This document outlines issues related to research and class room research. It discusses identifying an appropriate research topic and guide. Finance is a major issue, including costs of experiments, materials, and attending conferences. Identifying the right research topic depends on the guide's specialization and interests of other students. The relationship between guides and students can impact research. Research scholars must develop skills like acquiring knowledge, problem solving, and being lifelong learners with self-discipline. Classroom research examines best practices for teaching-learning processes and evaluating students based on Bloom's taxonomy. Research outcomes from books discuss findings on the 10,000 hours rule for expertise and characteristics of cheating teachers.

1. Research
Issues and Concerns
Dr. N.Asokan
94451 91369
ntvasokan@gmail.com

2. Outline• Purpose
• Definition
• Issues Related to Research
• Issues related to
Guide – Student Relationship
• Issues Related to Research scholars
• Class Room Research
• Research Outcomes from Books

3. Why do I want to do
Research?
Beyond Ph.D & Making Money

4. To Solve Every Day Problems
To Prove to Every other Person

5. Research- Definition
To solve the unknown problem,
logically,
scientifically and
precisely
with document evidence
Assume Nothing, Question Everything
Start Thinking, Learn the Truth

6. Issues Related
to
Research

7. Issues Related to Research
• Finance (Source)
• University
• Identifying the Guide
• Identifying the Topic

8. Finance• Part Time / Full Time
• Semester Fees
• DC Meeting
• Course Work
• Fees to Guide
• Attending Conferences
• Paper Presentation

9. • Purchase of original
research papers / Books
/ Articles / stationery
• A4 sheets
• Printer / Printout
• Lunch / Dinner
• Travelling Expenses
• Compliments
• Viva-Voice
• Thesis Binding
Finance

10. Work - Finance
• Cost of Experiment
• Research materials
• Fabrication cost
• Testing cost
• Simulation S/W
When one’s working, one works between absolute Confidence and absolute Doubt

11. University
• Regulations
• Time Limit
• Entrance Exams /
Interview
• Admission
• Registration
• Continuous Report to
University
• N I T Trichy
• Anna University
• Deemed University

12. Identifying the Guide
• UGC Regulations
• University approved
• Internal / External Guide – CECRI / IGCAR
• Area of Interest with proven track record of
paper publications / similar work
• Through previous research scholars
• Open ad. - Entrance Exam – Interview
Dr. Asokan
Dr. Robinson
Dr. Rameela
Dr. Ramaswamy

13. Identifying the Topic
• General to very Narrow field / topic
• Guide Specialization
• Guide’s other students area of work
• Your own area of interest

14. EEE
Dr. Rameela, KLN, Madurai
• M.E., Power Electronics
• Converters
• Regulators, Rectifiers,
Inverters and Choppers
• Rectifiers, Inverters
• Adjustable Speed Drive – 3
phase
• Constant Torque – Motor
Speed
Guide, TCE, Madurai
• Power Quality
• Voltage Sage
• Voltage Swell
Performance Improvement of an adjustable
speed three phase motor drive under various
power quality issues

15. ECE
Dr. Robinson ECE, Mount Zion
• M.E Optical Communication
• Device Miniaturization
• Optical Network
• Performance Improvement
• Plane wave Technique
• Optical MEMS Tech.
• Photonic Crystal Tech –
Optical Filter
Guide, Pondicherry University
• Filters
Design and analysis of 2D Photonic Crystal Base Optical Filter

16. Engineering Education
Dr. Asokan
• M.E Material Science
• Curriculum & Syllabus
• Teaching Learning
• Assessing
Guide, NITTTR
• Curriculum Evaluation
Analysis of Effectiveness of Implementation of Physics Curriculum of
B.E Programmes of Engineering Colleges in Tamil Nadu

17. Issues related
to
Guide – Student Relationship

18. Guide – Student Relationship
Guide Student
MALE MALE
FEMALE FEMALE
MALE FEMALE
FEMALE MALE
Guide Student
Teacher Student
Friend Friend
Teacher Teacher
Student Student

19. OutlinePurpose
Definition
Issues Related to Research
Issues related to
Guide – Student Relationship
• Issues Related to Research scholars
• Class Room Research
• Research Outcomes from Books

20. Issues related
to
Research Scholars

21. Requisite Characteristics
• Acquire Knowledge
• Develop Skills
• Refine Talent
• Change Belief, Thought and Assumption
• Spread Networking
• Don’t stop asking Questions

