This document provides an overview of Sanjay Goel's doctoral thesis on the design of instructional interventions to improve software development education. The thesis involved a literature review on relevant topics, collecting primary data through surveys and experiments, and developing a three-tier taxonomy of core competencies. It also proposed a framework for designing pedagogical engagements and described some instructional interventions tested in courses, including inquiry teaching, project-based learning, and collaborative programming. The goal of the research was to enhance the effectiveness of computing education and develop a theory of software development pedagogy.
Education and the Use of Artificial IntelligenceIJEACS
This paper explains how Artificial Intelligence (AI) can and is being applied in the educational sector. Artificial Intelligence in the educational sector is one of the currently expanding disciplines in educational technology, according to the 21st International Conference on Artificial Intelligence in Education, held in 2020. Educators are still unsure how to apply AI for pedagogical purposes on a larger scale, or how AI will affect teaching and learning in higher education. The impact of AI in education, as well as its benefits and drawbacks, are discussed. It also explains how to construct an AI-enabled platform for education, as well as the consequences of AI in education.
It is an experimentation whether use of Technology can improve the Mathematics Score or not.
I found an interesting result that it motivated students to learn themselves,to learn beyond book and to learn how to use more and more technology.
CS0: A Project Based, Active Learning Coursedrboon
The recruitment and retention of students in early computer programming classes has been the focus of many Computer Science and Informatics programs. This paper describes an initiative underway at Indiana University South Bend to improve the retention rate in computer science and informatics. The approach described in this work is inspired by the SCALE-UP project, and describes the design and implementation of an instructor-guided, active learning environment which allows students to gradually acquire the necessary critical thinking, problem solving, and programming skills required for success in computer science and informatics.
Artificial intelligence is transforming educationkoteshwarreddy7
The world has witnessed a rapid change in technological elevation with the beginning of AI. AI helps determine policy responses for education policymakers in developing countries. Rich data can be easily tracked, quantified, modeled, and sometimes predicted with the help of AI to make people’s work easier.
India Specific Issues with Software Engineering Educationkirtigarg
Software Engineering education scenario is worrisome in India. In this paper, we consolidate and present the related issues indepth, followed by certain suggestions.
Learning design making sense of collaborative knowledge building in the messy...LeRoy Hill
This presentation outlines my exploration into a framework to mediate collaborative knowledge-building in the social networking setting. Presented at the University of Nottingham, School of Education Annual conference.
Education and the Use of Artificial IntelligenceIJEACS
This paper explains how Artificial Intelligence (AI) can and is being applied in the educational sector. Artificial Intelligence in the educational sector is one of the currently expanding disciplines in educational technology, according to the 21st International Conference on Artificial Intelligence in Education, held in 2020. Educators are still unsure how to apply AI for pedagogical purposes on a larger scale, or how AI will affect teaching and learning in higher education. The impact of AI in education, as well as its benefits and drawbacks, are discussed. It also explains how to construct an AI-enabled platform for education, as well as the consequences of AI in education.
It is an experimentation whether use of Technology can improve the Mathematics Score or not.
I found an interesting result that it motivated students to learn themselves,to learn beyond book and to learn how to use more and more technology.
CS0: A Project Based, Active Learning Coursedrboon
The recruitment and retention of students in early computer programming classes has been the focus of many Computer Science and Informatics programs. This paper describes an initiative underway at Indiana University South Bend to improve the retention rate in computer science and informatics. The approach described in this work is inspired by the SCALE-UP project, and describes the design and implementation of an instructor-guided, active learning environment which allows students to gradually acquire the necessary critical thinking, problem solving, and programming skills required for success in computer science and informatics.
Artificial intelligence is transforming educationkoteshwarreddy7
The world has witnessed a rapid change in technological elevation with the beginning of AI. AI helps determine policy responses for education policymakers in developing countries. Rich data can be easily tracked, quantified, modeled, and sometimes predicted with the help of AI to make people’s work easier.
India Specific Issues with Software Engineering Educationkirtigarg
Software Engineering education scenario is worrisome in India. In this paper, we consolidate and present the related issues indepth, followed by certain suggestions.
Learning design making sense of collaborative knowledge building in the messy...LeRoy Hill
This presentation outlines my exploration into a framework to mediate collaborative knowledge-building in the social networking setting. Presented at the University of Nottingham, School of Education Annual conference.
