Teaching Portfolio

Maruti R. Jadhav Asst. Professor

IUCEE International Engineering Educator Certification Program (IIEECP) - Pilot II

By

Rajarambapu Institute of Technology, Rajaramnagar, Maharashtra

Contents

� Teaching Philosophy � Teaching responsibility and experimental

course � Active learning � Collaborative learning project � Technology Incorporated � Course assessment � Research/Communication paper

Teaching Philosophy �  My students should have strong foundation of

engineering knowledge, ability to apply it innovatively and ethically.

�  Improve learning of students by incorporating active and collaborative learning techniques.

�  Enhance critical and innovative thinking skills. �  Use modern ICT tools for teaching learning

process. �  Motivation for research and be a good citizen.

Experimental Course

Course Digital Communication

Linear Integated Circuits Lab

Program Electronics & Telecommunication Engg.

Electronics & Telecommunication Engg.

Level Third Year B.Tech Semester-6

Second Year BTech

Credits 4 2 No. of students

77 18

Experimental Course.. � Changes made: Ø Course Outcomes changed. Ø Course description sheet and detailed lecture

plan. Ø Decided ground rules on first day. Ø Use of Moodle as a substitute for course

website. Ø Use of minute paper after finishing a big

concept/chapter. Ø Sifting

Experimental Course..

CO

s Be

fore

-Explain the difference between analog and digital communication systems, and compare their respective advantages and disadvantages. -Find out Probability, Joint & conditional Probability, PMF, statistical averages, PDF of random variables -Understand the basic concept of information. -Apply Shannon’s encoding theorem, Shannon–Hartley theorem. -Perform source coding on a given set of binary data with assigned probability. -Differentiate the different modulation techniques as PCM, DPCM, ADPCM, DM, ADM. -Use MATLAB to analyze eye diagram, ISI etc. -Work out the problems on different channel coding and error control coding techniques.

CO

s Afte

r -Compare and Analyze analog and digital communication systems,

-Solve numerical on statistical theory, source coding and channel coding. -Apply various theorems of encoding, error control etc on signals. -Explain various digital modulation techniques. -Evaluate performance of different modulation techniques.

Experimental Course.. �  Strategies used to connect with students ◦ Moodle ◦ Use of Edmodo tool ◦ Active Learning Techniques ◦  Industry visits

All these strategies were perfectly executed and worked well for the students.

Summary of Learning style

L e a r n i n g style

Strong 7-11 Moderate 3-5 Neutral 1

Active 25% 40% 18%

Reflective - 6% 11%

Sensory 32% 18% 25%

Intuitive - 4% 21%

Visual 75% 18% 7%

Verbal - - -Sequential 36% 29% 4%

Global 4% 7% 20%

Number of responses = 55

Active Learning

Activity Conducted

•  Brainstorming •  Concept Test •  Think Pair Share

Learning styles addressed

•  Active •  Visual •  Sensory

Active Learning –Concept Test

topic/subtopic

Specificques/onyouwillask Detailsofimplementa/on.

Timeallo;ed

Informa/onTheory

WhatisnottrueShannonHartleytheoremi)Itgivesustwoimplica9onsii)Capacitycanbeexchangedwithbandwidthiii)BandwidthcanbeexchangedforSNR.a)  Onlyii)b)  Onlyiii)c)  Onlyi)&iii)d)  Allabove

AMCQwithfivedistrac9ngop9onswhichreflectmisconcep9onsisasked.

2minforthinking.1minforgeMngresponses1minforpairingandreconcilinganswers1minclarifica9onbyInstructor.

Active Learning –Concept Test... �  Reflections: ◦  Did not work as planned due to technical problem of

Wi-Fi, but managed to complete manually. ◦  Class was fully enthusiastic. Worked well. ◦  It was easy to judge the level of understanding of

students. ◦  Few students did not respond at all.

