Case study based Active Review Sessions and Skillathon

Prof. Sachin S. Patil

Dear all academicians,

I would be happy to share two active learning strategies viz. Case study based Active Review Sessions and Skillathon, which I have practiced and experienced during the delivery of my B Tech and M Tech courses. These two methodologies have been chosen with certain motivations as like:

  • To improve students engagement for learning
  • To develop and elevate students understanding complying OBE
  • To elevate collaborative learning
  • To retain the experienced knowledge with joyful status

These techniques were guided with some definite suitability to address the deficit course attainments and improve its outcome.

Particulars of methodologies applied to respective courses are as follows:

1. Case study based Active Review Sessions:

  • Sem-I – T.Y. B. Tech, (DMS)
  • Sem-II – B. Tech. PE-III (BDA), M. Tech. PE-III (ML)

2. Skillathon:

  • Sem-II – B. Tech. PE-III (BDA)

The detail procedure, student witticisms and outcomes for the individual methodology at the respective courses is provided as follows:

1. Case study based Active Review Sessions:

A. Procedure:

  1. Sem-I – T.Y. B. Tech, (DMS) for Normal forms
  • Case studies for Normalization will be given to students in between each two benches from the first row. They will analyze and solve the de-normalized tables in to 1-NF and forward the intermediate solution to their corresponding students (seating parallel) in second row
  • Students in second row will analyze and solve to provide the 2-NF/BCNF and forward the intermediate solution to their corresponding students in third row
  • Students in third row will analyze and solve to provide the 3-NF and forward the intermediate solution to their corresponding students in fourth row
  • Students in fourth row will analyze and solve to provide the 4-NF and forward the intermediate solution to their corresponding students in fifth benches.
  • At the end of this activity student will understand how Normalization of database helps for Good and concrete design

2. Sem-II – B. Tech. PE-III (BDA) for SQL to NoSQL

  1. Case studies for Normalization will be given to students in the first column. They will analyze and solve to provide the de-normalized tables in to 3-NF and forward the intermediate solution to their corresponding students (seating parallel) in second column
  2. Students in second corresponding column will investigate and explain to offer the NoSQL design comprising semi/un-structured data and forward the intermediate solution to their corresponding students in third column
  3. Students in third row will examine and resolve to deliver the solution incorporating Big Data Analytics EcoSystem
  4. At the end of this activity student will comprehend how do Normalization of database helps for Good and concrete design and its underlying bed for experimental analysis

3. Sem-II – M. Tech. PE-III (ML) for Regression/ Classification based modeling

  1. Case studies for Regression/Classification will be given to students in the first column/peer member. He/She will analyze and solve to provide the modeling of concept and forward the intermediate solution to their corresponding students (seating parallel) in second column/peer member
  2. Students in second column/peer member will investigate and explain to offer the concrete explanation of case study complying the model & its critical analysis

B. Sample student responses:

  • T.Y. (DMS):

The above sheets are stating the responses of T.Y. B. Tech. students while handling the case studies to provide a normalized database solution.

  • M. Tech. PE-III (ML):

The above sheets are stating the responses of M. Tech. students while handling the case studies to analyze and examine the regression/classification based solutions.

C. Outcomes:

There are different tangible and intangible outcomes at the respective courses. They are depicted as follows:

  1. Intangible
    • Collaborative learning
    • Team work
  2.  Tangible:
    •  T.Y. (DMS)

Exam Type

Q. No

Total Students

No of Students attempted Q.

Avg Marks

(out of)

UT-2

1. b)

Optional

78

53

4.3 (6)

ESE

2. b)

78

75

5.6 (7)

3. b)

Optional

59

4.5 (6)

  • B. Tech (BDA)

Exam Type

Q. No

Total Students

No of Students attempted Q.

Avg Marks

(out of)

UT-2

1. a)

Optional

24 (26)

14

4.1 (6)

  • M. Tech (ML

Exam Type

Q. No

Total Students

No of Students attempted Q.

Avg Marks

(out of)

UT-2

1. a)

Optional

8 (9)

4

4.6 (6)

1. a)

8 (9)

8

4.3 (6)

2. Skillathon:

  • Sem-II – B. Tech. PE-III (BDA)
  • Procedure:
  1. 3 students from each column will be selected for Skillathon
  2. Remaining students will participate to interrogate the learning capacities (technical) of Skillaton selectee’s. They will find 15 IMP questions over 5 units.
  3. Each Skillaton selectee’s will need to pass questions rounds from three remaining groups. They will get bonus of 50% reduction in questions (optional) at next level if they comply 100% right question in previous round. Crossing criteria per-round is of 70% except last stage. (For bonus – round on yellow chit for stage-I  & circle for stage-II with faculty in-charge sign)
  4. Student reaching faculty in-charge will be finally evaluated for winning the race based-on 70% for score gained & 30% for reaching destiny.
  5. Will help to prepare for MCQ and overall revision
  1. Sample student responses:

Video

C. Outcomes:

  • Intangible:
    • Collaborative learning
    • Team work
  •  Tangible:
    •  Need to diagnose ESE attempts

There are several issues faced during conduction of above said active learning strategies such as:

  • Coverage of in-hand case study as per need
  • Absenteeism of group/peer members
  • Management of time

I would like to finally quote few observations as conclusions to consulate the learning outcomes as:

  • Collaborative learning skills were experienced
  •  Students enjoyed team work
  •  Able to replicate in UT/ESE

References:

  1. Armbruster, P., Patel, M., Johnson, E., & Weiss, M. (2009). Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology. CBELife Sciences Education, 8(3), 203–213
  2. Prince, M. (2004) Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231
  3. Bransford J., Brown A., & Cocking RR. (Eds.) (1999) How People Learn: Brain, Mind, Experience, and School.Washington (DC): National Academy Press.

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