtual exhibition for exhibiting the artifacts of the project done by first-year students in a design-based and Project-Based Learning course in engineering education. The authors present the advantages and challenges faced during the design and implementation of the virtual exhibition and compare it with the physical exhibition through qualitative analysis of faculty perceptions about physical and virtual exhibitions. This paper intends to help engineering educators through a set of guidelines that help them design and implement virtual exhibitions.
2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE), 2016
Massive Open Online Course (MOOC) is the best means to learn latest /current technologies which a... more Massive Open Online Course (MOOC) is the best means to learn latest /current technologies which are otherwise difficult to gain access and learn them. A case study of how, MOOC on 'User Experience (UX) provided by Udacity for mobile app' was utilized to enhance the quality of student projects, is presented in this paper. Most of the time, MOOCs are provided by the global experts who teach the course in a best possible way. Also, MOOC directly helps in attaining lifelong learning skills. MOOC can be used in many ways to deliver a curriculum. This paper focuses on, how the learning's and activities specified by MOOC on UX is included as part of student project course, its assessment, evaluation and results. The student projects are mobile apps specified by a company, which emphasized much on UX, the latest industry need. Therefore students were instructed to register for the MOOC on UX and learn on their own. Each student teams had to do UX design as specified in MOOC and same UX design activities were included as a part of project course assessment and evaluated. As a result, students were able to discover additional requirements addressing mobile UX and perform UX based design and construct according to it. These activities helped to attain ABET criteria 'i' with attainment 7.82 on scale of 10.
2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE), 2016
User experience design is all about making a product by understanding its users and enables user ... more User experience design is all about making a product by understanding its users and enables user to use a product easily. UX design is part of current industry standards which can be started along with requirement phase. Undergraduate students build products in project courses. Such courses include Software Life Cycle phases like Requirement gathering/ analysis, Design, Implementation and Testing but not UX design. Thus best of the project fail to generate a product that is usable. This paper presents a case study of minor project course which incorporated UX design in building mobile apps. UX is new technology and little known to instructors at colleges. So students were instructed to learn UX from MOOC on 'UX Design for Mobile Developer's', hosted by Udacity. Also, a workshop by industry expert in UX was conducted. The UX activities specified by MOOC were included as part course assessments. Through the UX design, students identified 3 to 4 user/ mobile device requirem...
2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE), 2016
Team-based learning (TBL) is a form of student-centered active learning which will help to develo... more Team-based learning (TBL) is a form of student-centered active learning which will help to develop various professional skills, problem solving, interpersonal team skills, and self-directed independent learning. The success of TBL approach depends on its design comprising Team formation, Project identification and distribution, monitoring the progress, maintaining open discussion in every phase and peer evaluation. This paper presents the case study TBL design done for minor project course. First step, the team formation plays a very important role in projects. Therefore the teams are formed based on the complementary skills of the student and ensuring that each team has an expert member in every identified skill. The next step is project distribution, while distributing the project the team strength is calculated and accordingly the problem statements are assigned. Also to increase the motivation and learning in the team, open discussions are held where each team can review and critic other teams work in every phase. The last part in the TBL is assessment and evaluation, which is incomplete without including peer evaluation. Although the Team work is evaluated by the instructor, the individual evaluation is done by both instructor as well as peer students within the team. This TBL design has improved the team's performance and each individual is able to work better in a team. Here students could successfully build and lunch mobile app as a product. The paper gives results of various TBL components. It concludes with challenges faced in this case study for further research.
International Journal of Quality & Reliability Management, 2021
PurposeThis paper is focused at studying the current state of research involving the four dimensi... more PurposeThis paper is focused at studying the current state of research involving the four dimensions of defect management strategy, i.e. software defect analysis, software quality, software reliability and software development cost/effort.Design/methodology/approachThe methodology developed by Kitchenham (2007) is followed in planning, conducting and reporting of the systematic review. Out of 625 research papers, nearly 100 primary studies related to our research domain are considered. The study attempted to find the various techniques, metrics, data sets and performance validation measures used by researchers.FindingsThe study revealed the need for integrating the four dimensions of defect management and studying its effect on software performance. This integrated approach can lead to optimal use of resources in software development process.Research limitations/implicationsThere are many dimensions in defect management studies. The authors have considered only vital few based on th...