Active Learning- TPS

Think

•  What will be coding efficiency for the messages given,

Pair

•  Pair randomly and discuss the individual understanding

Share

•  Share the answer with class

• The activity was successful and worked. • In share phase due to shyness and lack of confidence some students were reluctant to share their results to class

Active Learning- Comments and feedback

“From these activities I learnt the syllabus in different way than traditional one, enjoyed it and did not get bored” - Smita Patil

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Excellent

verygood

fairlygood

noimpact

1.  Deepeningtheunderstandingoftheconcept

2.  Mo9va9ngtolearnmoreabouttheconcept

3.  Encouragingpar9cipa9oninclass 4.  Buildingconfidence 5.  Contribu9ngtothejoyoflearning

Collaborative Learning Activity

�  Group Problem Solving Assignments

Heterogeneous groups of 4-5

students formed

Sets of problems were given to these

groups

All team members have to solve these

problems collaboratively

The solutions of the problems solved by one group are then

shared with all other groups

Ø  Better performance of students in the Mid- Semester Examination

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Year14-15 Year15-16

AAandABGrade

BBandBCGrade

CCandCDGrade

FFGrade

Collaborative Learning Activity...

�  Student Team Achievement Divisions (STAD)

Step1 •  Contents delivery •  Pre Test

Step2 •  Formation of Heterogeneous

teams of six students each.

Step 3 •  Work collaboratively in groups

Step 4 •  Test and awarding points

Criteria for forming groups

•  Gender •  Academic

Performance •  Place of living

STAD

STAD Performance Team

No.

No. of students

Team Score (Median Score= 7.62)

Team Performed less than median score (yes/no)

One most important reason for team’s performance

1 6 9.0 Yes This team collaborated well. Had very good discussions and preparations.

2 6 7.67 Yes Better understanding of each other, which helped them to cooperate well.

3 6 8.2 Yes Had very good discussions and preparations

4 6 7.67 Yes Had very good discussions and preparations

5 6 7.33 No Prepared well in team but could not reflect through test.

6 6 7.5 No Cooperated well.

7 6 8.0 Yes This team collaborated well. Had very good discussions and preparations

8 6 7.67 Yes Cooperated well.

9 6 7.67 Yes Cooperated well.

10 6 8.0 Yes This team collaborated well. Had very good discussions and preparations

11 6 7.3 No Prepared well in team but could not reflect through test.

12 5 8.2 Yes This team collaborated well. Had very good discussions and preparations

13 5 6.4 No Some team members were not interested in doing such activity, so did not involve much. They were motivated to participate but did not cooperate.

STAD

� Reflection: ◦ Worked as per plan. ◦  Few students did not participate. (about15%) ◦  I could not give sufficient time for this activity.

It is very good activity. It helps us to work in a team & study in a group. In this activity we understood few concepts from other group members. Please continue it for other courses also”

“Workingingroupclearsallconcepts & we may 5inddifferent solutions for aparticularproblem. To work in group requirestime, so please give somemoretime”

STAD- Student Feedback

1.  Deepening the understanding of the concept 2.  Motivating to learn more about the concept 3.  Encouraging participation in class 4.  Working in Team 5.  Contributing to the joy of learning

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Excellent

verygood

fairlygood

noimpact

Technology Incorporated

Edmodo Moodle Ioncudos

•  Course description, lesson plans •  Course resources such as ppts,

videos, animations Uploaded

•  Learning Style survey • Online Quizzes •  Submission links for assignments

Hosted

• Discussion forums • News and Notifications Created

Studentsfeelconvenienttogetresources,submissionofassignmentsandquizzesbyusingMoodle. It has positive impact on the students

Flipped Class

Flipped Classroom ◦  The resource videos were created using a screen-cast

software ◦  Students were instructed about this activity and process was

explained. ◦  The resources were provided to students and were asked to

watch the videos. ◦  Students were asked to practice the contents as given in

videos and pdf document at home. ◦  The assessment two questions were posed to assess their

learning and preparations. �  The results of questions ◦  For the first question about 70% class responded correctly. As

they did it in the pairs. ◦  For the second question the response and answers of the

questions were not satisfactory.

Flipped Classroom-Summary of Experience

�  Good proportion of the class was interested in doing this activity.

