Abstract
India has approximately 5000 engineering colleges, creating around fifteen lakhs Engineers every year, which is the highest in number across the globe. Everywhere, traditional pedagogy was only in practice before COVID-19 Pandemic. The pandemic lockdown forces the educators and learners, to change their pedagogy to use ICT and Massive Open Online Courses (MOOC). This new Normal demands to incorporate the MOOCs in the curriculum preparation and delivery, to facilitate the self learning and cater the industrial needs as well. The New Normal flipped the conventional classrooms into digital class rooms and invigilated examinations into artificial Intelligence (AI) powered auto-proctored online examinations. The National Board of Accreditation (NBA), the engineering accreditation body in India enforces a student-centered instruction model to focus on outcome based education. It focuses on evaluation of outcomes of the program with the skills and behavior of a graduate upon completion of a program and after 4 – 5 years of graduation. In the OBE model, the required knowledge and skill sets for a particular engineering degree is predetermined and the students are evaluated for all the required parameters (outcomes) during the course of the program. This paper aims to develop an evaluation and assessment mechanism, after incorporating MOOCs in the regular curriculum of accredited engineering programmes to calculate the attainment of outcomes.
Presenters
Mohammed Abu Basim Nazer AliAssistant Professor, Mechanical Engineering, Velammal Institute Of Technology, Tamil Nadu, India
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
Academic Curriculum, Academic Supervision, Classroom Assessment, Cognitive Development, Computer-supported Collaborative Learning, Data Analysis
