Application of AI in Basic Sciences Towards Sustainable Outcomes of Engineering Education | Chapter 17 | Digital Crossroads: Integrating Humanities, Science and Technology Edition 1

The engineering education system has been in dire need of reform for the past five years to meet the demands of society in the 6G era. AI intervention and the Internet of Things are paving the path to success in the smart engineering education system. Still, students entering professional courses are facing challenges in addressing the correlation of basic sciences with engineering course outcomes. In view of the impending educational revolution brought about by deep learning in the basic sciences, it is critical to understand how this development will influence current pedagogical practices to design and implement long-term AI solutions for engineering education. One potential solution is to make our classrooms more collaborative spaces where students and teachers work together to achieve positive learning outcomes using artificial intelligence in the 6G era. The main purpose of this research is to examine how artificial intelligence (AI) intervention in basic sciences changes education in areas such as intelligent tutoring systems, AI-powered collaborative learning, AI-powered automated assessment, and AI-powered customized learning. In this study cluster and multistage sampling techniques were used for sample size 1000. The data set consists of students, alumni as employers and employees of different places irrespective of educational institutions. The results of action plan implementation and conceptual activities emphasizing real-time applications with and without AI intervention were analyzed by standard deviation and linear regression analysis. In addition to the improvised engagement and retention rates of aspiring engineers, the present study incorporates the ongoing endeavors to improve instructional methods, embrace technological advances, and tackle inclusive challenges to guarantee AI intervention in basic sciences education.

 

Author (s) Details

 

K.S. Rudramamba
Department of Physics, VNR Vignana Jyothi Institute of Engineering and Technology, Hyderabad-500090, Telangana, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-48859-10-5/CH17

Conclusion: Continues Improvements for Continues Attainments of POs | Chapter 8 | Handbook of Outcome-Based Education Model (OBE): Best Practices and Formats for OBE Implementation in Technical Higher Education Programs

 For continuous improvements of the program outcomes, consistent improvements/retention are essential concerning students’ admission, success rate, placements, higher studies, entrepreneurship, student-faculty ratio (SFR), faculty cadre proportion, faculty qualification, faculty retention, research and development and followed by PO attainments.

In this connection, gaps identification and action thereof for each parameter mentioned above have to be taken care of by the concerned. In this Chapter Value added Courses (VACs) are seen as tools for filling the curriculum gap. The VACs are identified and designed based on the lack of PO attainments. This Chapter focuses on VACs and actions taken to improve PO attainments.

Author(s) Details:

Arun Kumar B. R.,
Department of Computer Science and Engineering, BMS Institute of Technology and Management, Bengaluru-64, Autonomous Institute, Affiliated to VTU, Belagavi, Karnataka, India.

Please see the link here: https://stm.bookpi.org/HOEMBPFITHEP/article/view/11310

Outcome-Based Education Model | Chapter 1 | Handbook of Outcome-Based Education Model (OBE): Best Practices and Formats for OBE Implementation in Technical Higher Education Programs

Outcome-Based Education (OBE) is a model of education that reforms by setting clear standards for outcomes that are specific, measurable, achievable, realistic, and observable at the Course level. OBE drives the educational path towards the knowledge, skills, and attitudes (attributes) of the graduate of a formal engineering program called program outcomes. Today, Higher Educational Institutions (HEIs) need to focus on outcomes rather than inputs and outputs in line with industry, society, and environmental expectations with professional ethics. Knowledge, skills, and attitude are key take away for the learners from the contemporary education system as program outcomes.

In this Chapter, we explore the meaning of OBE from a different perspective, different OBE processes, its role in higher education, implementation, challenges, and new models of education required for India to emerge as “Vishwa Shikshana Guru”.

Author(s) Details:

Arun Kumar B. R.,
Department of Computer Science and Engineering, BMS Institute of Technology and Management, Bengaluru-64, Autonomous Institute, Affiliated to VTU, Belagavi, Karnataka, India.

Please see the link here: https://stm.bookpi.org/HOEMBPFITHEP/article/view/11303