Induction Phase 2 pedagogy

By
D N Patel
S P Maisuria
K A Chaudhari
Mechanical Dept.
GEC Valsad
 Content
• Concept of Pos, PSO & Cos
• Curriculum implementation
• GBL Method
• Case Study Method
• Role Play
• Laboratory Experience
• Educational Games
• Professional Ethics
• Designing of question paper
• PrBL, PjBL
• Assessment tool
• Internet and web based resources for T-L method
• Action Research
 Key Terms
• Program Educational Objectives, PEO
• Graduate Profile, &
• Program Outcomes, PO
• Accreditation Criteria
• Course Outcomes, CO
• Program Educational Objectives (PEOs)
describe the career and professional
accomplishments that programs are preparing
graduates to attain within a few years (3-5
years) of graduation.
• Course Outcomes (COs) -- Course Outcomes
are narrower statements that describe what
students are expected to know, and be able to
do at the end of each course. These relate to
the skills, knowledge, and behaviour that
students acquire in their matriculation
through the course.
• Program Outcomes (POs) as identified by National Board
of Accreditation (NBA), India are what the graduates of
an undergraduate engineering program should be able to
do at the time of graduation. The POs are discipline non-
specific. A total of twelve Program Outcomes have been
prescribed in the NBA as
• PO1. Engineering Knowledge
• PO2. Problem Analysis
• PO3. Design/development of solutions
• PO4. Conduct Investigations of Complex Problems:
• PO5. Modern Tool Usage
• PO6. The Engineer and Society
• PO7. Environment and Sustainability
• PO8. Ethics:
• PO9. Individual and Team Work
• PO10. Communication
• PO11. Project Management and Finance
• PO12. Life-long learning
• Program Specific Outcomes (PSOs) are what the
graduates of a specific undergraduate
engineering program should be able to do at the
time of graduation. The PSOs are program
specific. PSOs are written by the Department
offering the program. PSOs should be two to four
in number. A Department can differentiate its
program through PSOs.
• Some sample PSOs are
• Electrical and Electronics Engineering
• 1. Specify, architect, design and analyze systems
that efficiently generate, transmit, distribute and
utilize electrical power
• Course Outcomes of Course : EC- 504 Microprocessors and
Microcontrollers
• The student will be able to
1. Apply the fundamentals of assembly language programming of
microprocessor and microcontroller.
2. Implement microcontroller and microprocessor interfaces
including serial ports, ADCs and DACs etc.
3. Utilize hardware and software interaction and integration.
4. Develop real time embedded systems using microprocessor and
microcontrollers
5. Analyse microprocessor and microcontroller based digital circuits
6. Detect faults in commercial applications using microprocessor and
microcontroller
 Case Study
• Unique incident
• Improve knowledge
• Message hidden
Topic
Brief
Learning objective
Stem or body
Conclusion
Question
 Design of Laboratory Experience
• Types of Laboratory Experience
1. Conventional
2. Discovery
3. Investigation
4. Problem solving
5. Project
• Title of Laboratory Experience
1. Practical significance
2. Relevant program outcomes
3. Relevant course outcomes
4. Practical learning outcomes
5. Practical skills
6. Affective domain related outcomes
7. Minimum theoretical background
8. Circuit diagram/Experimental set-up
9. Resources required
10. Procedure
11. Precautions
12. Observations and Calculations
13. Results
14. Interpretation of Results
15. Conclusions and Recommendations
16. Practical related Questions
17. References and suggestions
18. Assessment scheme
 Ethics
• Importance of professional ethics
• Moral Character - honesty, responsibility,
respect
• Social Character – team work, dedication,
punctuality
• Ethics comes – parents & teachers, religions,
environment
PrBL
Project based learning
• There is no one accepted definition of PBL.
However, BIE defines standards-focused PBL as a
systematic teaching method that engages
students in learning knowledge and skills through
an extended inquiry process structured around
complex, authentic questions and carefully
designed products and tasks.
• PBL can help you as a teacher create a high
performing classroom in which you and your
students form a powerful learning community
focused on achievement, self-mastery, and
contribution to the community.
 Action Research
• P : PLAN
• D : DO
• S : STUDY
• A : ACT