Improvement of Student Learning |
Active Learning |
1. Instructional Delivery
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Instructions using Information and Communications Technologies (ICT) |
2. Instructional Methods
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Flipped Classroom Approach |
Project Based Learning |
Learning by Doing |
Peer Learning |
Case Studies |
Implementation of Merrill’s Task Centred Principles of Learning in a unique way |
Implementation of RULER ( a tool for Emotional Intelligence) in a unique way |
Self Learning |
|
3. Assessment |
Mid Semester Feedback (online ), Quizzes |
1. Instructional Delivery
Instructions using Information and Communications Technologies (ICT)
Statement of Clear Goals:
To reach students at any time of their convenience, to connect with a large number of students at any moment, to learn from faculties of international repute, to conduct experiments virtually, and to understand challenging concepts through videos and other multimedia tools. Additionally, easy access to course content in the form of text and videos.
Use appropriate methods:
Use of Learning Management System
Figure 1.1: Sample Learning Management System
Figure 1.2:Sample Web Page
Figure 1.3:Sample YouTube Channel
Figure 1.4:Sample YouTube Channel
Use of Virtual Lab
An Initiative of Ministry of Education under the National Mission on Education through ICT.
https://www.vlab.co.in/broad-area-civil-engineering
Figure 1.5: Sample Strength of Material Lab (Virtual)
Objectives of Virtual Lab
- To provide remote-access to simulation-based Labs in various disciplines of Science and Engineering.
- To enthuse students to conduct experiments by arousing their curiosity. This would help them in learning basic and advanced concepts through remote experimentation.
- To provide a complete Learning Management System around the Virtual Labs where the students/ teachers can avail the various tools for learning, including additional web-resources, video-lectures, animated demonstrations and self-evaluation.
Significance of results of Virtual Lab:
Students can enrich their knowledge limitlessly and work at their own pace.
Reflective critique:
While it offers significant advantages, there are challenges, including a lack of personalized learning and a disconnect between students and instructor.
1. Instructional Methods
Flipped Classroom Activity:
A flipped classroom is a teaching approach that involves students studying course materials at home and then actively applying their knowledge in the classroom under the guidance of an instructor. This method aims to boost engagement and learning by shifting traditional homework activities to in-class problem-solving and discussions.
Statement of Clear Goals:
To study beginner-level course material at home and tackle more advanced problems during classroom sessions under the supervision of the faculty member.
Use appropriate methods:
Students receive essential study materials ahead of the teaching session. The expectation is for them to establish their foundational knowledge independently at home. During class hours, they can engage in collaborative problem-solving with their peers, supervised by the teacher, focusing on higher-order thinking problems. Below is an example of a flipped classroom activity, demonstrating the provision of specific notes to students in advance for study before the actual class.
Figure 2.1:Sample (providing Course Material prior to session via email)
Figure 5.5f:Sample (providing Course Material prior to session via Social Media App)
Two-minute animation videos, each dedicated to illustrating a specific concept, are created and uploaded to YouTube channels. The video links are shared with students one day before the corresponding class session, during which the same concept will be discussed in greater detail.
Significance of results:
Students find it to be a helpful tool for their learning, helping them stay organized in their studies.
Effective presentation:
The study material provide to the students are precise and simple to understand.
Reflective critique:
Despite its numerous advantages, faculty members face challenges in uploading specific study materials daily due to their other assignments. Additionally, some students may not check their emails for the provided study materials.
3. Project Based Learning:
Project-based learning (PBL) is an engaging, student-focused teaching method where students gain a deeper understanding by actively exploring real-world challenges over an extended period. They explore a subject by investigating and addressing complex problems.
Statement of Clear Goals:
Students engage in identifying and solving real-world problems, work collaboratively in teams, and prepare technical reports based on their findings.
Use appropriate methods:
Courses such as 'Mini Project' and 'Project Stage I and II' provide opportunities for project-based learning. These courses involve addressing real-life complex problems, giving students the chance to independently explore new knowledge areas and apply their previous knowledge to find solutions. Group work is also a key component of these courses.
Figure 2.2:Sample Project (Seismic Evaluation of Existing Buildings, Academic Year 2021-22)
Significance of results:
Through this approach, students can excel in identifying real-world problems and are better equipped to tackle these challenges.
Reflective critique:
Despite the many advantages, there are some challenges, such as time and financial Constraints
Learning by Doing:
Statement of Clear Goal:
To independently develop products from inception to completion.
Use appropriate methods:
Learning by doing is an educational approach where students actively get involved in creating something from nothing. This fosters creative thinking as students independently develop a product from its inception to completion.
