Introduction:

In any classroom, some students might learn more than students in the same or another classroom. The main reason for this is different levels of learning for students both within and across classrooms. In general, for effective content delivery, every educator must try to see that the content is reachable to at least 95% of the students in class.

Implementation:

In this method chalk and board, audio visual teaching aids are been used by the faculty. An interactive section takes place between the faculty and students while implementation.

Faculty demonstration in classroom

Outcomes:

1. The teacher can generate sufficient interest in the topic being studied.
2. The student can master on the topic discussed.
3. The students feel that their effort has been well rewarded and they have learnt something new and useful.

Impact Analysis:

1. Concentration among the students has been improved.
2. Student-faculty interaction is improved.
3. Learning abilities of the student are understood by the faculty.

Flipped classroom methodology mainly focuses on the inquiry-based learning with the access of vast web information. The flipped strategy is a blended strategy with the goal to enhance student engagement and to attain predefined outcomes.

Implementation of flipped classroom strategy

This strategy includes three activities namely before, during and after class activities. Students get exposure to new technologies over digital media and the instructions given by the teacher over video lectures. During class, students interact with teacher and other students to explore new concepts. Based on the understandings, an assessment test may be conducted for the assessment.

Benefits of the Flipped classroom:

1. More participation of students.
2. Improved Faculty and Student interaction.
3. Appropriate use of resources by the teacher for constructive learning methods.

Objective of the activity:

1. Inspire students to learn the concepts thoroughly.
2. To motivate students for self learning.
3. To make use of visual learning.

Implementation Strategy:

The implementation of a flipped classroom strategy for Java Programming course will provide materials to students and asked to go through the learning materials. Each individual student will be given a question or problem statement as per the bloom level and they should complete the task in a given time.

Flipped Classroom Activity

Outcomes:

1. Demonstrate points from a video than from a lecture notes.
2. Build awareness and understanding of the course.
3. Explain the java concepts especially the most basic and important aspects of the course.

Impact Analysis:

1. Improvement in student learning before and after activity is effective

JIGSAW(Collaborative):

Collaborative learning is a group activity that involves students working together to obtain solution to a problem. Collaborative learning is effective in teaching programming course. Hence Collaborative learning is introduced to learn Java Programming. The basic process involves formation two student groups HOME (JIGSAW) groups and EXPERT groups. The group size would be at most 6. EXPERT group is formed with the leaders of JIGSAW group.

Benefits of the JIGSAW(Collaborative):

1. Jigsaw is a strategy that emphasizes cooperative learning by providing students an opportunity to actively help each other build comprehension.
2. Use this technique to assign students to reading groups composed of varying skill levels.
3. Each group member is responsible for becoming an "expert" on one section of the assigned material and then "teaching" it to the other members of the team.
4. Jigsaw helps students learn cooperation as group members share responsibility for each other's learning by using critical thinking and social skills to complete an assignment.

Objective of the activity:

1. Each student develops an expertise and has something important to contribute to the group.
2. Each student also has a chance to contribute meaningfully to a discussion, something that is more difficult to achieve in large-group discussion.
3. It helps students create their own learning.

JIGSAW Activity

Outcomes of the activity::

1. Builds self-esteem in students
2. Increases student retention
3. Enhances student satisfaction with the learning experience of JAVA
4. Develops oral communication skills
5. Develops social interaction skills

Impact Analysis:

1. Improvement in student learning before and after activity is effective

In Student Teams-Achievement Divisions (STAD), students are assigned to four-member learning teams that are mixed in performance level and ethnicity. The teacher presents a lesson, and then students work within their teams to make sure that all team members have mastered the lesson.

Students participation in STAD Activity

Total time required to conduct this activity

1. Interaction session by educator : 50 min (1 session)
2. Making Teams, Sources of information: 50 min (1 session)
3. Activity (3 sessions)
1. Collaborative learning- : 50 min (1 session)
2. Individual Quiz : 50 min (1 session)
3. Group Quiz : 50 min (1 session)
4. Total sessions: 05

Goals of the strategy:

• Students work together in achieving its objectives by upholding the norms of the group.
• Actively assist and motivate students to succeed shared passion.
• Apply their own ideas and thoughts during team discussion during deadlock
• Active role as a peer tutor to further enhance the success of the group.
• Interaction among students with increasing their ability to argue.

Outcomes:

• Demonstrate pros and cons of collaborating activity
• Develop individual and team work to solve given task in creating packages in java
• Apply their own ideas and thoughts during team discussion during deadlock
• Utilization of time efficiently
• Achieve active learning
• Involve students in learning
• Enhance in learning

Impact Analysis:

• Improvement in student learning before and after activity.

Think-Pair-Share (TPS) is a collaborative learning strategy where students work together to solve problems or answer a question about assigned reading. This technique requires students to think individually about the topic or answer a question; and share ideas with colleague students. Discussing responses with peers serves to maximize participation, direct attention, and engage students in reading comprehension. The three phases in TPS are structured as Think - the instructor poses a question, to which students individually write their answers,Pair - students work on a well-defined task with their neighbor(s), and Share - students engage in a class-wide discussion, sharing their answers and reasoning, and debating alternate solutions.

Implementation Scenario of TPS activity:
Our students were given a problem in java programming.
Learning outcome: Student should be able to write the program in java for a given task. Problem statement: Recall the string methods to apply on sorting names and search for a given name using binary search.
Think: Individually write pseudo-code for sorting and searching.
Pair: Students form pairs and discuss about the solution.
Share: Teacher collects the solutions from the students and summarizes one solution for the given problem.

Students participation in TPS Activity

Goals of the Think Pair Share:

• To activate student’s prior knowledge
• To Enhances oral communication skills
• To make students active learners

Outcomes:

• Identify various feasible solutions for the given problem.
• Summarize the concepts learnt from digital media
• Demonstrate the findings effectively with other peers and criticize the others conclusions.

