Learner engagement in digital or online learning has been identified as one of the many challenges and personalizing the digital learning content to keep students motivated and engaged throughout the duration of course is gaining much interest among academia. The purpose of this study is to identify the levels of student engagement and understand the relationship between learner engagement and their academic performance. This study has used k-means machine learning algorithm to identify the levels of student's engagement and tried to identify the relationship between the engagement metrics and student performance using correlation analysis. Based on students’ engagement metrics, k-mean algorithm classifies students in to two levels, namely High engaged students, and Low engaged students. The results of correlation analysis showed that there was a positive correlation between the engagement metrics and performance. Identifying the levels of student engagement possibly will help in personalizing the learning by recommending the e-content based on engagement metrics and identifying the relationship between the engagement metrics and performance might help faculty to design activities and content for the courses.

There has been a growing call to nurture and prepare current engineering graduates to think and act ethically as the products designed by engineers have both individual and societal implications. Engineering ethics revolves around the professional obligation of engineers to society, their employers, and the profession. Engineering codes of ethics commonly referred to as fundamental cannons form the base for engineering ethics education. It focuses on micro ethical issues, fundamental overarching responsibility to protect human health, welfare, and the environment or promote sustainable development. Engineering ethics was introduced to first-year engineering students as part of a PBL based course, which was taught in a blended mode due to the disruptions caused by the COVID19 pandemic. This study attempts to assess students’ knowledge of engineering ethics and their ability to identify and resolve ethical dilemmas by applying the fundamental canons. When a module like engineering ethics was introduced to the first-year engineering students in a blended mode, it was essential to identify methods that would help assess students’ understanding of engineering ethics. Students learn the concepts of engineering ethics through asynchronous videos. The module’s primary objective was to develop students’ ability to identify and resolve ethical dilemmas and map fundamental cannon. A discussion forum was set up, allotting students with a case study that had an ethical dilemma used as an instrument to assess the students. The results discuss mainly the cognitive levels that the students have reached in resolving an ethical dilemma. The analysis also predicted the areas where students found it challenging to understand the concepts.

The world has witnessed an unprecedented disruption due to the COVID-19 pandemic, temporarily halting various educational activities at educational institutes like universities, schools and colleges. Both educators and learners were forced to adapt to the new situation and continue to face the challenges, together. Hence many universities and colleges were compelled to move from the traditional method of teaching to the online method of delivering courses. Blended learning has been adopted to effectively deliver the courses online which comprises asynchronous and synchronous delivery. KLE Technological University turned this situation into an opportunity of beginning a new era of learning on campus, there was a strategic shift from traditional learning to blended learning. In this blended model, the student learned various courses in asynchronous mode through pre-recorded videos and study material on the Learning Management System (LMS). When the students learn in such an online learning environment, there comes a demand for learning accountability, hence there was a need to implement best assessment practices during asynchronous learning. The assessment method chosen was post-test, which was conducted to assess if the students had met their learning goals. This paper mainly focuses on conducting the post-test effectively and carrying out an extensive analysis of the student’s performance. To make sure students have understood the concepts well, the questions framed were of higher bloom’s level focusing on the different topic learning outcomes. An intervention was designed to create concept-wise questions mapped to bloom’s level and different outcome-based education parameters. Post-test results are collected using a tool called Dipstick integrated with the LMS. Through this tool different reports are generated that helps the course instructor to analyze the student’s depth of learning. The graphs generated through the Dipstick tool shows dips wherever a student lacks in understanding the concepts. The Dipstick report will help the course instructor in identifying and convincing the unclear concepts to the students by thinking in two dimensions, that of re-designing the content or by thinking of effective pedagogy to teach the concepts.

Research in Engineering education has been driving how we educate future engineers. Although it is a recognized field in several countries, it is yet to gain acceptance in India. There is ample evidence of its need, scope, and effectiveness seen from the growing number of conferences and publications in India; we still do not have well-established areas for investigation, especially at the authors’ institute, which has a flourishing ecosystem for educational innovations and research. Thus, the proposed study describes the development of a research agenda at an engineering education research centre at a private university in India. The research agenda was developed using participatory action research and was guided by the university’s vision for research, thematic analysis of research studies from 2010-2020, and interview with eight faculty members engaged in education research. The resulting research agenda comprises three research areas: Technology-Enhanced Learning, Problem-based Learning, and Discipline-based education research, along with a set of overarching research questions, which will pave the way for relevant, directed, sustained, and rigorous research in engineering education.

Abstract Due to gathering and examining a tremendous amount of traffic stream data, traffic blockage is the most important issue in the intelligent transportation framework. The main aim of this research work is “to find the appropriate deep learning time series models, to predict the future traffic of Denmark Aarhus city.” In this article, multivariate sequential stacked bidirectional LSTM with self‐attention model (MSSBiLS‐SA) is proposed to prevent the long term dependencies and also to reduce the error rate. Based on the traffic state, the high, medium, and low range of traffic is predicted to give the best route to the users, and visualization is performed with the help of the Android application. The proposed MSSBiLS‐SA attains higher accuracy 94.56% and 95.36%, sensitivity 88.74% and 92.5%, specificity 93.5% and 94.5%, precision 94.23% and 95.5%, F‐score 94.5% and 94.5%, and lower time complexity 10.19% and 12.43% shows better performance when compared with the existing methods, such as prediction and classification of traffic location analysis using optimized graph convolutional recurrent neural network and prediction and classification of traffic location analysis based multilayer perceptron network using long short term memory. Finally, the proposed method predicts and classifies the traffic location very accurately.