Proceedings of the International Conference on Transformations in Engineering Education, 2014
As we know that industry and academia are operating as two different domains, due to paradigms sh... more As we know that industry and academia are operating as two different domains, due to paradigms shifts, the growing complexity of the business environment made these two domains to collaborate each other. The universities are not only intended to prepare to produce the skilled human resources to corporate world, but also in various intangible ways. The intersecting requirements and jointly inter-reliant relationship requires identifying means of further corroboration academia–industry partnerships. Being the college in a tier-2 city it is difficult to attract industry but, here we made an attempt to bridge the gap between the industry and academia.
Proceedings of the International Conference on Transformations in Engineering Education, 2014
Lifelong learning is the “ongoing, voluntary, and self-motivated” pursuit of knowledge for either... more Lifelong learning is the “ongoing, voluntary, and self-motivated” pursuit of knowledge for either personal or professional reasons. It enhances not only social inclusion, active citizenship and personal development, but also competitiveness and employability. It enables students to learn at different times, in different ways, for different purposes at various stages of their lives and careers. Lifelong learning is concerned with providing learning opportunities throughout life, while developing lifelong learners. As per Accredation Board for Engineering and Technology (ABET) 3a-3k Programme Outcomes (POs), a PO-i states the expectation that engineering graduates must have “recognition of the need for, and an ability to engage in lifelong learning”. The engineering education must help the students to develop skills, which are necessary for students to develop as lifelong learners and offer courses which help to acquire lifelong learning skills. This paper discusses the elements of lifelong learning, course design through activities and assessment of outcome for undergraduate Computer Science and Engineering programme to meet the Programme Outcome.
2012 IEEE International Conference on Engineering Education: Innovative Practices and Future Trends (AICERA), 2012
Capstone project forms an important part of engineering degree programme as it has a bearing on b... more Capstone project forms an important part of engineering degree programme as it has a bearing on both employability and admission to higher education. Choice of problem is very crucial decision in the first stage of the project. Problem definition is normally given by the faculty members or chosen by the students. Inadequate efforts and thinking at this stage has negative impact on the performance of the student teams. Poorly managed requirements resulting in poorly defined scope extend the project time and efforts or mostly leave the projects half done. Sometimes, the very problem definitions are changed in the middle. Yet another phenomenon observed is gross injustice done to design phase. Students tackle the project with the mindset of one problem and a unique solution. Further traceability is rarely achieved among the various stages of development. A new approach to problem identification is attempted by the authors in the capstone project wherein every project team puts in adequate efforts while finalizing the problem definition for the capstone project. An innovative approach to alternate designs is tried resulting in the choice of the right design through discussions and deliberations. In the entire process, peer review and feedback is made part of assessment which has improved the learning. Assessment rubrics are developed and communicated to stakeholders resulting in uniform assessment which was otherwise a challenge. This has resulted in improved leaning by students and enhanced participation of both faculty members and students right from the beginning of the project phase. The paper discusses the experiences of the authors and the innovative practices adopted to address the issues related to handling of large number of student projects.
2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE), 2013
Capstone project (CP) is an important part of every engineering and computer science discipline a... more Capstone project (CP) is an important part of every engineering and computer science discipline at undergraduate level. The main purpose of these capstone projects is to encourage students to apply the knowledge acquired during their studies in previous semesters, in particular a capacity to personally manage and conduct a complex, open-ended project to show how proficient they are in solving real world or the research based problems. The Outcome Based Education (OBE) is an education system that emphasis on outcomes measurement rather than inputs of curriculum covered. Outcomes may include a range of knowledge, skills and attitudes. In order to obtain the desired outcomes, teaching components and activities should be well organized, planned and continuously improved. We adopted OBE in our curriculum and for the course on project work we have written course learning objectives (CLO), i.e. at the end of the course the student should be able satisfy these objectives and they are mapped with the program outcomes (PO). This paper presents a novel method for the outcome-based assessment of engineering capstone project carried by Final Year Students. The assessment is done based on the rubrics written for each phase of the process. The outcome of the each phase is assessed by evaluation team and the guide using the assessment matrix which is based on assessment rubrics. Assessment matrix covers all the attributes/parameters for the assessment of each phase. Mapping of CLO-PO is done based on these attributes. Percentage of attainment of each objective and outcome are calculated.