Impact Analysis:

• Improves individual thinking and leadership qualities.
• Enhances communication skills.

An open book examination is where a student can take his or her lecture notes, books, copies and other study material.
Open Book Exams (OBE): An "Open Book Examination" is that in which students are allowed to refer to class notes and summaries, textbooks, or other approved material while answering questions. Open Book Examination creates an enriched environment, offering the opportunity to better understanding.
Process: This scheme uses two steps for active learning in class.

• The assessment method used for the proposed study consist of on-line multiple choice questions, comprising 50 questions.
• Test results of the examinations were collected and statistical analysis is performed.

Implementation Scenario of Open Book Exams (OBE) activity:
Our students were given a problem statement in Java Programming.

Students participation in Open Book Exams (OBE)

Outcomes:

• All the students actively taken the test conducted in open book exam.
• Few students were felt hard during closed book exam.
• Few students were enthusiastic to refer standard reference books to learn and understand the concept.

Impact Analysis:

• Improves individual thinking and leadership qualities.
• Enhances logical skills.

21st century revolution in the ICT obliges the teachers and students to keep themselves abreast of the-state-of-the-art of technological development. The deployment of them in teaching-learning process is imperative, since the technology is embedded in almost all walks of our life. ICT encapsulates IT and other media such as audio, video, pictures, animation, graphics, internet and other software packages. The use of technology to teach students has gained attention in recent past. The process of dissemination of information and elicit response from students is a huge task. We adopted the following three technologies used to teach students.
MOODLES:

• We organize all the material and syllabi of the course, assignments, readings and online quizzes etc.
• Outcome: Material is easily accessible to all the students and it reaches to all the students including absentees.

GOOGLE APPS:

• Sharing lecture notes and PPT through Google drive
• Outcome: It is a collaborative platform for students in which students and instructors share their material online.

CLIQUERS AND SMART PHONES:

• Provides easy way to serve the students during the class. It is a good method for instant polling, which can quickly assess student understandings and helps instructors to change teaching modalities.

ICT Technology Classroom:

• ICTs are making dynamic changes in society. They are influencing all aspects of our life. Because ICTs provide both students and teachers with more opportunities in adapting learning and teaching to individual needs, society is forcing schools aptly respond to this technical innovation
• Offer the opportunity for more students-centered teaching, provide greater opportunity for teacher-to-teacher and student-to-student communication and collaboration.
• Give greater exposure to vocational and workforce skills for students, provide opportunities for multiple technologies delivered by teachers.

Content delivery using Massive Open Online Course(MOOC) Dissemination of Content through Course Websites: The faculty members are self-motivated to create course websites to make available of the course content like syllabus, course delivery plan, lecture notes of all units and previous question papers. This facility helps the students to learn more in less time. As an educator we need to be very particular in inducting content to the learners in short span of time.

Course website https://blackboard.coursesites.com/ultra/profile

Available of course content in course website

The Department of CSE also hosts a websitehttps://sites.google.com/view/viewcse/ in which the data related to all courses of all semesters is maintained. It has syllabus, Lecture plans, Unit materials, Assignment questions, Mid question papers after the exam, University previous question papers and end results. All the students from department of CSE can access it.
Use of Learning Management Tools
A massive open online course (MOOC) courses aims at providing high quality study materials to student/faculty community worldwide. The MOOC courses offered by Coursera, edX , NPTEL are of high standards. The students are clustered in a group based on their MOOC course interest and the provider. Students are encouraged to complete a MOOC certification to acquire in depth knowledge. The response of students to MOOC course was minimal.
The department of CSE uses LMS tools such as Canvas, MOOCs, Moodles, Virtual Labs etc., to make the students submit their assignments, learn online and implement the experiments to gain knowledge about the concepts learnt in the class. Recently, Google Classroom, Webex, etc. have been utilized by the faculty to teach the courses

Content delivery using canvas LMS tool

Content delivery using canvas LMS tool

Technology enabled learning was evaluated by asking assignments and quizzes from MOOC materials. Furthermore, extra credits were given to students who completed MOOC courses with good grades. Google classroom service offered by Google is effective in achieving technology enabled learning. Google Classroom combines the services offered by Google Drive for storage, Google Docs, Sheets and Slides for writing, Gmail for electronic mail and Google Calendar for maintaining deadlines. An exclusive folder is created for each class in the corresponding user’s Drive, where the student can submit their work for teacher’s grading. Sharing of files, conducting assignments quizzes, grading/commenting assignments w.r.t to prompt sub- mission and content becomes easy with Google classroom. Mobile version of Google classroom helps in quick access. Teachers can monitor student’s progress and can assign grades and provide comments for the assignments.
Significance of results & reflective critique:

• Offer the opportunity for more students-centered teaching
• Provide greater opportunity for teacher-to-teacher and student-to-student communication and collaboration.
• Give greater exposure to vocational and workforce skills for students.
• Provide opportunities for multiple technologies delivered by teachers.
• Create greater enthusiasm for learning amongst students.
• Provide teachers with new sources of information and knowledge.
• Prepare learners for the real world
• Provide distance learners country-wide with online educational materials
• Provide learners with additional resources to assist resource-based learning. Furthermore, the document states ICTs to cover all the technologies used for holding and communicating information and their use specifically in education with overall policy goals of.

Outcomes:

• Solve problems by applying ICT method.
• Video lectures will be helpful to be accessed at any time.
• Students can study individually.
• Enhances the interest of the students.

Impact Analysis:

• Provide opportunities for multiple technologies delivered by teachers.
• Provide distance learners country-wide with online educational materials.