Semantic Web technologies have been increasingly used as a tool for generating, organizing and personalizing e-learning content. In this presentation we will discuss and demonstrate an innovative approach to automated generation of computer-assisted assessment (CAA) from Semantic Web–based domain ontologies. The primary application domain of this work is in the automated assessment, and in particular, the development of intelligent CAA systems and question banks, but the ideas can be further generalized in the context of ontology engineering and evaluation. Prototype is implemented and available online at http://www.opensemcq.org
Software Engineering education and teachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through various teaching approaches to make a positive impact on learning which has now
got reduced to monotonous lecturing.
Software Engineering Education and TeachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through different teaching approaches to make a positive impact on learning which has now got reduced to monotonous lecturing.
The paradigm shift from traditional learning to digital learning in mathematics Dr. C.V. Suresh Babu
International Conference on Integration of STEAM in School Education organized by NCERT, Regional Institute of Education, Bhopal, MP, India in collaboration with Department of School Education, Government of Madhya Pradesh on February, 25th- 28, 2021
Ecosystem building for Indian Design & User Experience EducationAmit Pande
My presentation at the 'Future of Design Education' symposium at IIT Kanpur's Design Program as part of the annual ADEX event. I share some ideas on how to build ecosystems in India connecting the design community and industry and some opportunity spaces.
Teacher views on educational robotics and its introduction to the compulsory ...ARGET URV
This is the presentation at the12th International Conference on Computer Supported Education, (CSEDU 2020) of the research paper entitled "Teacher views on educational robotics and its introduction to the compulsory curricula" . The authors are Despoina Schina, Mireia Usart, Vanessa Esteve Gonzalez and Mercè Gisbert.
Design for learning: communities and flexible design processesdavinia.hl
DESIGN FOR LEARNING: COMMUNITIES AND FLEXIBLE DESIGN PROCESSES
U. Sydney, CoCo Research Seminar
In this seminar, the presenter will deliver a short overview of the learning-technologies research being conducted by the Department of Infomation and Communication Technologies of the Universitat Pompeu Fabra in Barcelona. The focus will be the results of the METIS European inservice teacher-training project, which aims at promoting the adoption of design approaches enabling educators to act as (co-)designers of sound (technology-supported) learning activities. The presenter, Associate Professor Davinia Hernández-Leo will, in particular, introduce the Integrated Learning Design Environment (ILDE), a community environment that integrates:
- co-design support for educator communities
- learning design editors following different authoring and pedagogical approaches
- interface for deployment of designs on mainstream virtual-learning environments.
ILDE has been used in a variety of community contexts, each of them applying different design processes supported by combinations of selected integrated tools.
http://sydney.edu.au/education_social_work/news_events/events/2015/Semester-One/design-for-learning.shtml
New Generation MTech and MSc Programs at JKLUSanjay Goel
A brief overview of the salient features of the curriculum of new generation MTech and MSc programs at JKLU.
MTech SCHOLARSHIPS (First year)
1. Scholarships from 25% to 100% of tuition fees are offered to meritorious students based on their final scores in the under-graduation program, in the first year of study.
CGPA Scholarships
>=9.01 Equivalent to 100% of tuition fees
8.50 - 9.00 Equivalent to 75% of tuition fees
8.01 - 8.50 Equivalent to 50% of tuition fees
7.50 - 8.00 Equivalent to 25% of tuition fees
2. Students who qualify for GATE will be eligible for scholarships equivalent to 75% tuition fees.
MERIT SCHOLARSHIPS (Second year)
Students who have obtained CGPA of 8.50 and above in first year will be awarded scholarship equivalent to 75% of the tuition fee.
Students who have obtained CGPA above 7.50 and below 8.50 in first year will be awarded scholarship equivalent to 50% of the tuition fee.