Context Service-learning is a teaching and learning strategy which integrates academic learning w... more Context Service-learning is a teaching and learning strategy which integrates academic learning with meaningful community engagement and helps in an increased sense of civic responsibility (Oakes, 2014). Most research on service-learning so far have focused on the impact of service-learning on student learning, community benefits and institutional development and there is little literature available on the role of faculty in service-learning (S. R. Bandi et al., 2023). The article will investigate the motivational factors for engineering faculty in India to engage in service-learning programs. Purpose There have been increasing calls on the wider adoption of servicelearning in undergraduate engineering in India, as it helps engineering students achieve graduate attributes as recommended by international accreditation agencies (Kandakatla et al., 2023). However, for engineering institutions to adopt service-learning, it is critical for to get the faculty engaged as they are one of the key stakeholders who will lead the design and implementation of these programs The study attempts to answer the research question-"What are the factors that influence faculty engagement in service-learning?" with a goal to understand how engineering faculty be motivated to engage in servicelearning programs in India. Approach Qualitative approach is chosen as the methodology for the study as we intend to investigate the experiences of engineering faculty which will reveal their motivational factors to engage in service-learning programs (Michael Quinn Patton, 2002). Data is collected from faculty at an engineering institution in South of India which has systematically integrated service-learning into their curriculum. Semi structured interviews were used to collect the data and we employed thematic analysis for data analysis to get an in-depth exploration of the faculty perspectives. Outcomes The pilot study revealed primary insights on the impact of servicelearning courses on faculty learning in undergraduate engineering-education. Demographic background of faculty, peer support and institutional encouragement are the motivational factors for faculty members to be part of service-learning facilitation. The results will include a detailed thematic analysis and discussion on the motivational factors for faculty in service-learning. Conclusions India announced the National Education Policy (NEP) in 2020 and service-learning has been one of the most relevant pedagogies to achieve the vision laid out in the policy (S. Dustker et al., 2023). Findings from the study will enable engineering education leaders to gain insights on how build capacity to enhance faculty skills in servicelearning, make available required for effective planning and implementation, and provide incentives to motivate and encourage engineering faculty to engage in service-learning.
Journal of Engineering Education/Journal of engineering education transformations/Journal of engineering education transformation, Oct 1, 2023
In this article, the authors explore and understand what constitutes engineering thinking and whe... more In this article, the authors explore and understand what constitutes engineering thinking and whether secondary and higher secondary school curricula in India empower students to make an informed decision regarding engineering as a career choice. To analyse the elements of engineering thinking, the principles of K12 level engineering by the National Academy of E ngineering and Engineering Habits of Mind (EHoM) by the Royal Academy of Engineering are referred to. The syllabi of the Central Board of Secondary Education (CBSE) and four Indian states (Tamil Nadu, Maharashtra, Andhra Pradesh and Karnataka) are studied, which reveal that CBSE includes only one element of EHoM (creative problem-solving) in higher secondary grade curriculum. The syllabi of four Indian states revealed that the principles identified by the National Academy of Engineering (NAE) are missing in both grades. As an exception, the syllabus of Maharashtra has a creative problem-solving element in class-12 of higher secondary grades. The authors believe that introducing engineering thinking in schools will empower students to choose engineering as a career.
Information systems are growing in both size and complexity. Object orientation has emerged as a ... more Information systems are growing in both size and complexity. Object orientation has emerged as a dominant paradigm in designing and constructing such large and complex information systems, which is being taught to undergraduate students of Computer Science and Engineering. The use of java technology to develop applications is found preferred one [1]. There exists a knowledge gap between industry expectations and students knowledge. Hence deep learning of java programming is essential attribute to reduce the gap [1]. This paper presents classification of lab assignments as demonstration, Exercises, structured Enquiry type and open ended types with an approach of using conceptual model as intermediate step before writing java code for a given problem statement. This classification of assignments/problem statements move the responsibility from a professor to student where the latter involvement is observed high in achieving the objectives set for each type in classification of assignments, hence helps to meet industry expectations. The conceptual model, drawing a class diagram using standard notations (diagrammatic representations) improves the students understanding of object oriented concepts [7], for a given lab assignment which in-turn eases the student effort in translating the class diagram into program code by following the syntax. The students will be graded during assessment as Grade-S, Grade-A, Grade-B, Grade-C, Grade-D, Grade-E, Grade-F and where Grade-S is highest and Grade-F is lowest. The results of assessment are analyzed for year 2013 and 2014 batches and it is observed that, there is increase in grade A in year 2014 compared to year 2013. The observed change is due to the above said approach. The result analysis of year 2013 and 2012 shows that, the grade F is increased little in results of year 2013, it is due to the current approach where the lab assignments are classified and students are expected to apply the concepts studied effectively and few students unable to follow the approach.