22. Acquiring Knowledge
• Factual Knowledge
• Conceptual Knowledge
• Procedural Knowledge
• Meta cognitive knowledge

23. Problem Solving Skills
• Ability to define the
problem
• Ability to change a
situation from its given
state into a goal state.
• Ability to re-start from
the beginning, often
• Ability to change your
habits

24. Life Long Learner
• The willingness to act towards what you want,
to risk, to fail
• Willingness to practice
• Self discipline
• Comfort with repetitiveness
• If required, comfort with being alone
Live till old, Learn till you live

25. Self Discipline
Self Discipline is conscious
practice of
controls, habits and restraints,
imposed by one self and
demanded by the profession

26. Recurring pattern of
thought,
feeling,
action or
behaviour
that can be productively
applied
Examples:
Instinctively inquisitive ,
Competitive,
Charming,
Persistent
Nervousness?
Along with
What If?

27. Skill determine
if you
can do something
Talent reveals something
more important:
how well and
how often you do it

28. Traces of Talents
• Spontaneous,
• Top-of-the mind reactions
• Reactions under extreme stress
• Rapid Learning
• Satisfactions

29. SEE
DOGET
Attitudes
Behaviors
Methods
Techniques
Beliefs
Thoughts
Assumptions
Results
If you want to change the Fruit, Change the Root
Change in here,
no use
Basically change here,
to get desired result
Beliefs change
gradually as we
accumulate new
experiences (Variety
of different activities)
Re-Think

30. Don’t Stop Asking Questions
• Do we have the right questions?
• How can we do what we are already doing even
better?
• What is the worst that can possibly happen?
• How things are working?
• What can go wrong?
What if? ,What nex t?

31. Class Room Research

32. Best Practices in Technical Education
Case Study:
BY
Dr. N. Asokan ,
N. Meenakshi , Lecturer(IT)

33. Best Practices
1. Pre-requisite knowledge
2. Mapping of five units
3. Mapping with other subjects
4. Delivering pre-requisite knowledge
5. Specific instructional objectives in accordance with
Bloom’s revised taxonomy
6. Lesson plan
7. Teaching learning process
8. Evaluation at the end of the semester in accordance with
Bloom’s revised taxonomy
9. Mapping of objectives, teaching learning process and
assessment in the Bloom’s revised taxonomy table.

34. KNOWLEDGE
DIMENSION
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A.
FACTUAL
KNOWLEDGE
B.
CONCEPTUAL
KNOWLEDGE
C.
PROCEDURAL
KNOWLEDGE
D.
META-
COGNITIVE
KNOWLEDGE
Taxonomy Table

35. Department/Acad
emic year
No of Students subject
IT / 2009-2010 60 User Interface
Design
Sample

36. KNOWLEDGE
DIMENSION
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A.
FACTUAL
KNOWLEDGE
10 activities
B.
CONCEPTUAL
KNOWLEDGE
4 activities
1.To explain how
to choose the
image
2. To explain
multimedia,
3. To explain
types of errors,
4. To explain
coloring
C.
PROCEDURAL
KNOWLEDGE
To apply the
designing
concepts to
create a web
page
D.
META-
COGNITIVE
KNOWLEDGE
Mapping of “To apply the designing concepts to create a web page”
Objective, Teaching Learning Process (activities) and Assessment

37. Table of Specifications
UNIT
No.of
objectives
pertaining
to Factual
Knowledge/
Remember
No.of
Questions
No.of
objectives
pertaining
Conceptual
Knowledge/
Understand
No.of
Questions
No.of
objectives
pertaining
Procedural
Knowledge/
Apply
No.of
Questions
Total No.of
Objectives
in Interface
Design
subject
Total No.of
Questions
selected for
End
semester
exam.
1 3 2 7 2 0 0 10 4
2 10 2 11 2 0 0 21 4
3 6 2 8 1 4 1 18 4
4 4 2 8 2 0 0 12 4
5 3 4 6 1 5 1 14 6
Total 26 12 40 8 9 2 75 22

38. KNOWLEDGE
DIMENSION
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A.
FACTUAL
KNOWLEDGE
26 Objectives
26 Activities
12 Questions
18.3% mastered
B. CONCEPTUAL
KNOWLEDGE
40 Objectives
40 Activities
8 Questions
13% mastered
C. PROCEDURAL
KNOWLEDGE
9 Objectives
9Activities
2 Questions
8% mastered
D.
META-
COGNITIVE
KNOWLEDGE
Mapping of “User Interface Design” subject Objective,
Teaching Learning Process (activities) and Assessment

39. Findings
1. There are 26 objectives pertaining to Factual
Knowledge, out which 12 objectives are used for
evaluation of students at the end of the semester.
2. 11 out of 60 students (remembered) i.e. 18.30%
of students correctly answered all the 12
objectives
3. 21 out of 60 students (remembered) i.e.,35% of
students correctly answered 50 % of the
objectives.

