International Engineering Educator Certification Program ... · International Engineering Educator Certification Program (IIEECP) By Ankit Dixit ... I asked them to review the notes

Submitted in partial fulfillment of the requirements for the

course of

International Engineering Educator Certification Program

(IIEECP)

By

Ankit Dixit

(Assistant Professor, NMIMS University)

Teaching Philosophy

Course Planning

Active Learning

Collaborative Learning

Technology Incorporating

Course Assessment

Research Communication Paper

Conclusion

Teaching Portfolio submiited by Mr. Ankit Dixit 2

My philosophy of teaching is based on a belief that

teaching learning process should be centered on

multifaceted development of student.

My vision is to play a distinct role for excellence in

engineering education by delivering knowledge

through pedagogical innovation.

I always adopt the active learning methods during my

teaching like Project and team based learning which

will not only develop analytical skills but also help

student to enhance their various interpersonal skills.


My objective as a teacher to enhance the professional

and personnel ethics of students so that they can

achieve excellence in their life. I want to inspire young

minds of country to contribute more towards the

development of society.

I want to make my notable presence in the world of

research and technology. To achieve this, I scrutinize

research papers and peer reviewed journals in my area

of interest. I also use various online tools and MOOC

courses to enhance my research profile.


In the Module 3: Course Design , I have learn various aspect of designing the course.

Main key learning form the module was defining i) Course objective (CO), ii) Learning Objective (LO), iii) Student Outcomes (SO), and iv) Mapping of the LO with SO.

Mapping of the Learning outcomes with the Bloom’s Taxonomy.

Course Planning.docx







Introduction card

Course Description sheet - Theory class

Contract Form - For Lab Sessions


Introduction Card

Name………………………………………………….S/O………………………………………

DOB…………………………………………Home Town...………………………………….

Email Id…………………………………………………………………………………………….

Email Id of parents …………………………………………………………………………….

Mobile Contact…………………………………………………………………………………..

Mentor Name…………………………………………………………………………………..

I love to do………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

I am having difficulty during lecture due to…………………………………………

……………………………………………………………………………………………………………………………………………………....

……………………………………………………………………………………………………………………………………………………….

Paste your

Passport size photo

Ground Rule

1. I will try to attain 100% attendance. (Minimum 80% attendance is required for appearing in

the final exam)

2. I will report to the lecture hall before the commencement of the class.

3. I will only responsible for my short attendance, in case absent is marked for late reporting.

4. I will not carry any eatable item in the class/lab and will maintain the decorum of class.

5. Any action can be taken against me for any indiscipline activity.

6. I will follow all the instructions given by the course instructor.

Name of student………..

Place………………………

Date…………………………..

Signature…………………… Teaching Portfolio submiited by Mr. Ankit Dixit 7

Team Contract.docx

For Lab sessions


Team Contract.docx

Active learning was one of the most important modules

of the program. In this module, author executes several

activities before the students. The aim of the active

learning was indulge students in the teaching and

learning process and to address students having all type

of learning style.


Name - Ankit Dixit ; Course - Signal and System

Class topic / subtopic

Activity Specific asked questions Learning Style Address

Analog and Digital System

# 5 (Concrete

example before

theory )

Started the class with the introduction and

classification of the signals.

Explain why the topic and its electrical

electronic specifications are important to

study.

Real time example of analog and digital

signals.

Intuitive and

sensing

intuitive and

reflective

Sensing and

visual

Sequential,

Sensing and

intuitive

# 6 ( Demo ) Visit them to communication lab and show

them various types of Analog and Digital

signals.

Active and

Visual


Name - Ankit Dixit ; Course - Signal and System

Class topic / subtopic

Activity Specific asked questions Details of

implementation Time allotted

Analog and Digital System

o In-class teams

o List the application system in industries.

o Discuss the working principle of conversion.

o Teams of 4

o Recorder has highest CGPA in group

o 3 min list and discuss o 1 min share

Linear and Time invariant System o TAPPS

o List the various possible example of Linear, Time Invariant system , Causal, anti-causal system, static and dynamic system.

o Discuss the how a nonlinear and time invariant system can be converted into LTI system.

o Form a group of

4 students ( a combination of slow and fast learner )

o Individual group has given a specific subtopic on system.

o At a time one group play a role of explainer and all other group play as a questioner.

o 5 min for discussion

o 3 min for explanation for each group

o 2 min for answering questions

o Activity took full class room time


the enthusiasm of performing the

activity among the students and

the way they were participating

was the sign that students were

enjoying the activities very much.