Service-learning is a pedagogical approach which makes learning more meaningful. Researchers have... more Service-learning is a pedagogical approach which makes learning more meaningful. Researchers have reported this so far taking the cases of student learning experiences and impact studies. There are also studies which analyzed the role of community and academic institutions in the success of Service-learning. Faculty being an important stakeholder, less research took place on the role of faculty. When it is targeted to undergraduate students, Service-learning courses require to be designed and delivered in a distinctive style. Undergraduate students think and learn independently compared to children under 18 years of age. There are learning theories which are applicable for faculty and students. Faculty learning is equally important to make learning more effective. Faculty becoming co-learners while teaching increases the confidence of students in the learning process. As per the literature available, faculty learning as a specific area is not given focus in the process as compared to the other areas of service-learning like models of integrating service-learning into curriculum, benefits of service-learning, complementing professional skills and improved ethics etc. Hence this study is an attempt to explore the concept of faculty learning in service-learning and report the significance of faculty learning in implementing service-learning courses to undergraduate engineering students.
2021 ASEE Virtual Annual Conference Content Access, Jul 26, 2021
After being used to a procedural style of programming, programming in an object-oriented style se... more After being used to a procedural style of programming, programming in an object-oriented style seems to be difficult. The problem analysis skill is also important where it leads to designing solution for complex problems. In the process of problem analysis, it is big challenge for the students to identify classes, attributes, methods and association between the classes from a given problem statement/Scenario and then mapping to program code. The problem analysis is part of design thinking, where it consists of five phases Empathy (Emphasize), Define, Ideate, Prototype and Test. In this course we implemented a modified standard "Design Thinking Framework" through structured enquiry assessment, in our framework few phases are overlapping and it is defined using following phases—1. Define, 2. Ideate & Prototype, 3. Test. This framework is add-on to our previous practice where a comprehensive tutorial for "Object Oriented Thinking" is conducted first to minimize students difficulties. Also it includes "laboratory experiment categorization" to help students in improving problem analysis and design skills. By using the above said approaches, it is observed that the students are able to use object oriented concepts efficiently to solve problems, design solutions and performed better in semester end examination.
IEEE Transactions on Education
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.
Journal of Engineering Education Transformations, 2018
2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE), 2016
The major challenge of Team Based Learning (TBL) or Group learning is its Design and Implement th... more The major challenge of Team Based Learning (TBL) or Group learning is its Design and Implement that assess the student's knowledge and skills. The challenge also includes designing assessment to grade the students based on their contribution to the team performance. Teacher assessing the student's performance in team is a teacher biased process. Therefore Peer evaluation can be included as part of TBL assessment. Peer review is considered as transparent and efficient technique to assess individual in team. But it has also been criticized with respect to fairness. This paper proposes Trusted Relative Peer Review (TRPR) which reduces the disadvantages of peer review to greater extent. It includes two reviews i) Team's Guide review ii) Peer review. The trustworthiness of peer review is decided based correlation of Guides and Peer reviews, depending on which each student is rated relatively for 100 points. After comparisons of results, 65% student teams peer reviews were found to be not trustworthy, which are corrected through proposed TRPR. This review is accepted by 54-58% of students and trusted it. TRPR helped to measure "ability to function in a team" with attainment of 7.7 on the scale of 10. TRPR contributes to the success of TBL implementation in greater extent by overcoming the drawbacks of peer review. It influences individual student's marks based on their contributions. Therefore it ensures students contribute in group work resulting in students learning. Although TRPR is hectic, future work shall try to make it simple.
2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE), 2016
The traditional approach of teaching programming courses is teachers centric where students are p... more The traditional approach of teaching programming courses is teachers centric where students are passive learners. Also for such courses, the laboratory and classes are conducted separately. This paper focuses on integrating classroom and laboratory with hands-on for programming course. This approach is student centric which brings in active learning. However it has been less researched area and adequate literature is not available on 'hands-on science' specifically for programming course. The work presented in this paper also extends from our previous work where debugging, code optimization and testing are emphasized. In the proposed approach each teaching session consisted of hands-on teaching and activities to support it. This requires strategic planning of the course and its delivery as discussed in the paper. Applying this approach, there is increase in the number of students scoring higher grades and overall improvement in the average. The paper also discusses the benefits and challenges of hands-on discovered in this case study that triggers further research.