Build a Career in Engineering and Technology 19.08.20Sanjay Goel
On 19th August 2020, I gave a webinar through CollegeDunia for fresh 12th pass-outs on this theme. In this more than 1 hour-long session, I focused on the following four issues:
1. Careers for Future?
2. What to learn for future careers and how?
3. Which institutes are equipped to facilitate learning for the future career in engineering and technology?
4. Is JKLU a good option?
The Youtube video of this presentation is available at: https://youtu.be/Md79MvZhYeg
Software Development Careers: Why, What, and How?Sanjay Goel
This presentation was used during the 3 hrs long session for pre-final year CSE/IT/ECE students at JIIT on 13th June 2015. It even has the slides that were skipped because of time shortage. Thanks to some of the star alumni of 1st (2005) to 5th (2009) batch graduated from JIIT for their messages that are also included in this presentation. Each of their message was read out by different students during the presentation. I hope more engineering students at JIIT and even at other institutes will find it useful for making the right choice wrt their career.
This presentation is a continuously evolving presentation and is kept updated with new insights and information.
Developing and PublishingAcademic ProductsSanjay Goel
These lecture slides were used in two lectures delivered on 25th June 2014 at a 3 day workshop organised under the TEQIP (Technical Education Quality Improvement Programme ) scheme by Equate India for the faculty participants from few NITs, Aligarh Muslim University, and Sardar Patel College of Engineering.
Problem Solving and Research Methodology: Part-I- Risk Engineering - Excerpts...Sanjay Goel
These are excerpts of the references discussed in the lectures of an elective course Problem Solving and research Methodology offered to MTech (CSE) and BTech (CSE/IT) students at JIIT. Part -I contains the references discussed in the class before first test, it mainly deals with the theme of Risk Engineering.
This is the summary of the material discussed in the classes of CSCW, a new elective taught to MTech students in 2012 at JIIT, Noida, India. Essentially speaking, these are the excerpts of the selected papers and other publications.
A talk given during the orientation program of MBA students of JBS, JIIT, 2007. Howeevre, the content is relevant for all postgraduate students and aspirants.
33. Competency ratings by working engineers in IT companies Goel Sanjay (2006), Investigations on required core competencies for engineering graduates with reference to the Indian IT industry, European Journal of Engineering Education, Vol 31 Issue 5, October, Taylor & Francis, UK. 54 respondents from 15 companies. Sanjay Goel, JIIT, 2011 No Engineering Competency Normalised Figure of Merit (Max. = 10) Category 1 Problem solving 10.0 Pivotal 2 Analysis / Methodological skills 8.8 Critical 3 Basic engineering proficiency 8.5 Critical 4 Development know-how 8.2 Critical 5 Teamwork skills 8.2 Critical 6 English Language skills 7.6 Critical 7 Presentation skills 7.5 Critical 8 Practical engineering experience 7.3 Critical 9 Leadership skills 7.3 Critical 10 Communication skills 7.2 Critical … Total 23 competencies
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35. Comparative analysis of some common competencies identified by some accreditation agencies Sanjay Goel, JIIT, 2011 Competency Position in the respective list ABET ’01 UK-SPEC, ‘03 IES, ’04 EA, ‘05 JABEE, ‘04 Avg 1 Ability to apply knowledge 1 2 1 1 3 1.6 2 Design skills. 3 2 3 5 5 3.6 3 Problem solving skills. 5 - 4 4 4 4.25 4 Technical competence. 11 1 5 3 4 4.8 5 Ability to work in multidisciplinary teams. 4 4 9 6 1 4.8 6 Communication skills. 7 4 6 2 6 5 7 Sensitivity towards global, societal, and environmental issues. 8 5 8 7 2 6 8 Sensitivity towards ethical and professional issues. 6 5 10 9 2 6.4 9 Readiness for life-long learning. 9 5 7 10 7 7.6
36. Meaningful usage, extension, and acquisition of knowledge Productive habits of mind Attitudes and perceptions Three-dimensional framework of competencies Dimensions of Learning (Marzano R. J., Pickering D. & McTighe J. 1993) Dimension 1: Attitudes and perceptions. Dimension 2: Acquire and Integrate Knowledge Dimension 3: Extend and Refine Knowledge Dimension 4: Use Knowledge Meaningfully Dimension 5: Productive Habits of Mind Sanjay Goel, JIIT, 2011
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38. Revised Competency ratings…, 2007…71 responses from 33 companies Sanjay Goel, JIIT, 2011 No. Competencies Category 1 Perseverance, commitment, and hardwork. Existential 2 Ability to work in teams. 3 Ability to apply knowledge. Pivotal 4 Integrity and authenticity. 5 Analytical skills. 6 Accountability and responsibility. 7 Technical competence. 8 Problem solving skills. 9 Listening skills. Critical 10 Attention to detail. 11 Project planning and management. 12 Quality consciousness and pursuit of excellence. 13 Critical thinking. 14 Readiness for lifelong learning. 15 Design skills.