40. (contd….)
4. There are 40 objectives pertaining to Conceptual
l Knowledge, out which 8 objectives are used for
evaluation of students at the end of the
semester.
5. 8 out of 60 students (understood) i.e.,13% of
students correctly answered these objectives.
6. 24 out of 60 students (understood) i.e.,40 % of
students correctly answered 50 % of the
objectives.

41. (contd…)
7. There are 9 objectives pertaining to Procedural
Knowledge.
8. 2 objectives are used for evaluation of students at the
end of the semester. 5 out of 60 students (able to apply
the factual and conceptual knowledge in a given situation)
i.e.,8% of students correctly answered these objectives.
9. 11 out of 60 students (able to apply the factual and
conceptual knowledge in a given situation) i.e.,18.30% of
students correctly answered 50 % of the objectives.

42. Conclusion
• If all the objectives, activities and assessment are
placed in the taxonomy table, then it helps us to
"understand about understanding".
• The "miss-alignments" can be identified with the help
of this taxonomy table.
• By examining the taxonomy table the teacher can
easily identify areas of knowledge, or levels of the
cognitive domain, that has not been covered by the
learning activities.

43. OutlinePurpose
Definition
Issues Related to Research
Issues related to
Guide – Student Relationship
Issues Related to Personal Mastery
Class Room Research
• Research Outcomes from Books

44. Research Outcomes
from
Books

45. Outliers
• 10,000 hrs rule
• Billionaires born in 1954
or 1955
• 3000 hrs / year Annual
workload of Rice farmer
in Asia

46. Maths - Success
Good at Maths is an innate ability
Master Maths, if you are willing to try
Maths-Success = f (Persistence & Doggedness)
Willingness to work hard for 22 minutes to make
sense of something that most people would
give up on after 30seconds

47. Cheating (Getting More for Less)
school Teachers in Chicago
• What might a cheating
teacher’s class room look
like?
• What are the characteristics
of a cheating teacher?
• Drunk & Drive /
• Drunk & Walk

48. What makes Perfect Parent?
• Who are you? Who you are?
• Whom you married?
• What kind of life you lead?
• If you are smart, hard working, well educated,
well paid, and married to someone equally
fortunate, then your children are more likely
to succeed
But it isn’t so much a matter of
what you do as a parent;
it is who you are

49. Naming the Children
Parents use a name to signal
“their own expectations”
of how successful their children will be

50. Blink
• When we are making a
decision of minor
importance, we
consider all the pro and
cons.
• In vital matters such as
marriage or profession,
decision should come
from somewhere within
ourselves.
• In the important
decisions of personal
life, we should be
governed by the deep
inner needs of our
nature (who I am?)

51. What the Dog Saw?
• Bad Teacher = One Year = students learn 50%
worth of material
• Good Teacher = One Year = students learn
150% worth of material
• Your child is actually better off in a bad school
with an Excellent Teacher than in an Excellent
School with a Bad Teacher
• Teacher effects more stronger than class-size
effect

52. • Research Issues
in
Different Domains
• Marriage Issues
in
Different Roles
• Identifying the Groom /
Bride
• Husband/Wife –In-laws
Relationships
• Finance to lead life
• Lessons from other
couples

53. Five Units of Report
1. Introduction
–Objectives / Research Questions
2. Review of Literature
3. Experiment Description and Observation
4. Analysis, Interpretation and Discussion
5. Results and Conclusion
1. Introduction
– Objectives / Research Questions

54. If the guide
do not possess
the requisite characteristics?

55. Guide
point of
View
Purpose
Definition
Issues Related to Research
Issues related to
Guide – Student Relationship
Issues Related to Research Scholars
Class Room Research
Research Outcomes from Books

56. 56