2021 International Conference on Advanced Learning Technologies (ICALT), 2021
This paper focuses on the experience of design and implementation of a virtual exhibition for exh... more This paper focuses on the experience of design and implementation of a virtual exhibition for exhibiting the artifacts of the project done by first-year students in a design-based and Project-Based Learning course in engineering education. The authors present the advantages and challenges faced during the design and implementation of the virtual exhibition and compare it with the physical exhibition through qualitative analysis of faculty perceptions about physical and virtual exhibitions. This paper intends to help engineering educators through a set of guidelines that help them design and implement virtual exhibitions.
2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE), 2016
Massive Open Online Course (MOOC) is the best means to learn latest /current technologies which a... more Massive Open Online Course (MOOC) is the best means to learn latest /current technologies which are otherwise difficult to gain access and learn them. A case study of how, MOOC on 'User Experience (UX) provided by Udacity for mobile app' was utilized to enhance the quality of student projects, is presented in this paper. Most of the time, MOOCs are provided by the global experts who teach the course in a best possible way. Also, MOOC directly helps in attaining lifelong learning skills. MOOC can be used in many ways to deliver a curriculum. This paper focuses on, how the learning's and activities specified by MOOC on UX is included as part of student project course, its assessment, evaluation and results. The student projects are mobile apps specified by a company, which emphasized much on UX, the latest industry need. Therefore students were instructed to register for the MOOC on UX and learn on their own. Each student teams had to do UX design as specified in MOOC and same UX design activities were included as a part of project course assessment and evaluated. As a result, students were able to discover additional requirements addressing mobile UX and perform UX based design and construct according to it. These activities helped to attain ABET criteria 'i' with attainment 7.82 on scale of 10.
2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE), 2016
User experience design is all about making a product by understanding its users and enables user ... more User experience design is all about making a product by understanding its users and enables user to use a product easily. UX design is part of current industry standards which can be started along with requirement phase. Undergraduate students build products in project courses. Such courses include Software Life Cycle phases like Requirement gathering/ analysis, Design, Implementation and Testing but not UX design. Thus best of the project fail to generate a product that is usable. This paper presents a case study of minor project course which incorporated UX design in building mobile apps. UX is new technology and little known to instructors at colleges. So students were instructed to learn UX from MOOC on 'UX Design for Mobile Developer's', hosted by Udacity. Also, a workshop by industry expert in UX was conducted. The UX activities specified by MOOC were included as part course assessments. Through the UX design, students identified 3 to 4 user/ mobile device requirem...
2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE), 2016
Team-based learning (TBL) is a form of student-centered active learning which will help to develo... more Team-based learning (TBL) is a form of student-centered active learning which will help to develop various professional skills, problem solving, interpersonal team skills, and self-directed independent learning. The success of TBL approach depends on its design comprising Team formation, Project identification and distribution, monitoring the progress, maintaining open discussion in every phase and peer evaluation. This paper presents the case study TBL design done for minor project course. First step, the team formation plays a very important role in projects. Therefore the teams are formed based on the complementary skills of the student and ensuring that each team has an expert member in every identified skill. The next step is project distribution, while distributing the project the team strength is calculated and accordingly the problem statements are assigned. Also to increase the motivation and learning in the team, open discussions are held where each team can review and critic other teams work in every phase. The last part in the TBL is assessment and evaluation, which is incomplete without including peer evaluation. Although the Team work is evaluated by the instructor, the individual evaluation is done by both instructor as well as peer students within the team. This TBL design has improved the team's performance and each individual is able to work better in a team. Here students could successfully build and lunch mobile app as a product. The paper gives results of various TBL components. It concludes with challenges faced in this case study for further research.
International Journal of Quality & Reliability Management, 2021
PurposeThis paper is focused at studying the current state of research involving the four dimensi... more PurposeThis paper is focused at studying the current state of research involving the four dimensions of defect management strategy, i.e. software defect analysis, software quality, software reliability and software development cost/effort.Design/methodology/approachThe methodology developed by Kitchenham (2007) is followed in planning, conducting and reporting of the systematic review. Out of 625 research papers, nearly 100 primary studies related to our research domain are considered. The study attempted to find the various techniques, metrics, data sets and performance validation measures used by researchers.FindingsThe study revealed the need for integrating the four dimensions of defect management and studying its effect on software performance. This integrated approach can lead to optimal use of resources in software development process.Research limitations/implicationsThere are many dimensions in defect management studies. The authors have considered only vital few based on th...
