To improve teaching and learning process and experience various faculty members uses different classroom activities. Some of the classroom activities used by the faculty members in the classroom are:
Concept mapping
The concept maps / mind maps are graphical representation of knowledge comprised of concepts with their relationships successfully demonstrate how to use prior knowledge as a framework for learning the new knowledge. From the constructivist viewpoint, a learner acquires the new knowledge by integrating the new concepts with the existing ones. This stresses the importance of prior knowledge in learning the novel concepts.
After introducing new concepts along the week, the faculty members discuss the relevance of topic covered in previous classes and the subjects they have studied in previous weeks and semesters. Students develop simple mind maps through group discussion and develop their own technical educational thesauri.
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Participatory Learning and Action (PLA) Techniques
Participatory Learning and Action is a family of approaches, methods, attitudes, behaviors and relationships, which enable and empower people to share, analyze and enhance their knowledge of their life and conditions, and to plan, act, monitor, evaluate and reflect. PLA is an iterative and organic process which encourages stakeholders to engage in cycles of research, co-analysis, reflection and evaluation together over time. This process enables stakeholders to achieve their goals for practice and/or policy. This process is often enabled by researcher/facilitators who encourage stakeholders to engage in a PLA ‘brokered dialogue’. In this dialogue, key stakeholder groups are encouraged to listen to, and learn from, each other’s knowledge and perspectives.
Faculty members discuss various life and societal situations and the possibilities whether the issues can be resolved by technological intervention. The main strength of PLA techniques is that they encourage links between student’s own lifeworld and the more formal spaces of higher education and disciplinary learning; these activities encourage the sharing of information; and have the ability to deepen student’s own sense-making of their learning processes.
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Socratic Questioning
During Socratic questioning, the teacher is a model of critical thinking who respects students' viewpoints, probes their understanding, and shows genuine interest in their thinking. The teacher poses questions that are more meaningful than those a novice of a given topic might develop on his or her own. The teacher creates and sustains an intellectually stimulating classroom environment and acknowledges the value of the student in that environment. In an intellectually open, safe, and demanding learning environment, students will be challenged, yet comfortable in answering questions honestly and fully in front of their peers.
The faculty members use mind maps and simulated situations to ask questions of following forms:
1. Why do you say that?
2. What could we assume instead?
3. What would be an example?
4. What would be an alternative?
5. What generalizations can you make?
6. What was the point of this question?
The response of students provides platform to progressively challenge the students for next level of reasoning helping them to relate what they have learnt and what should they expect to learn in future classes.
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Formative quizzes
Formative quizzes are conducted to identify the amount of information was absorbed and its role in improvement in student's knowledge. Some of the methods of formative assessments used in the class are as follows:
1. Draw a concept map in class to represent their understanding of a topic
2. Submit one or two sentences identifying the main point of a lecture
3. Turn in a research proposal for early feedback
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Role-plays
The demand and supply forms the basis of any business activity. To help understand this mechanism, the students are introduced to some simulated managerial situation. Faculty members assumes the role of customers or regulatory authorities and the student groups are asked to introduce their ideas to potential consumers as well as funding agencies.
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Freewriting
The role of engineers is not only to solve existing problems but also to envision a better future. The aim of this activity is to allow the students to share their ideas that they think will shape the future. These ideas may stem from technological advancements, the role of technology in future, the needs of society in future and so on. These activities are conducted in class as well as the week end home assignment activities.
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e-learning
The Department of Electronics and Communication Engineering has initiated e-classrooms for final year students. The courses covered in Final years are available through Canvas by Instructure as well as Departmental Webpage, developed and maintained entirely by Faculty members of department.
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Departmental initiatives to improve the teaching and learning process
Some of the initiatives taken by the Department of Electronics and Communication Engineering, Narsimha Reddy College of Engineering are listed below.
• The faculty are oriented towards
outcome based Education (OBE) and
are actively utilizing the OBE to
cater the learning needs of students
by innovative way.
• Faculty Innovations in Teaching
is being supported and followed at
the institutional level, to improve
teaching and learning process.
Faculty members are encouraged for
certification courses to enhance
their competencies. Pedagogical
approaches include PPTs, online
classrooms, blogs, models, charts
etc., along with conventional
methodologies.
Area
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Activities
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Description
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Teaching
and Learning
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Seminars
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Every alternate week
special seminar classes are
organized for II and III year
students by faculty members to
introduce current state-of-the
art topics beyond their
syllabus.
The students are
encouraged to organize
activities such as student
projects, group activities to
learn programming languages,
conduct surveys to understand
managerial concepts and use
the experience for deciding
their final year seminar and
project topics.
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Industrial
Visits
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Industrial visits to
eminent Government and Private
industrial organizations such
as BSNL, AIR, INCOIS, HIQ
Electronics were organized at
regular intervals.
|
FDPs
|
Faculty development
programs were organized by
faculty members in the
department.
The faculty members are
encouraged to participate in
FDP programs conducted in
other educational institutes.
|
Teaching
Methods
|
The
courses are also being
delivered using LCD
Projectors.
The
members of the faculty use
e-learning resources from
national program on Technology
Enhanced (NPTEL).
Demonstration
with models, charts,
components etc demonstrated in
the class room for better
understanding.
Open
course ware, webinars from
national and international
organizations are presented to
the students.
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Skill
development
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Work
shops
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Workshops were organized
on regular basis to give
exposure of hands-on technical
activities to the students.
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CRT
classes
|
To prepare for placement
interviews and exams, CRT
classes for II, III and IV
year students are conducted by
external faculty members from
Globerena Technologies.
|
Technical
Events
|
A national level
technical symposium
“AVISHKARANA” is organized
annually. The students get an
opportunity to participate in
following events:
1. Paper Presentations
2. Poster Presentation
3. Technical Games
4. Project Exhibition
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Social
Events
|
Students participate in
various sports and cultural
events organized at college
level during annual day
celebrations.
|
Mentoring
students
|
Mentoring
|
Student mentors in ratio
of 15(students): 1(faculty
member) for all the years have
been appointed.
Fortnight meetings
between mentors and students
are organized to discuss the
issues faced by students in
academics and otherwise.
In case a student is
absent without prior
intimation, mentors contact
the parents regarding their
well-being.
In case the attendance of
student has fallen below the
required minimum, the mentors
contact the patents of the
students for discussion on the
matter.
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Class
Coordinators
|
Class coordinators
collect the feedback from
mentors as well as students to
improve learning and teaching
process through-out the
semester.
Class coordinators have
formed as social media groups
so that includes students and
other faculty members for
sharing information and
opinion.
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• The work must be available on Institute Website:
Faculty Innovations in teaching and learning are placed in the institute website
http://www.nrcmec.org/
• The work must be available for peer review and critique
In every academic year, the faculty members conduct numerous activities to ease the learning. All the activities are made available in the web platform for reference, suggestions and comments by the students and academic peers. The mail-id of the concerned faculty member is provided in the website for this purpose. The activities are also posted in the intranet for internal review and suggestions.
• The Work must be reproducible and developed by other scholars
The activities are provided with the download option; the viewers can implement them, develop further and reproduce.
• Statement of clear goals, use of appropriate methods, significance of results, effective presentation and reflective critique
Available on http://www.nrcmec.org/
• The regular teaching is supplemented by activity based learning to help the students
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Understand the concepts clearly
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Able to work in teams
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Correlate the theory with applications
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Improve thinking, analytical and creativity skills
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Develop presentation skills
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Increase their span of attention
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Creating interest and curiosity through activities
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