What is accredidation?

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OBE Lectures Series 5Assessing the Psychomotor andAffective Domains Learning Domains CoverageBE CIVIL ENGG.
CURRICULUMCreating OriginationEvaluatingApplying ResponseCharacterization.
Understanding SettingRemembering PerceivingOrganizationResponding RubricsAffective Domain 10 3.
Some Examples of Cognitive LevelsSAMPLE QUES COGNITIVE DOMAIN IN CE 444 TRAFFIC ENGG Learning Level 1 LL 1 Remembering Recalling information recognizing listing describing retrieving naming finding FACTUAL OR WHAT .
KNOWLEDGE Define LL 1 acceleration rate using speed distance relationship Define LL 1 detector occupancy Describe LL 1 Shockwave in Traffic Engineering Enlist LL 1 the Microscopic and Macroscopic traffic stream.
parameters in Shockwave theory Some Examples of Cognitive LevelsSAMPLE QUES COGNITIVE DOMAIN IN CE 444 TRAFFIC ENGG LL 2 Understanding Explaining ideas or concepts Interpreting summarizing paraphrasing classifying CONCEPTUAL OR WHY .
KNOWLEDGE Explain LL2 the Gap out and Max out Timings in the generalized LL2 context of Signalized Intersections Express LL 2 the concept of Green shield Model equations withexamples and schematics for various traffic stream parameters.
LL 3 Applying Using information in in another familiar situationImplementing carrying out executing PROCEDURAL OR HOW KNOWLEDGE How LL3 can we compute braking distance using that relationship How LL3 can we calculate the macroscopic measurements using.
loop detectors Some Examples of Cognitive LevelsSAMPLE QUES COGNITIVE DOMAIN IN CE 444 TRAFFIC ENGG LL 4 Analyzing Breaking information into parts to exploreunderstandings and relationships comparing organising .
deconstructing interrogating finding ANALYZING Two drivers each have a reaction time of 2 5 seconds One isobeying a 55 mi h 88 5 km h speed limit and the other istraveling illegally at 70 mi h 112 6 km h Compute LL 3 distance each of the drivers will cover while.
perceiving reacting to the need to stop and what will the totalstopping distance be for each driver Analyze LL 4 the vehicle trajectories using relationships betweenposition and velocity What do you infer LL 4 from that plot .
LL 5 Evaluating Justifying a decision or course of action checking hypothesizing critiquing experimenting judging JUDGING AND ASSESSING 6 lane urban freeway 3 lanes each direction is on rolling terrainwith 11 ft lanes obstruction of 2 ft from right edge of the.
travelled pavement and 1 5 interchanges per mile The trafficconsists of primarily the commuters The directional weekdaypeak hour volume of 2200 vehicles is observed with 700 vehiclesarriving in the most congested 15 min period If the traffic streamhas 15 large trucks buses and no recreational vehicles .
Evaluate LL 5 the LOS At some point further along the roadway there is 6 upgrade that is 1 5 miles long Do you appraise LL 5 a change in the determined LOS Showcalculations LL 6 Creating Generating new ideas products or ways of.
viewing things Designing constructing planning producing inventing CREATION o Individual Term Project Using the given data volumes andsaturation flows and phasing diagram Evaluate LL 5 theVolume ratio for each movement Average cycle length and.
average effective green signals and illustrate it figuratively onsignal cycle diagram Also Assess LL 5 Traffic Signals Phasing and Capacity of SignalTiming using Synchro Software Using the learned concepts ofActuated Signal Controllers semi and or fully actuated.
controllers Develop design LL 6 a solution for given traffic conditions of abusy signalized intersection of an urban arterial by means ofIntelligent Transportation System ITS Laboratory Conduct Stages.
Planning Lab Commitment Chart Lab Conduct Plan Groups 4 5 students Conduct.
Theory in Class Video in class Demonstration in Lab Conduct by Students Assessment.
Regular Assessment Report Quiz viva Attendance 7... Rubrics for Skills 15 and Attitude Assessment 10 Psychomotor Domain Skills Unacceptable Just acceptable Basic Good ExcellentFails to learn and Learns skills and Learns adequate Learns desired skills Masters and applies.
apply appropriate applies under skills and applies and applies with desired skills withProcedural Skillsskills repeated guidance under guidance confidence ease and confidenceII Completely adheresTotally ignores Casual in following Follows adequate Follows desired.
Adherence to Safety to safetysafety procedures safety procedures safety procedures safety proceduresProcedures proceduresIII Uses equipment Masters use ofUses equipment Uses equipment.
Unable to use the with minimal level equipmentProficiency in Use of with adequate skills skillfully andequipment of skills and proficiently withEquipment and accuracy accuratelyaccuracy precision.
Poor management Manages work area Manages work area Manages work area Manages work areaManagement ofof work area to some extent adequately effectively proficientlyV Equipment isPoor care Minimal care Adequate care Equipment is.
extremely wellEquipment care maintenance of maintenance of maintenance of maintained to amaintained withMaintenance equipment equipment equipment highly desired levelVI Demonstrates.
Shows some DemonstratesParticipation commitment but Active participationShows no commitment but commitment andContribution has difficulty and effectivecommitment fails to perform also carries out.
towards Group performing assigned contributionassigned roles assigned rolesGoals roles Rubric Form for Assessment of Psychomotor DomainI II III IV V VI.
