Nowadays the challenge for engineering education is about the online education: the role of laboratory is very important in engineering studies. In the past two decades great efforts have been made in this direction and many proposals of virtual and remote labs have been presented. The strong point of a local laboratory is to permit the student to acquire good practical skills, but in the systems proposed in literature there is a lack of interaction with the real equipment. In this paper an approach aimed at conciliating the most important features of local laboratory with the ones of remote laboratory is presented. The attention is focused on the client-unit: the student has to setup a copy of the real circuit located in a laboratory by using real components and low-cost devices emulating the real instrumentations. An automatic procedure tests the correctness of the mounted circuit and, if the check passes, the trainee uses virtual instrumentation techniques to control the real measurement bench, as in a classic remote lab.

A Novel Approach for Laboratory Activities in E-Learning Courses

The present work presents a system engineering approach towards bridging the gap between traditional and modern engineering in Shaqra University. In this era of fast paced advancement in science & technology, preparing versatile engineering graduates to face the unpredictably growing industry is a challenging task for higher education systems. The paper highlights the need for innovation in technical stream to cope with ever expanding and demanding futuristic engineering. The effectiveness of the present approach is demonstrated through a case study conducted in civil engineering department at Shaqra University. An assessment study was carried out for graduating students to assess progress of our proposed approach and hence implementing given recommendations for further development.

A System Engineering Approach in Orienting Traditional Engineering towards Modern Engineering

An important consideration in higher education is that graduates meet or exceed the program outcomes (POs). While there exists anecdotal evidence that the use of modern tools i.e. computer modelling and simulation, improve attainment of these outcomes, there is little empirical research available. Where empirical evidence is available, the variables considered would almost certainly have a bearing on the outcomes. In this work, the attainment of the POs by undergraduate engineering students in courses with and without the use of modern tools, based on quantitative data, were compared. It was hypothesized that courses using modern tools would lead to better overall attainment of POs, compared to courses not using these tools. As a case study, the PO attainment of students in the Mechanical Engineering undergraduate program at Universiti Teknologi PETRONAS (UTP) was considered. Quantitative data obtained through UTP's outcomebased education (OBE) software was used to assess the overall attainment of the POs for all courses for a cohort of 126 Mechanical Engineering undergraduate students class of 2017. It was found that, for the case study considered, the usage of modern tools has led to slightly better attainment of some POs, with slightly poorer attainment in other POs. Specifically, attainment in POs where the cognitive or the knowledge domain is more dominant improved, as the usage of modern tools helped students to understand theoretical concepts better. Attainment in POs were the affective domain is more dominant recorded a slight decrease, and the incorporation of modern tools did not aid in the attainment of these POs. The study is at a preliminary stage and a more detailed study, involving more cohorts, is planned to establish a correlation (if any) between the use of modern tools in higher education and attainment of POs.

/pdf/a-comparative-analysis-of-attainment-of-program-outcomes-for-5a8cswcjxk.pdf

A comparative analysis of attainment of program outcomes for courses with and without the use of modern tools

Abstract: Outcome-based education (OBE) by Washington Accord (WA) promises to improve the technical education system by clarifying expectations for students and focussing assessment on specific learning outcomes for better measurement of student achievements. Numerous publications describe the process and results of OBE implementation in India. This article is a meta-analysis of research articles documenting the OBE efforts made by Indian engineering institutes. The study implements the established objective approached based reviewing technique. A rubric comprising seven distinct measurements was applied to assess critically selected articles. The detailed assessment indicates that there is a lack of empirical validation of the results obtained by the researchers. The papers were also found to lack a consistent understanding of CO-PO mapping. Hence, there is a clear research gap of statistical validation of the results using pre and postimplementation data for a given improvement. Keywords: Education; Engineering; Outcome-based education; Students; Undergraduates

/pdf/practical-implementation-of-outcome-based-education-9jri7t2k.pdf

Practical Implementation of Outcome-Based Education Practices in the Indian Engineering Institutes – An Objective Approach Based Investigation

One of the attributes to be developed in the graduating engineer, is the ability to use ‘Modern Engineering Tool’. In this work, we present a method of introducing the Engineering Tool. The proposed method can be introduced in any semester, and when introduced in a number of semesters, it leads to an overall development of the competency in a graduate. The focus of the work is to suggest a method, where in, the student shall apply the tool to understand concepts of few courses of the on-going semester, or courses of previous semesters. This is achieved through an initial attempt to understand the usage of the tool, apply it to comprehend concepts in suitable courses, and finally use the tool to apply, formulate, design, implement and demonstrate a self-designed task, also known as the ‘Open-ended’ experiment. The proposed method of introducing the modern tool can be included in any semester, and when implemented in most semesters, leads to an overall development of the graduate with necessary attributes, as the proposed method includes an attempt to relate various courses in the program. The work concludes with details of results presented in the III semester.

Introducing a ‘Modern Tool’ in engineering education: An example

Massive Open Online Courses (MOOC) offer web-based learning to a global audience. While we have so many institutions offering online courses, not many of them focus on laboratory courseware that would inculcate hands-on learning. Engineering is all about hands-on learning of concepts and needs an effective online laboratory courseware to complement the theoretical courses offered by MOOC. Unlike many Test and Measurement solution providers, who focus mostly on experiments based on their instruments and unidirectional flow of lab courseware, Tektronix launched an online community of lab courseware for basic teaching labs in electronics engineering. Educators across the globe can contribute to the content data base, and access the lab courseware created by other fellow educators. Template and sample lab courseware ensure that follow-on submission of courseware are rich in pedagogic elements and convers a wider spectrum of courses in electronics engineering. This paper is an attempt to present a case study of how this open-source platform is leveraged by educators to share lab courseware and enable fellow educators / students hone hands-on skills in electronics engineering.

Online courseware for electronics laboratory courses: An example

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Introducing a ‘Modern Tool’ in engineering education: An example

Online courseware for electronics laboratory courses: An example