Proceedings of the International Conference on Transformations in Engineering Education, 2014
As we know that industry and academia are operating as two different domains, due to paradigms sh... more As we know that industry and academia are operating as two different domains, due to paradigms shifts, the growing complexity of the business environment made these two domains to collaborate each other. The universities are not only intended to prepare to produce the skilled human resources to corporate world, but also in various intangible ways. The intersecting requirements and jointly inter-reliant relationship requires identifying means of further corroboration academia–industry partnerships. Being the college in a tier-2 city it is difficult to attract industry but, here we made an attempt to bridge the gap between the industry and academia.
Proceedings of the International Conference on Transformations in Engineering Education, 2014
Lifelong learning is the “ongoing, voluntary, and self-motivated” pursuit of knowledge for either... more Lifelong learning is the “ongoing, voluntary, and self-motivated” pursuit of knowledge for either personal or professional reasons. It enhances not only social inclusion, active citizenship and personal development, but also competitiveness and employability. It enables students to learn at different times, in different ways, for different purposes at various stages of their lives and careers. Lifelong learning is concerned with providing learning opportunities throughout life, while developing lifelong learners. As per Accredation Board for Engineering and Technology (ABET) 3a-3k Programme Outcomes (POs), a PO-i states the expectation that engineering graduates must have “recognition of the need for, and an ability to engage in lifelong learning”. The engineering education must help the students to develop skills, which are necessary for students to develop as lifelong learners and offer courses which help to acquire lifelong learning skills. This paper discusses the elements of lifelong learning, course design through activities and assessment of outcome for undergraduate Computer Science and Engineering programme to meet the Programme Outcome.
2012 IEEE International Conference on Engineering Education: Innovative Practices and Future Trends (AICERA), 2012
Capstone project forms an important part of engineering degree programme as it has a bearing on b... more Capstone project forms an important part of engineering degree programme as it has a bearing on both employability and admission to higher education. Choice of problem is very crucial decision in the first stage of the project. Problem definition is normally given by the faculty members or chosen by the students. Inadequate efforts and thinking at this stage has negative impact on the performance of the student teams. Poorly managed requirements resulting in poorly defined scope extend the project time and efforts or mostly leave the projects half done. Sometimes, the very problem definitions are changed in the middle. Yet another phenomenon observed is gross injustice done to design phase. Students tackle the project with the mindset of one problem and a unique solution. Further traceability is rarely achieved among the various stages of development. A new approach to problem identification is attempted by the authors in the capstone project wherein every project team puts in adequate efforts while finalizing the problem definition for the capstone project. An innovative approach to alternate designs is tried resulting in the choice of the right design through discussions and deliberations. In the entire process, peer review and feedback is made part of assessment which has improved the learning. Assessment rubrics are developed and communicated to stakeholders resulting in uniform assessment which was otherwise a challenge. This has resulted in improved leaning by students and enhanced participation of both faculty members and students right from the beginning of the project phase. The paper discusses the experiences of the authors and the innovative practices adopted to address the issues related to handling of large number of student projects.
2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE), 2013
Capstone project (CP) is an important part of every engineering and computer science discipline a... more Capstone project (CP) is an important part of every engineering and computer science discipline at undergraduate level. The main purpose of these capstone projects is to encourage students to apply the knowledge acquired during their studies in previous semesters, in particular a capacity to personally manage and conduct a complex, open-ended project to show how proficient they are in solving real world or the research based problems. The Outcome Based Education (OBE) is an education system that emphasis on outcomes measurement rather than inputs of curriculum covered. Outcomes may include a range of knowledge, skills and attitudes. In order to obtain the desired outcomes, teaching components and activities should be well organized, planned and continuously improved. We adopted OBE in our curriculum and for the course on project work we have written course learning objectives (CLO), i.e. at the end of the course the student should be able satisfy these objectives and they are mapped with the program outcomes (PO). This paper presents a novel method for the outcome-based assessment of engineering capstone project carried by Final Year Students. The assessment is done based on the rubrics written for each phase of the process. The outcome of the each phase is assessed by evaluation team and the guide using the assessment matrix which is based on assessment rubrics. Assessment matrix covers all the attributes/parameters for the assessment of each phase. Mapping of CLO-PO is done based on these attributes. Percentage of attainment of each objective and outcome are calculated.