HOW TO PREPARE A COURSE FILE?

VELAGAPUDI RAMAKRISHNA SIDDHARTHA ENGINEERING COLLEGE

Accredited by NBA Approved by AICTE - Autonomous

Agenda
Definitions Program outcomes Program educational objectives Cognitive levels Delivery technologies Instructional methods Course context and overview Course Outcomes Concept Map How a complete course file can look like?

Definitions
Program B. Tech (CSE, IT, etc.) Course subjects( programming with C, Operating systems, etc.) PO-Program outcome CO-Course Outcome IU-Instructional Unit

Program Outcomes
The program outcomes are the skills and knowledge which the students have at the time of graduation. The outcomes are generic and can be common to all engineering programs The outcomes can also be program specific within the framework specified by generic outcomes

Program Outcomes (NBA)

( a ) An ability to apply knowledge of mathematics, science and

engineering ( b ) An ability to design and conduct experiments as well as to analyze and interpret data. ( c ) An ability to design a system ,component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability

Program Outcomes (NBA)

( d ) An ability to function on multidisciplinary teams ( e ) An ability to identify, formulate and solve engineering problems. ( f ) An understanding of professional and ethical responsibilty ( g) An ability to communicate effectively ( h ) The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context

Program Outcomes (NBA)

( i ) A recognition of the need for, and an ability to engage in life long learning
( j ) A knowledge of contemporary issues and ( k ) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Program Educational Objectives

The educational objectives of a program are the statements that describe the expected achievements of graduates within first few years of their graduation from the program.

They are guided by global and local needs, vision of the Institution, long term goals etc. Department faculty members must continuously work with local employers, industry and RD advisors, and the alumni to periodically update the PEOs

Program Educational Objectives

These are program specific and should address all the program outcomes A PEO PO matrix should be prepared PEOs form the basis for identifying the Humanities and Social Sciences courses, Basic Science courses, Engineering Science courses and Professional Core courses

COGNITIVE LEVELS
The word cognitive means intellectual outcomes. Understand the levels of cognition and their relevance to learning in an engineering program

Write samples of learning at different cognitive levels in a course

Bloom has identified six cognitive levels.

Blooms Cognitive Levels

Remember Understand Apply Analyze

Evaluate
Create

Higher Orders of Learning

(Deep learning/meaningful learning) Apply (Implement)

Analyze
Evaluate Create

Delivery Technologies
Classroom with Blackboard/White Board Classroom with LCD Projector Electronic Classroom: LCD projector and Students with laptops/desktops connected to LAN/Internet Learning Management System Video-on-demand Synchronous distance teaching

Instructional Methods
Lecture interspersed with discussions Lecture with a quiz Lecture with simulation in interactive mode Asynchronous Discussion Tutorial Laboratory Group Discussion Group Assignment Group Project Term Paper/Report Presentations

Course Context and Overview

Category the course belongs to (HSS,BS,ES,PC,PE (OR) OE) The semester it is offered, Prerequisites, and the courses to which it is a prerequisite Broad aim of the course and its relevance to the program. The importance of the course professionally The approach taken and reasons there of

What is course outcome?

An effective ability, including attributes, skills and knowledge, to successfully carry out some activity which is totally identified

Role of course outcomes

The placement is based on the course outcomes the students have An organization assigns tasks, and builds project teams on the basis of course outcome profiles of their employees. The training of employees is decided on the present course outcome profile of the individual.

Check List
Is each course outcome in alignment with the instructional intent of the instructor? Do the course outcomes represent higher orders of learning adequately? Are the course outcomes attainable (do they take into account students background, prerequisite course outcomes, facilities, time available and so on)? Are the course outcomes in harmony with the stated program educational objectives? Does the course outcome begin with an action verb (e.g., state, define, explain, calculate, determine, identify, select, plan, design etc.)?

Check List
Is each course outcome stated in terms of student performance (rather than teacher performance)? Is each course outcome stated as a learning product (rather than in terms of the learning process)? Is each course outcome stated in terms of students terminal performance (rather than the subject matter to be covered)? Is each course outcome stated at the proper level of generality (i.e., is it clear, concise, and readily definable)? Is each course outcome stated so that it is relatively independent (i.e., free from overlap with other course outcomes)?

Design of Course outcomes

** Levels:1-slightly, 2-moderately, 3-completly

Course Outcome-PO matrix

This reflects the mode of coverability , and activities (term papers/ mini projects etc.) chosen which encompass several course outcome.
COURSE OUTCOME CO1 CO2 PO1 2 3 PO2 2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12

CO3
CO4 CO5 CO6 CO7 CO8 CO9 CO10 GROUP DISCUSSIONS

2
2

3 3 1 3 1 2 2 2 2 3 2 2

Lesson Plan

Instructional Material

Plans and materials an instructor uses to facilitate learning

All material for conducting different instructional activities as per chosen instructional methods

Learning Material
is the resource material the student uses
is in alignment with instructional units is normally selected by the instructor is the material prepared by instructor as handouts

Learning Material consists of Selected Learning Material: It consists of Selected references from text books or Internet Sources Developed Learning Material: It is the material prepared by the lecturer such as handouts.

Learning Material Consists of Text Multimedia material (videos, audio files, text with graphics, text with animations) Simulations Cases Links to Learning Objects Annotated references and Internet links Worked out problems ..\..\Desktop\seminar\Example.doc

Concept Map

This is how concept map looks like Concept Map Computer Networks-final.jpg

Concept Map
It includes Concepts Relationships between concepts indicated by a connecting line linking two concepts Linking phrases specifying the relationship between the two concepts

Organization of a Concept Map

Concepts are represented in a hierarchical fashion with the most inclusive, most general concepts at the top of the map and the more specific, less general concepts arranged hierarchically below Construct concept maps with reference to some particular question we seek to answer, called as focus question.

Concept Maps can be used for

To generate ideas (brainstorming) To design complex structures (long texts, hypermedia, large web sites) To communicate complex ideas To aid learning by explicitly integrating new and old knowledge To assess understanding or diagnose misunderstanding

Propositions used in concept map

Is, are, has, have, in, of, for, with, from, into, whose, where, that are, may be, may, may lead to, between, as in, e.g.,..(), e.g. alters .., e.g. produces ., becomes, did, comes in, goes to, forms an, include (ed), are modified, Represent (s), show (s), consist (s) of, include (s), varies, begins with, necessary for, is comprised of, contains, uses, combines with, produces, to those, submitted by, suggests, located in, collaboration between, some have Absorbs, requires, develops, results in, results from, created by, used from, connected using, used to make things, to effect, are visited by, Constructed in, needed to be, help to answer, needed to answer, are (is) determined by, is lower (higher) in, is longer (shorter) in, is made of, Is destroyed by, is part of, specially ()

CMAP TOOL
Graphical tool for organizing and representing knowledge (http://cmap.ihmc.us/)

Course File includes

Course context and overview Selected subset of program outcomes Course Outcomes Course Outcomes PO matrix Concept map Syllabus References Web Resources Lesson Plan Instruction material Learning material

Thank you