Networking Industry has wide opportunities for Computer Science graduates with the skills of cloud architecture, cyber security, Internet of Things, which are converging areas. Computer Network is a fundamental course in the Computer Science stream, has a challenge in teaching / learning the concepts of networking, which is considered to be a black box. The objective is to open up this black box content through Project-Based Learning (PBL) to better the conceptual understanding and enhance the 21st-century skills required to develop network applications and the services.The PBL activity has helped the students in contributing to developing real time network based solutions collaboratively.The analysis of pre and post-test data shows a 20% improvement in network concepts learned. The peer and self-assessment results demonstrate a 10% improvement in 21stcentury skills such as collaborative, critical thinking and creativity.

This innovative practice work in progress paper presents the use of the FAQ tool in the blended learning model. The disruption caused by the COVID-19 pandemic has forced educational institutions around the world to shift from the traditional in-person to online mode of teaching. One of the disadvantages of the online mode of teaching is the unavailability of real-time feedback on students' understanding of the course content. During in-person teaching, the faculties will be available to clarify students' immediate doubts. Therefore, it is essential for faculty to understand how the students' online learning experiences could be similar to physical in-person teaching. KLE Technological University(KLE Tech) has opted for blended mode learning to leverage COVID-19. The blended model involved students in the asynchronous mode of delivery followed by the post-test on the asynchronous content and then the synchronous mode of delivery. During the course delivery, it was observed that there was a gap identified between the asynchronous delivery and post-test. The faculty, therefore, by incorporating students' feedback, designed and introduced FAQs (Frequently Asked Questions) for each asynchronous video. In this study, we proposed FAQ as a tool to clarify student's doubts while asynchronous learning and explore the influence of FAQs on students learning process in a course. Linear regression analysis showed that viewing the FAQ had influenced students' post-test scores and thematic analysis of the survey data showed that students were satisfied with the FAQ tool which helped them in answering their questions while the asynchronous mode of delivery.

The Work-in-progress paper discusses the faculty development model. The workplace problems for engineers in the 21st century demands interdisciplinary skills. To cater to the need, the educators need to make interventions for inculcating interdisciplinary skills among students. The challenge is that very limited focus is on preparing the faculty towards building interdisciplinary knowledge, skills and mentoring capabilities. The authors through this paper share an experience of deploying a faculty training model used for training the faculty towards mentoring interdisciplinary projects. The presented faculty development model is a result of the heuristic experience of four iterations and is organically evolved. The model was implemented in the context of a first-year engineering course titled Engineering Exploration. The course uses PBL pedagogy and every faculty, mentors a set of students to complete an interdisciplinary project. The nature of the projects in the course demands knowledge and skills from different domains to be applied at the mentioned stages. To mentor such interdisciplinary projects, faculty needs to be formally trained. However, in the literature authors found very limited architecture in the direction of standard frameworks and models that can be used to train the faculty towards interdisciplinary thinking and mentoring. The paper describes the evolved faculty training model consisting of four following phases where initial phases are focused on improving the technical skills among faculty members while the latter phase is focused on improving the mentoring skills.

This work-in-progress paper documents the transition of an undergraduate engineering university from in-person, lecture-based instruction to a blended model. The proposed work describes the planning, training, technology deployment, review, and monitoring of the blended learning model. In this process, the faculty were empowered to create content, practice studio etiquettes, edit videos, upload content to a streaming server, and create the courses in Learning Management System (LMS). The qualitative evaluation of this initiative was conducted from a pedagogical perspective using the research question: What challenges are faced by faculty members while transitioning from in-person learning to blended learning in undergraduate engineering education? Thematic analysis of the transcribed data revealed that challenges could be categorized as technical, pedagogical, multiple demanding roles, and nature of courses which further open up opportunities for evidence-based interventions.

The perpetually changing technology and global market needs have necessitated imparting lifelong learning skills to students through technical education. For the undergraduate engineering students to become acceptable by industry, their critical thinking and problem solving ability, design and analysis capability, interpersonal and communication skills need to be honed. Through integrated curriculum, the students can pursue learning in a holistic way thus avoiding restrictions imposed by course boundaries and it helps develop positive attitudes for continued successful learning throughout their undergraduate study. An integrated curriculum fosters learning experiences that are designed to be mutually reinforcing and synthesized across traditional subject areas. This calls for certain curriculum reforms and here the authors have proposed integrated course project design model (ICPDM). This paper presents a model ICPDM for integrated course design, which is used for implementation of Integrated Course Project (ICP).