Procedure Safety Equipment Management Care GroupS No alNo Name Mar0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 ks Affective Domain Attitude .
Levels of AchievementUnacceptable Just acceptable Basic Good Excellent 0 1 2 3 4 Shows that they take Shows that they Head held high belief inShows that they have Shows that they have.
care of themselves and takecare of themselves and others I Attitude no respect for little respect forbelieve in what they are themselves and strong and positivethemselves or others themselves others doing others around them language .
Shows some interest in Shows high involvementdoes not want to work Participate good andShows some interest in listening and talking to and contributing toII Cooperation with others Not help others using hislistening to others others related to conversations and.
helpful skills and knowledgeproblem solving shows high interest does not believe in Shows less negativeAcceptable body positive body language ones self negative body language and most Positive approach in.
language with no skills believes strongly in selfIII Confidence body language of the time doesn t believing in others asof presenting himself and ability to handle allnegative language attach what happen to well as in himselfto others circumstances .
toward self or others what they are feeling Has Clearly set goals No goals does not careworks hard to He knows why he hasabout improvement He Knows what he wants.
Have goals but are improve puts in the set goals whats hisIV Goal Setting and puts to work into but don t know how toblurr in his mind time and energy to vision how can he get ittrying to improve Does get itimprove toward and when he will get it.
not put in the work stays active andinvolvement engaged in the Is a member of a qualitypays no attention to sometimes engaged Pay attention towards.
activity Try s to get improvement in himselfV Engagement the activity Not active and active in the his basic goal and eagerothers involved and always volunteer toin the lesson lesson other times to get itworks hard to do hard work.
fades to the back andis uninvolved Rubric Form for Assessment AffectiveDomain Attitude Course Department .
Section Viva TermSr No ProjI II III IV V TotalRegn NumberS No Attitude Cooperation Confidence Goal Setting Engagement Mark.
0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 0 1 2 34 s Problem solving vs problem based different but inter related Problem solving arriving at decisionsbased on prior knowledge and.
Problem based learning the process ofacquiring new knowledge based onrecognition of a need to learn PROBLEM SOLVING PROBLEM BASEDEducational strategy Traditional discipline based Integrated systems based.
Main characteristics The focus is on The problem comes firstpreparatory learning without advance readings prior to exposure to the lectures or preparation The problem serves as a The staff set the stimulus for the need to know .
problems case historyproblems in a primarily Based on their own priorlecture based format andknowledge and the.
students attempt toidentified gaps in thatresolve them usingknowledge studentspreviously taught.
determine the learningcurricular content issues within their owngroup They then identifyand use a variety of.
learning resources tostudy these issues andreturn to the group todiscuss and share whatthey have learned .
Setting the context for the case studies The transportation courses in third and fourth year 3rd Year Case Transport policy is quite abstract and it is difficult for students to engage with this In lectures students were introduced to different transport policies and given.
examples of how these policies were put in place Therefore it was felt that using PBL to examine transport policy was an ideal solution Groups of five students were used as it was felt that this is a group number that iseasy to manage and allows all members to have some chance to speak The objectives of the PBL exercise were that they would .
1 Explore in more detail the theoretical background to the policies of deregulationand privatization 2 Examine why certain advantages and disadvantages exist 3 Explore case studies to examine whether these advantages and disadvantageswere encountered .
Having defined their problems groups were then required toprepare several pieces of work which would be assessed An oral presentation of 10 minutes where they discussed theoutline of their problem and how they had defined it andwhere they answered the questions they had set for.
themselves A more substantial written report a poster that outlined themost pertinent parts of their presentations Fourth year case study Two problems .
In the first problem students were presented with a statement about the relativemerits of different approaches to transport modeling using terms and referring totheories not yet encountered by the students In the second problem faced by the fourth years the focus was on the trafficengineering section of the course In this part of the course students had been.
introduced to road safety engineering and to information about how civil engineersplay a role in introducing road safety Results and Discussions In both classes presented innovative and unusual approaches to the problems thatthey were given .
The third year class were looking at issues relating to transport policy Studentswere very mature in their approach to these problems and there was significantevidence of students carrying out independent research and reading outside of thelecture course and reading materials for the course Several groups made real efforts to look at more unusual examples where.
privatization and or deregulation of public transport had taken place A case study Problem based learning for civil engineering students in transportation courses A A AhernEuropean Journal of Engineering Education PBL IN THE CIVIL ENGINEERINGCURRICULUM AT NTNU AT TRONDHEIM.
Each class with around 100 150 students will be working in groups of 4 5 students to whichprofessional and technical input is given by various means lectures exercises reference literature internet etc During the starting phases of each PBL activity inputs from the teaching staff are considerable Each PBL activity has a responsible professor and all PBL activities have a PBL coordinator .
Normally several teachers will be involved in each PBL unit The first five PBL activities are organized on a project progress process from the planning phases through the building phases to the organizational phase Physical Planning and the Environment Insight into physical planning in an environmental and sustainable development perspective Including planning assessments and comparison methods planning system and law environmental.
PBL has spread to over 50 medical schools, and has diffused into many other professional fields including law, economics, architecture, mechanical and civil engineering, as well as in K-12 curricula. And the entire MBA program at Ohio University has been designed as an integrated curriculum using the PBL approach.

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