Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase

2015 ◽  
Author(s):  
Sujata Wadhwa ◽  
Audrey Barlow ◽  
Siddharth Jadeja
Keyword(s):  
Engineering Education ◽  
Learning Process ◽  
Engineering Students ◽  
University Teaching ◽  
Cognitive Domain ◽  
Special Focus ◽  
National Board ◽  
Outcome Based Education ◽  
Grass Root Level ◽  
Teaching Learning

National Board of Accreditation, India has become the signatories of the Washington Accord adopting outcome based education guidelines in order to impart the quality education in engineering institutes [14]. Outcome Based education (OBE) requires thorough assessment and evaluation of the students individually, with special focus on the overall development of the students. OBE is based more on student centric learning and less on the role of a faculty or the content part (taught) which requires modifications at grass root level in the University teaching learning scheme. It demands a transition of a lecturer into a facilitator. It also requires a paradigm shift in teaching learning process in engineering education (EE) system as OBE focuses more on development of all the three learning domains, contradictory to the traditional teaching learning process which focuses more on development of the cognitive domain and psychomotor domain only. According to the World Bank Report, the modern volatile and complex world demands from the engineers the core employability skills like critical thinking, problem solving, creativity and innovation, collaboration skill, communication skill which must be developed and honed during the course tenure so that they could become competent global engineers [2] [3]. This paper brings forth the out of box thinking and implementation concept of the OBE for UG program, through activity based students’ engagement, specially designed activity to achieve Programme Educational Outcomes (PEOs), Programme Outcomes (POs) and Course Learning Outcomes (CLOs). It intends to solve the problem of large classes through the implementation of the FLIP classroom model. A six month activity based teaching learning model had been adopted for different streams, involving more than 1500 engineering students. The outcome/s achieved by each activity had been termed as Activity Outcomes (AOs). This paper discusses the problems encountered during the implementation of OBE frame work for large class [4] in context with Indian environment and also strives to provide some methods to implement activity based learning to achieve desirable outcomes.

scholarly journals Transformation of engineering education through student-centric learning

2021 ◽  
Vol 13 (1) ◽  
pp. 32-41
Author(s):  
Jagadeesh Basavaiah ◽  
Audre Arlene Anthony ◽  
Chandrashekar Mohan Patil
Keyword(s):  
Engineering Education ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Online Survey ◽  
Technological Advancement ◽  
Knowledge Based ◽  
Outcome Based Education ◽  
Development Levels ◽  
Teaching Learning

Modernisation in higher education is one of the major objectives to meet the universal challenges and provide higher knowledge-based and sustainable development levels. It is decisive to encourage the quality of teaching and innovative pedagogy. Technological advancement has led to the development of many efficient methods for innovative pedagogies in the field of education. Engineering education is built on a new-fangled standard in which engineering is to be practiced with technical expertise as well as social responsibility. The teaching fraternity has incorporated a lot of teaching strategies for changing teacher-centric education to learner-centric education. This paper aims to present the aspects of the teaching–learning process, teaching pedagogy and curricular approaches of engineering pedagogy and study the teaching strategies followed by engineering teachers. To study the different teaching strategies followed by teachers in engineering education, an online survey on teaching strategies was conducted for the engineering teaching fraternity all over India. The survey depicts that there is a change in the teaching and learning process from teacher-centric education to learner-centric education. Almost 80%–90% of the teachers follow student-centric teaching by using different tools and strategies, which in turn results in outcome-based education.                         Keywords: Engineering education, learning, learner-centric, outcome-based education, pedagogy, teaching, teaching strategies.

scholarly journals O Ensino de Álgebra Linear para Engenharias utilizando o Scilab: aspectos matemáticos e computacionais / Teaching of Linear Algebra to Engineering Students using Scilab: mathematical and computational aspects

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Marcos Rodrigues Pinto
Keyword(s):  
Equilibrium Point ◽  
Linear Algebra ◽  
Learning Process ◽  
Engineering Students ◽  
Algebraic Thinking ◽  
The Other ◽  
Personal Computers ◽  
Special Linear ◽  
Computational Aspects ◽  
Teaching Learning