Figure 2.3: Opportunity by Technical Event ‘VisioTech’ (Date: 11-05-2023)
Figure 2.4: Opportunity by University Competition ‘Avishkar 2022’ (Date:21-11-2022 )
Significance of results:
Students acquire practical experience by taking the initiative in something new. Their learning is primarily derived from failure, which serves as the most significant source of knowledge.
Reflective critique:
Despite having numerous advantages, there are some challenges, including a limited number of interested students, financial requirements, and a restricted number of competitive events.
Case Studies
Statement of Clear Goal:
To investigate a specific case in-depth within a real-world situation.
Use appropriate methods:
Various site visits are organized to thoroughly investigate real-world scenarios, exploring both their shortcomings and strengths. The necessity and future prospects are also discussed.
Figure 2.5:Sample Case Study [National Highway Construction Site (Date: 06-04-23)]
Figure 2.6: Sample Case Study [Water Treatment plant Site (Date: 09-06-23)]
Significance of results:
Students gain practical knowledge and become familiar with industry requirements.
Reflective critique:
While it presents numerous advantages, the challenge arises when a larger number of students need to travel.
Peer Learning
Statement of Clear Goal:
Interaction between students for their own learning
Use appropriate methods:
Peer learning involves students interacting with their peers to achieve educational goals. Social apps are utilized to create student groups where they can discuss and collaboratively solve assignments with each other's assistance.
Figure 2.7:Sample Peer Learning (Students’ discussion forum to solve the assignments under supervision)
Significance of results:
Students will develop the skills to collaborate and solve problems independently.
Reflective critique:
While it has many advantages, the challenge in peer learning is that some students do not participate at all.
Self Learning
Statement of Clear Goal:
To become independent learner
Use appropriate methods:
We conduct a 'GATE Exam Test Series' on a monthly basis, focusing on a specific subject each month. Students are notified about the exam date one month in advance. They receive comprehensive study materials, including written notes and textbooks aligned with the GATE syllabus. Top performers in the exam are rewarded with prizes in the form of books
Figure 2.8: Sample Gate Exam Test Series (Date:6-11-23)
Significance of results:
Students will excel in a variety of competitive exams, including those for higher education, public service, and private job recruitment.
Reflective critique:
Despite many advantages, the challenge here is that only a few self-motivated students participate in such test series.
Implementation of Task Centered Principles of Learning
Statement of Clear Goal:
To make the instructions task-centered and effectively manage the time during classroom instruction
Use appropriate methods:
Merrill’s Task-Centred Principles of Learning comprises of following five learning principles
- Task- Centered
- Activation
- Demonstration
- Engagement/ Application
- Integration
These five key principles constitute the foundation of Merrill's instructional design approach, which aims to craft meaningful, engaging, and transferable learning experiences for learners.
Figure 2.9:Merrill’s Task Centered Principles of Learning
Figure 2.10:Sample (ImplementationMerrill’s Task Centered Principles of Learning
Significance of results:
Instructional design will be more task centered and organized. It will improve overall learning of all the students.
Reflective critique:
It comes with numerous advantages, but the challenge lies in the need for instructors to be self-disciplined and motivated in delivering high-quality teaching.
Implementation of Social and Emotional Learning (SEL) using RULER
Statement of Clear Goal:
To make students equipped with social and emotional learning (SEL)
Use appropriate methods:
RULER is an acronym used to remember the different aspects of emotional learning i.e. Recognizing, Understanding, Labeling, Expressing and Regulating Emotion.
It has four anchor tools i.e.
- Mood Meter (for awareness of all emotions)
- Class Charter (for social commitment)
- Meta Moment (for prolonging the reaction time post threatening events)
- The Blue Print (for developing empathy and perspective)
Figure 2.11: Sample (Second Year-Class Charter)
Solve Problems with The Blue Print |
Describe |
What Happened? |
RULER SKILLS |
ME |
OTHER PERSON |
Recognize and label |
How did I feel? |
How do _____ feel? |
understand |
What caused my feelings ? |
What caused ______’s feelings? |
Express and regulate |
How did I express and regulate my feelings? |
How did _____ express and regulate his/ her feelings? |
Reflect and plan |
What could I have done to handle the situation better?
What can I do now? |
Figure 2.12: Template (The Blue Print)
3. Assessment
Mid Semester Feedback:
Statement of Clear Goal:
To receive feedback and implement corrective measures promptly.
Use appropriate methods:
Mid-semester online feedback is gathered for all the courses within the, and prompt corrective measures are implemented based on identified needs.
Figure 3.1:Sample (Mid Semester Feedback Form)
Figure 3.2: Sample (Response analysis of Mid Semester Feedback)
Significance of results:
The immediate needs of the students can be addressed promptly
Reflective critique:
As online feedback requires email verification, there are instances where students may not provide honest feedback to avoid identification.