After some activities (specifically

demo) some students personally

interact to me for their query.

Challenges:

Due to bigger class room size,

managing all part of exercise is bit

difficult.

A effort has been taken to involve

slow learner students.

Activity 2 took more time as there

is involvement of one group at one

time. Teaching Portfolio submitted by Mr. Ankit Dixit 12

The objectives of the collaborative activity were :

To enhance the collaborative learning among the

students.

Perceiving same topic from the different point of

view from the different students.

To stimulate the self-learning and encourage

students for active participation in group.

Author chooses to execute this activity for the “TV

and Video Engineering” course at 3rd year

undergraduate level and prefer to use JIGSAW as a

collaborative activity.


Steps Goals

1 Split students in groups either in random fashion or using specific skill.

2. Like I have subdivided my topic into 6 subtopic so in every group give a

number from 1 to 6 to each student.

3. Allocate the topic to each student according to the number ( please refer part

5 of the assignment) and form a Special Interest Group (SIG).

4. Provide extra hand-out related to topic in course website.

5. Communicate student about the rubrics of assessment.

6. Create the ground rule for preparation and contribution for the activity.

7. Conduct a small quiz over the topic which include various level of blooms

taxonomy to analyze their understanding level after the activity.

8. Plan a separate session for discussion related to their experience of the

activity with the student

9. At the end of the activity, provide the score for individual as well as for

group.


Time Line

Introduction of Activity : 10 Min ( 11:15 AM)

Discussion in Special Interest Group : 5 Min ( 11:20 AM)

Evaluation : 5 Min ( 11:25AM)

Discussion in own group : 10 min ( 11:35 AM)

Evaluation : 5 Min ( 11:40 AM )

Quiz : 10 Min ( 11:50 AM)

Feedback and attendance : 10 Min ( 12:00 PM )

Rubrics

R1 : How communicative the person in other groups.

R2: Justification of opinions during discussion when there is a conflict in

difference of opinion in special interest group.

R3: Delivery of the content to other students in their own group.

R4: Performance on the quiz



Observation

If I found any students were non-participating in the

activity then I forced him to put their points or

statements. I also asked him to conclude the topic.

In Jigsaw, there were two discussion. In the first part,

special interest group (SIG) had discussion on a single

topic. Most of the time deadlock situation occur in this

time only and that was observed very easily. In this

condition, I asked them to review the notes and make

concluding statement to clear the deadlock.


Conclusion Designing the proper assessment rubrics was still a

challenge. Instructor should take the help of proper technology to reduce the manual load of calculating the marks and assessment.

If one choose JIGSAW, then must share the require prerequisite with the students. During my session, some of the students didn’t prepare for activity which in turn reduces the total score of their team.

The complete details and analysis of the score is given in the Appendix I.


Instructor didn’t have a real time learning management system like DyKnow in the

university so course is plan by using Black board Learning Management System (BBLMS).

BBLMS is used as a course website. The following activities have been done by using

BBLMS platform:

1. Course documents such as lesson plan, lecture notes, faculty information etc were

uploaded in the cloud so that students can access them from anywhere at any time.

2. All the assignments were asked to submit at online mode only.

3. Online quizzes were conducted.

4. Discussion forum was created to motivate active learning.

5. Surveys were taken through the platform.

6. Conducted formative feedback at regular interval.

7. Analysis of results generated by the BBLMS.


S. No Item Marks

1 Mid Term Test I 15

2 Mid Term Test II 15

3 Quiz 5

4 Lab Work 5

5 Assignment 5

6 Class Activity 5

Total 50


Mid Term Test I / II and Quiz

These are two mid semester test having 15 marks each.