ABSTRACTThe teaching of Algebra, in special Linear Algebra, to engineering students, come changing its focus since the popularization of personal computers. Various specialized softwares has been developed and has become feasible to pay more attention in the algebraic thinking to solve problems and minus attention in the calculus itself. But one needs to be careful to not go to the extreme of this teaching-learning process. The teaching of Algebra using computational software must not mean the teaching of a sequence of commands and its syntaxes. On the other hand, it must not mean to memorize a sequence of definitions and theorems. So we propose a equilibrium point based on our experience with students of engineering that attended in our lessons of Algebra with Scilab software.RESUMOO ensino de álgebra, especialmente álgebra linear (AL), para estudantes de engenharia, vem mudando seu foco desde a populariozação dos computadores pessoais. Diversos softwares especializados têm sido desenvolvidos e tornado possível prestar mais atenção ao pensamento algébrico para a solução de problemas do que ao cálculo em si. Mas é necessário ter-se cuidado para não ocupar os extremos nesse processo de ensino-aprendizagem. O ensino de álgebra usando softwares não deve significar ensinar uma sequência de comandos e suas sintaxes. Também não deve significar memorizar uma sequência de definições e teoremas. Assim, propõe-se um ponto de equilíbrio baseado na experiência com estudantes de engenharia que participaram das aulas de AL utilizando o Scilab.

scholarly journals Content review using Kahoot! with aeronautical engineering students

2018 ◽  
Author(s):  
Vicente Albero ◽  
Carmen Ibáñez
Keyword(s):  
Learning Process ◽  
Engineering Students ◽  
Level Of Satisfaction ◽  
Technical Content ◽  
Aeronautical Engineering ◽  
Real Scenario ◽  
Didactic Material ◽  
Teaching Learning ◽  
High Level ◽  
Content Review

In the framework of the subject “Analysis of aeronautical structural components” included in the Master of Science of Aeronautical Engineering at the Universitat Politècnica de València, the application Kahoot! is employed in order to review the technical content and obtain feedback of the level of knowledge acquired by the students. Kahoot! allows developing multiple choice interactive quizzes that are solved in the classroom. Using this type of tools enhances the attention of the students and helps to create interesting discussions making the students be part of the teaching-learning process. Besides, the platform allows analyzing the results of the technical content reviewed which, in turn, permits the lecturer to adapt the didactic material to a real scenario. Furthermore, the results obtained from the assessment survey show the high level of satisfaction of the students with an activity which allows them to learn in a fun way. In conclusion, the application of Kahoot! for content review helps to perfect the teaching-learning process and improves academic performance in an attractive and engaging environment.

scholarly journals Relación Entre la Investigación y la Docencia Activa. Un Punto de Vista Cualitativo de Estudiantes de Ingeniería

2018 ◽  
Vol 3 (1) ◽  
pp. 129
Author(s):  
Aránzazu Berbey Álvarez ◽  
Humberto Álvarez ◽  
Jessica Guevara Cedeño ◽  
Juan De Dios Sanz Bobi
Keyword(s):  
Active Learning ◽  
Qualitative Study ◽  
Qualitative Analysis ◽  
Learning Process ◽  
Engineering Students ◽  
Scientific Research ◽  
Research Results ◽  
Teaching Learning

This manuscript presents a qualitative analysis about the engineering students perspective of the insertion of research results in the teaching/learning process in the classroom, and if these didactic resources motivated or promoted a future scientific research career.Keywords: research, active learning teaching, engineering students, perception, qualitative study. 

scholarly journals Effectiveness of Curriculum Design in the Context of Outcome Based Education (OBE)

2019 ◽  
Vol 8 (6) ◽  
pp. 648-651
Keyword(s):  
Continuous Improvement ◽  
Curriculum Design ◽  
Assessment Process ◽  
Learning Assessment ◽  
Educational Institutions ◽  
National Board ◽  
The Real ◽  
Outcome Based Education ◽  
Teaching Learning ◽  
Almost All

Outcome Based Education (OBE) is now a days becoming a mandate in almost all higher educational institutions across the country as it turned out to be an authorized signatory member of Washington Accord (WA) in 2014 through the National Board of Accreditation (NBA). The fundamental concept of outcome-based education is to ensure continuous improvement at all levels of teaching – learning – assessment process. Though there are several programmes were organized to build the competency of OBE, the present traces of implementation of OBE in educational institutions clearly demonstrate the lack of understanding the real implementation of OBE and strictly it is a serious concern. Even these traces are observed in the programs, which are accredited. In the present paper, an attempt has been made to enable the stakeholders to truly understand some of the basic elements of OBE, which will really help them to deploy the philosophy of OBE in the way it is expected for continuous improvement.

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