39. Sanjay Goel, JIIT, 2011 16 Communication skills. Obligatory 17 Research skills. 18 Adaptability and ability to multi-task. 19 “ Be the customer” Mentality 20 Systems-level perspective 21 Decision making skills 22 Creativity and idea initiation. 23 Organizational skills Desirable 24 Mentoring skills. 25 Experimentation skills. 26 Numerical ability. 27 Constructive criticism skills 28 Persuasion skills. 29 Sense of urgency and stress management. 30 Ability to assist others through mentoring and philanthropic donations. 31 Wealth creation skills. 32 Knowledge of contemporary issues. 33 Cost consciousness. 34 Sensitivity towards global, societal, environmental, moral, and ethical issues and sustainability. Complimentary 35 Entrepreneurship.
40. wrt Software services work Average competency rating for 35 competencies = 33/100 Revised Competency ratings…, 2007…71 responses from 33 companies Sanjay Goel, JIIT, 2011 Competency 1 Ability to work in teams. Existential 2 Perseverance, commitment, and hardwork. Critical 3 Listening skills. Obligatory
41. IT professionals wrt Research or product development work in large or midsize companies Average competency rating for 35 competencies = 47/100 Sanjay Goel, JIIT, 2011 Sno. Competencies 1 Ability to work in teams. Existential 2 Ability to apply knowledge. 3 Perseverance, commitment, and hardwork. Pivotal 4 Accountability and responsibility. Critical 5 Analytical skills. 6 Problem solving skills. 7 Research skills. 8 Integrity and authenticity. Obligatory 9 Critical thinking. 10 Design skills. 11 Technical competence.
42. IT professionals wrt Research or product development work in small companies Average competency rating for 35 competencies = 49/100 Sanjay Goel, JIIT, 2011 Sno. Competencies 1 Perseverance, commitment, and hardwork. Existential 2 Accountability and responsibility. Pivotal 3 Ability to apply knowledge. 4 Problem solving skills. 5 Research skills. 6 Attention to detail. Critical 7 Analytical skills. 8 Integrity and authenticity. 9 Readiness for lifelong learning. 10 Technical competence. 11 Quality consciousness and pursuit of excellence. Obligatory 12 Critical thinking. 13 Design skills.
54. Rating Comparison Sanjay Goel, JIIT, 2011 Bloom levels What students think they get ? What students get in exams ? What students think works well for them ? What engineers recommend ? Knowledge 0.24 0.36 0.04 0.09 Comprehen-sion 0.24 0.16 0.11 0.10 Application 0.22 0.40 0.13 0.10 Analysis 0.14 0.04 0.15 0.19 Synthesis 0.14 0.05 0.46 0.38 Evaluation 0.02 0.00 0.11 0.15
55. What working IT engineers think about Teaching Methods?, SPINE based Study, 2004-05 Sanjay Goel, JIIT, 2011 No (j) Teaching Method Normalised Figure of Merit (Max. = 10) Category 1 Group Projects 10.0 Pivotal 2 Project 9.8 Pivotal 3 Practical Training 9.2 Pivotal 4 Industrial Training /Internship 6.5 Obligatory 5 Lecture 6.5 Obligatory 6 Seminars 6.3 Obligatory 7 Written projects/studies 6.2 Obligatory 8 Home work/Out of class assignment 3.8 Complementary
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57. What students think about lectures attributes? Goel Sanjay (2006), Do Engineering Faculty Know What’s Broken? The National Teaching & Learning Forum , Vol 15 Number 2, USA Sanjay Goel, JIIT, 2011 Lecture Format property Most Effective for learning Least Effective for learning Most Often used 1. careful listening and preparing notes 36.36% 70.45% 79.55% 2. explain textbook 11.36% 90.91% 88.64% 6. creative thinking 75.00% 4.55% 9.09% 7. in-class-group-work 63.64% 4.55% 2.27% 14. discover 63.64% 2.27% 0.00% Correlation Most Effective for Learning Least Effective for Learning Least Effective for Learning -0.79 Most Often used Lecture Format -0.69 0.99