The papers were designed with reference to the Prof.

Felder’s paper which talks about the various paper

designing issues. the paper discussed mostly about:

a) How to design an ideal test paper and

b) How to asses them

A draft copy of MTT I, MTT II and Quiz are attached in

the Appendix II & III.


LAB Work

A+

(Exemplary)

A

(Strong )

B+

(Fair)

B

(Beginning)

Aim Well

Understood Well Understood Understood Not Understood

Component

Identification Extremely Well Good Average Having Difficulty

Optimization of

Design Extremely Well Good Average Having Difficulty

Debugging and

Correction Extremely Well Good Average Having Difficulty

Interpretation

of Observations Extremely Well Good Average Having Difficulty

Practical Writ

up Extremely Well Good Average Having Difficulty

Grade A+ A B+ B

Marks 0.5 0.4 0.3 0.2

The course contains total 10 experimental lab works. In final assessment process each lab

work contribute 0.5 Mark. The rubric for the same given below:

•Total Experiment 10 x 0.5 = 5.0 Marks (The list of experiments is given in appendix 3) .

Teaching Portfolio submiited by Mr. Ankit Dixit

22

Assignment

A+ (Exemplary) A (Strong ) B+ (Fair) B (Beginning)

Checkli

sts

Problem

statement

is well

understood.

The

Solution

proposed

was well

defined and

unique.

No

Plagiarism

in

assignments

.

Student

understood

the

problem.

Solution

was good

and

feasible.

No

Plagiarism

in

assignments

.

Student does not

understand the

problem

properly.

Solution was

obvious one, no

new methods

were adopted.

Some portions

were taken from

other sources

i.e. plagiarism

issues has been

observed.

Can’t able to

understand the

problem at all.

Solutions was

poorly designed.

Lots of plagiarism

issued found in

assignment.

Grade A+ A B+ B

Marks 1.0 0.75 0.50 0.25 The list of assignment is

attached in Appendix 4.

In all total

Assignment given

to the students

are 5. Each

contains

Maximum 1 Mark.

The rubrics for

the same are

given below.

Total Assignment

5 x 1.0 = 5.0

Marks


Conclusion:

After defining all the rubrics, my assessment process

becomes more transparent. I am able to justify each and

every individual marks allotted by me. I have also taken

a course end survey by the student, there satisfaction

level for the course is much better.

Only suggestion, which I like to put that doing all the

manual grading exercise increase lots of labor work.

Instructor must use some kind of online tool for

assessments.


E-Waste Management : An Opportunity for Indian Market

Abstract — Around the world, developing countries like India and China are becoming the favorite dumping destination of Waste from Electrical and Electronics Equipment (WEEE) or E-waste because of their poor laws and regulation. Study says that India's capital Delhi - NCR region is turning into the world's dumping yard for electronic waste and could collectively generate more than 95,000 metric tons (MT) per annum by 2017. While, there is no organized sector handling this waste generated, the paper discussed various aspects is to set up recycling plants which will have facilities to dismantle, segregate and recycle the e-waste. All the Electronics waste contains some amount of precious material like gold, silver etc. Collecting these material and devices and refurbished the waste into the usable one was an opportunity for Indian Market. Recycling electronics item at mass level will not only solve the problem of e-waste but also provide the employment to skilled and semi-skilled youth of country.

Index Terms—Electrical and Electronics Equipment (EEE), E-waste Management, Refurbishment, Recycling


Concrete example and In-class activity ( two activity in a single video) :

https://www.youtube.com/watch?v=3AMFeMw-ezA

TAPAS activity :

https://www.youtube.com/watch?v=4ETq8MxYc3c

Demo:

https://www.youtube.com/watch?v=gLXKgwW_dMo&feature=youtu.be





https://www.youtube.com/watch?v=4ETq8MxYc3c

https://www.youtube.com/watch?v=gLXKgwW_dMo&feature=youtu.be

THANK YOU

Documents

International Engineering Educator Certification Program ... · International Engineering Educator Certification Program (IIEECP) By Ankit Dixit ... I asked them to review the notes