�  About 20% students did not see videos and read contents of PDF file at home (probably because they might have forgotten due to two consecutive holidays).

�  As few students did not participated in the home part of activity, I think this activity was not successful.

�  After completion of this activity, I received feedback from few slow learners that they did not completely understand the contents through video.

�  I could not stop myself from helping students in the class activity i.e. solving problems.

Flipped Classroom- Feedback and comments “In normal classroom, there are many disturbances, it may lose one’s concentration, but in this activity the resources such as videos are provided which can be watched by students at any time & as many times. It helps in understanding concepts very well.”

“The task is given to study ourselves by videos provided by teacher, so it is student’s responsibility to study. giving such responsible work can develop self learning ability.”

“I find difficult to maintain curiosity while learning on my own”

Some of us don’t have smart-phones so giving videos in holidays, how can we see videos and learn.”

“From videos, students can learn difficult concepts on their own, No need to learn from teachers.”

Course assessment:

� Changes Made: ◦ Use of Rubrics for Labs, Projects and seminars ◦ The way I used to prepare of Question paper. ◦ Answer Key ◦  Question paper is mapped with CO’s and

Blooms cognitive levels. � The response of students was excellent

as it was a most transparent assessment procedure. They were assessed by keeping rubric sheet in front of them.

Exemplary(4) Pro/icient(3) Marginal(2) Unacceptable(1)

Designandplanningofexperiment

Excellentdesignandplanningofexperimentwith

AccurateselectionofcomponentsandEquipments.

Correctdesignofexperiment,correctselectionofcomponentsandequipmentsbutnumberofcomponentsisnotappropriate.

Designandplanningofexperimentiscorrectbutproperselectionofcomponentsandequipmentsismissing.

Fewcomponentsaremissed.

Incorrectdesign,requiredlotofmodiDications,incorrectselectionofcomponentsandequipments,needed

teacher’shelpmanytimes.

Procedureandcircuitbuild

Followedexcellentprocedureandbuilt

circuitveryaccuratelywithallthecomponentsplacedincorrectway

Followedprocedureandbuiltcircuitcorrectly,thecomponentplacement

required multipleiterations

Followedprocedurecorrectly,fewmistakesinbuildingandplacingcomponents,requiredsomehelpfromteacher

Incorrectprocedurefollowed.Circuitnotbuilt

correctlyandrequiredmultipleinstructionsfromteacher.

MeasurementsandDatacollection

Accuratemeasurementofallthenecessary

parametersinthetabularformwithcorrectunits

Measurementsarecorrectbutsomemeasurementsaremissing.

Presentedintabularformwithunits

Fewmeasurementsaremissing,presentsintable,someunitsareincorrect.

Requiredmultipleiterationsformeasurement

Incorrectmeasurements,neededteacher’s

interventionmostofthetimes.Incorrectunits.

Analysisandpresentation

Accurateanalysisofmeasurementsandcalculations.Interpretedresultscorrectlyandpreparedaccurategraphsandgivenproperconclusion.

Calculationsarecorrect.Resultinterpreted

correctly.Preparedgraphsbutnotforallcharacteristicsoftheexpt.Noproperconclusionisprovided.

Calculationsarecorrect.Resultinterpretationiswrong.Conclusionmissing

Unabletointerpretresults.Incorrect

c a l c u l a t i on s andgraphs.

Safetyandcleanup

Tookallsafetyprecautionsandmadeplatformcleanandneatafterexperiment.

Tookmostsafetyprecautionsandcleanedplatformwell.

Mostprecautionsaretakenbutplatformisnotclean.

Veryfewsafetyprecautionsaretakenandplatformisnotcleanandneat.

Research or Communication Paper �  Title of the paper: Use of Active and Collaborative

Learning Techniques in the Course Digital Communication of Electronics and Telecommunication Engineering

�  The learning styles of the students are obtained using Felder’s learning style index survey.

�  The active and collaborative learning techniques are implemented for this class and found that irrespective of the background of learners active and collaborative learning techniques are very beneficial to students for

their learning.

Thanks