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60. Table 7.2: Perceived effectiveness of engagements with respect to competencies 67 Software developers - (How) Did your college help you in your development?” Sanjay Goel, JIIT, 2011 Competency Most effective pedagogical engagements Technical competence Projects (84%) and Laboratory work (65%) Communication competence Discussions with other students (84%), Mentoring juniors (71%), Discussions with faculty (69%), and Discussion with others (51%) Domain competence Projects (61%), Research literature survey (51%), and Knowledge transmission oriented lectures (51%) Complex problem solving Projects (79%), Laboratory work (59%), and Thinking oriented lectures (51%) Computational thinking Projects (64%) and Thinking oriented lectures (49%) Attention to details Projects (71%) Critical and reflective thinking Projects (50%) Creativity and innovation Projects (82%) and Thinking oriented lectures (53%) Curiosity Projects (66%) and Research literature survey (62%) Decision making perspective Projects (90%), Industrial training (71%) Systems-level perspective Projects (58%) and Mentoring other students (51%) Intrinsic motivation to create/improve artifacts Projects (74% ), Research literature survey (58%), Thinking oriented lectures (54%), Discussions with students (50%), and Discussions with faculty (50%).
79. Perceived Benefits of Using PSP in laboratories: Students feedback Its modified format been tested for getting higher gains in Estimation Sanjay Goel, JIIT, 2011 Ist year (109) 2 nd yr (91) 3 rd yr (75) Programming Efficiency Enhancement 57% 59% 76% Defect Rate Reduction 37% 37% 59% Activity Record and Reflection 32% 39% 59% Estimations and Planning 25% 27% 31%
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85. Impact Analysis of a Faculty Development Workshop: What faculty think about lectures attributes?, 2005 Sanjay Goel, JIIT, 2011 Lecture Format attribute Fraction of faculty who rated the attribute as most important at the beginning of the workshop Fraction of faculty who rated the attribute as most important towards the end of the workshop e. problem solving 38.89% 60.38% f. creative thinking 66.67% 83.02% g. in-class-group-work 22.22% 60.38% h. create conceptual designs 31.48% 69.81%
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88. Theory Building Unified Framework of Pedagogic Engagements in Software Development Education Sanjay Goel, JIIT, 2011
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93. Four-dimensional Taxonomy of Pedagogic Engagements in Software Development Education Reflective Engagements Integrative Engagements Active Engagements Collaborative Engagements Individual engagement problem solving activity Inclusion and integration of various ideas and diverse perspectives . Think deeply to evaluate and refine/transform their own approach and views collaborate with others to solve problems Sanjay Goel, JIIT, 2011
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95. Four-dimensional Taxonomy of Pedagogic Engagements in Software Development Education Reflective Engagements Integrative Engagements Active Engagements Collaborative Engagements Individual engagement problem solving activity Inclusion and integration of various ideas and diverse perspectives . Think deeply to evaluate and refine/transform their own approach and views collaborate with others to solve problems Sanjay Goel, JIIT, 2011
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97. Four-dimensional Taxonomy of Pedagogic Engagements in Software Development Education Reflective Engagements Integrative Engagements Active Engagements Collaborative Engagements Individual engagement problem solving activity Inclusion and integration of various ideas and diverse perspectives . Think deeply to evaluate and refine/transform their own approach and views collaborate with others to solve problems Sanjay Goel, JIIT, 2011
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99. Four-dimensional Taxonomy of Pedagogic Engagements in Software Development Education Reflective Engagements Integrative Engagements Active Engagements Collaborative Engagements Individual engagement problem solving activity Inclusion and integration of various ideas and diverse perspectives . Think deeply to evaluate and refine/transform their own approach and views collaborate with others to solve problems Sanjay Goel, JIIT, 2011
108. Four-dimensional Taxonomy of Pedagogic Engagements in Software Development Education Reflective Engagements Integrative Engagements Active Engagements Collaborative Engagements Individual engagement problem solving activity Inclusion and integration of various ideas and diverse perspectives . Think deeply to evaluate and refine/transform their own approach and views Collaborate with others to solve problems Sanjay Goel, JIIT, 2011