To enhance students’ critical thinking in an undergraduate general courses, we designed and implemented active peer learning tool or modules by incorporating group-based (collaborative) learning with authentic tasks. This study examines the levels of critical thinking and enhances their capability to work in a group. Findings indicated that students’ average critical thinking level by some categories like “Recall”, “Rationalization” and “Reflectivity” in a group assignments by asking questions and giving answers. Here we used Lee’s Model Thinking Levels [1] which includes those categories. These categories refer distinctive levels of thinking. This is also a great platform for the students’ to build up their team work in corporate level. The term "peer learning" refers to an instruction method in which students at various performance levels work together in small groups toward a common goal. The students are responsible for one another's learning as well as their own. Thus, the success of one student helps other students to be successful.

1. Final Year Defense
Presented byPresented by Supervised bySupervised by
Peer Learning ToolPeer Learning Tool
Mehedie Hassan Sunny
- 131-15-2215
Md. Rabbir Hossain
-131-15-2210
Md. Nahidur Rahman
-131-15-2208
Md. Sadekur Rahman
Senior Lecturer
Department of CSE
Daffodil International University
Wednesday 12 May 2017

2. Final Year Defense
Table of contents
• Introduction
• Motivation
• Objectives
• Question and Answer session
• Use case description of the system
• Requirements of the system
• Advantages
• Limitations
• conclusion
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3. Final Year Defense
Introduction
Our system “Peer Learning Tool” is designed for incorporating
group-based (collaborative) learning tool with authentic tasks. It
is also an effective learning system to increase students thinking
level and to know a specific study thing properly.
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4. Final Year Defense
Motivation
Current reality of Bangladesh education system:
•Students memorize study topic without evaluating and knowing
properly.
•Students simply copy contents from the internet and paste it
into their assignments
•Students get good marks but the contents of their topic became
blurry.
So we are trying to let every student to know about topic.
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5. Final Year Defense
Objectives
Our platform is for both teachers and students to communicate
effectively though out the course
•It can be used from via smartphone, laptop, pc and tabs with
the help of internet
• Students can upload an assignment as a group.
•Other students can ask questions.
•Even course teacher can ask questions and give answers.
•Only course teacher can give evaluate mark against question
and answers.
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6. Final Year Defense
Question and Answer session
Fig:1. Question and answer layout
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7. Final Year Defense
Use case description of the system
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Fig :2.use case description

8. Final Year Defense
Requirements of the system
• PHP with MVC framework Laravel.
• Preferred Database is MySQL (Engine: InnoDB).
• Hosting platform is Linux based server.
• SQL injection is protected with string escaping.
• Jquery and bootstrap is implemented here.
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9. Final Year Defense
Advantages
• Easy installation.
• Teachers can set up a course so easily.
• Teachers can distribute assignments so it will save both time
and paperwork.
• Students can submit assignments from anywhere with the
help of the internet.
• Other students can ask out question in an assignment.
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10. Final Year Defense
Limitations
There are some limitations in our system which are:
•Teacher has to define marks manually.
•Teacher also has to define their thinking level manually.
•Individual assignments are shown to all.
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11. Final Year Defense
Conclusion
Our system is a positive and effective learning tool for both the
teachers and the students.
•We will reduce our limitations soon.
•We will bring continuously new features and look.
•Manually term will be automatic soon.
•Hope we can achieve our goal.
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12. Final Year Defense
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Thank You
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