Teaching and Learning Innovation

Innovations by the faculty in Teaching and Learning

Innovations in teaching and learning aim to enhance the educational experience for students and foster a more engaging, efficient, and effective learning environment. Following list of innovations are employed by faculty of Mechanical Engineering department.

1. Use of ICT in teaching learning process
2. Faculty YouTube channels
3. MOOC completion as assignments
4. Student Centric Learning
5. Assignments to be submitted as video presentations
6. Taskwork through gamification in learning
7. Flipped classrooms approach
8. Peer teaching and collaborative learning
9. Industry visits and real-world case studies

1. Use of ICT in teaching learning process

ICT in Teaching refers to the use of Information and Communication Technology (ICT) tools and resources to enhance teaching and learning processes.

1. Faculty YouTube channels

Faculty YouTube channel (Figures 1,2 and 3) is dedicated to transforming the way engineering is taught and learned. In channel course coordinators share innovative teaching practices, subject-specific tutorials, and insights from real-world applications to empower students, educators, and professionals.

1. MOOC completion as assignments

• For the subject Machine Tools and Metrology assignment is given as MOOC for the topic 3D printing revolution. The details of course completed by Mr. Jewel John of S7MEB is attached here in figure 4

1. Student Centric Learning

Student-Centric Learning is an educational approach that focuses on the needs, abilities, interests, and learning styles of students, making them active participants in the learning process. Unlike traditional teacher-centered methods, where instructors are the primary source of knowledge, student-centric learning prioritizes the learner’s engagement and personal development.

1. Assignments to be submitted as video presentations

Video assignments are an effective tool for student-centric learning, as they engage students in active, creative, and reflective learning processes.

• Details of Video assignment of Machine tools engineering is illustrated in the figure 5.

Details of Video assignment of Advanced Manufacturing Engineering is illustrated in the figure 6.

Video assignment: Basics of Mechanical Engineering is shown in the figure 7

1. Taskwork through gamification in learning
2. Gamified Taskwork for Learning IC Engine Parts in the Lab

This activity is designed to make learning engaging and interactive by incorporating gamification. The objective is to help students identify IC engine parts, understand their functions, and relate them to real-world applications. Teaching innovation in an Internal Combustion (IC) Engine class made the learning experience engaging and memorable. Students were divided into small groups and let each group examine components of the IC engine (e.g., cylinder head, piston, crankshaft, etc.) directly (Figure 5.6.8).

Creating a short, engaging reel (15–60 seconds) for learning about Refrigeration and Air Conditioning (RAC) can be a fun and interactive way to promote understanding. Students developed a creative reel explaining a concept related to RAC (figure 9).

1. Flipped classrooms approach
2. Task work: Presentation in class from student side before faculty delivering the topic. Adopted this method faculties while handling BME (Flipped Classroom).
3. Allow students a day or two for preparation.
4. After the presentations, provide constructive feedback on content, delivery, and understanding of the topic. (figure 10)

1. Peer teaching and collaborative learning

Peer teaching and collaborative learning are effective methods in student-centric learning that empower students to take active roles in the learning process. These strategies foster a sense of responsibility, mutual respect, and teamwork while enhancing understanding through shared knowledge and diverse perspectives.

Peer group discussions can create a dynamic and supportive learning environment where students take an active role in the process of teaching and learning. This method not only helps students understand complex concepts but also enables them to practice communication and problem-solving skills. Incorporated more peer group discussions in the course plan in the current academic year. The details are shown in figures 11. & 12.

1. Industry visits and real-world case studies into the curriculum

     To enhance experiential learning, the department integrates industry visits and real-world case studies into the curriculum. As part of the Industry Safety Engineering course, students visited Rubber Floor Limited, where they observed workplace safety practices, hazard identification, and compliance with industrial safety regulations. Insights from the visit were incorporated into the course plan, providing students with practical exposure and bridging the gap between theoretical concepts and industry standards. This approach reinforces active learning and improves students’ understanding of safety protocols in industrial environments. Figure 13 shows the Industry visit by students at Rubber Floor Limited, Kottayam

Innovations in teaching learning is published in the department blog https://megitspress.blogspot.com/2023/08/creative-ways-of-learning.html