Research Methodology in Engineering Education
Action Research & Blooms Taxonomy based Methodology for
High Impact Teaching
Ajal. A. J, Assistant Professor
Department of Electronics and Communication, Federal Institute of Science and Technology ( FISAT TM ) , Kochi – Kerala- 683 577
MAIL: ec2reach@gmail.com, mob: 0- 890 730 5642
Abstract
Objective: To observe the Quality of Service ( QoS) in Professional teaching field by imparting Blooms Taxonomy based Action Research.
Method: sixty students where observed; after knowing their likes and dislikes, priority has been given for interactive sessions with listener centric activities.
Results: Analysis revealed that Highly interactive sessions can make better results and even absenteeism can be reduced to a great extend. Work duration was one semester.
Conclusion: High impact teaching can only be possible if the facilitator possess in-depth subject knowledge and must get down to students psychological level to make them understand on the very fact that “ this faculty can facilitate to our success”.
Key words: Empowerment , Action Research , lateral thinking , Parallel curricula , co- learning .
About Author:
AJAL. A. J Assistant Professor , Department of ECE ,
Federal Institute of Science and Technology ( FISAT TM ) , Kochi – Kerala- 683 577
1. INTRODUCTION
This era can be mentioned as an era of teaching learning process. Modern approaches are carried out to give the learners better experience of the same. But still the high impact teaching of ancient gurukula type education found even recently in Rabindranath Tagore’s Santiniketan (previously called Bhubandanga ; named after Bhuban Sinha) which means abode (niketan) of peace (shanti) is moving into close cabins with projectors. These modern changes might hinder the growth of engineering education in general. Kurt Lewin, a professor at MIT, first coined the term “action research” in about 1944. Action research is done simply by action, hence the name.
High Impact Teaching
Ajal. A. J, Assistant Professor
Department of Electronics and Communication, Federal Institute of Science and Technology ( FISAT TM ) , Kochi – Kerala- 683 577
MAIL: ec2reach@gmail.com, mob: 0- 890 730 5642
Abstract
Objective: To observe the Quality of Service ( QoS) in Professional teaching field by imparting Blooms Taxonomy based Action Research.
Method: sixty students where observed; after knowing their likes and dislikes, priority has been given for interactive sessions with listener centric activities.
Results: Analysis revealed that Highly interactive sessions can make better results and even absenteeism can be reduced to a great extend. Work duration was one semester.
Conclusion: High impact teaching can only be possible if the facilitator possess in-depth subject knowledge and must get down to students psychological level to make them understand on the very fact that “ this faculty can facilitate to our success”.
Key words: Empowerment , Action Research , lateral thinking , Parallel curricula , co- learning .
About Author:
AJAL. A. J Assistant Professor , Department of ECE ,
Federal Institute of Science and Technology ( FISAT TM ) , Kochi – Kerala- 683 577
1. INTRODUCTION
This era can be mentioned as an era of teaching learning process. Modern approaches are carried out to give the learners better experience of the same. But still the high impact teaching of ancient gurukula type education found even recently in Rabindranath Tagore’s Santiniketan (previously called Bhubandanga ; named after Bhuban Sinha) which means abode (niketan) of peace (shanti) is moving into close cabins with projectors. These modern changes might hinder the growth of engineering education in general. Kurt Lewin, a professor at MIT, first coined the term “action research” in about 1944. Action research is done simply by action, hence the name.
References: 1. M. Hearst. (2001).“Untangling text data mining”. In Proceedings of ACL '99: The 37th Annual Meeting of the Association for Computational Linguistics. 2. Phye, G.D. (2007). Handbook of classroom assessment: Learning, adjustment, and achievement. San Diego, CA: Academic Press. 3. Susan Edington and Cathy Hunt. 2006. Teaching Consultation Process Sourcebook. Classroom Evaluation and Assessment. Stillwater, OK: New Forums Press, page 57-66 4. Gronlund, E.N. 2005. Constructing Achievement Test. Englewood Cliffs, N.J.: Prentice-Hall. 5. McTaggart, R. (1996) ‘Issues for participatory action researchers’ in O. Zuber-Skerritt (ed.)New Directions in Action Research, London: Falmer Press. 6. Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for Learning, teaching, and assessing: Arevision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman 7. Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: David McKay ----------------------- AJAL.A.J, Currently working as Assistant professor completed his ME VLSI DESIGN from Bannariamman institute of technology, sathyamangalam, erode district under Anna university Tamil Nadu , India. He has published 12 papers in International conference, and 38 papers in National conference. His area of interests includes ICT, Micro teaching,[pic]9:OPpqœžÒÔèéñòøù ! " 4 úîåîÛÐÈн±½±£±Ð±šˆrˆYrE&hgPÑhgPÑ0J5?CJ WiMAX, wide band radiators, and interference analysis.