Theme and Significance: Department of Information Technology organized a project competition for the students under Project Based Learning (PBL). Project Based Learning (PBL) prepares students for academic, personal and career success and readies young people to rise to the challenges of their lives and the world they will inherit. This practice is unique to our institution and is over and above the prescribed curriculum. The project were given to Second year students based on various topics like arduino, app development, web development and various other streaming fields that belongs to their curriculum.
Students work on their project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. The students were allocated guides who guided them to build their projects. They demonstrate their knowledge and skills by developing a public product or presentation.
As a result, students develop deep content knowledge as well as critical thinking, creativity and communication skills in the context of doing an authentic, meaningful project. This Project Based Learning leads to a better learning experience as opposed to text-book learning. Project Based Learning unleashes a contagious, creative energy among students and teachers. The overall concept behind this project based learning was very self-learning and helped the students to learn and sharpen their skills.
Brief Report About The Event: The project based learning competition was scheduled on 12th October, 2019. The students were instructed to move to their respective labs till 9:30 a.m. 18 groups from SE IT presented 18 new project ideas while integrating subjects across the curriculum. The phases of the PBL event are as given above in the schedule.
The competition was distributed into two halves. The first phase was from 9:30 a.m. to 1:00 p.m. where the students had to give a presentation about their project in front of other students. They had to explain their project objective, how they implemented the project, how it works and all the basic functionalities of their project. Many similar project topics were given to different students but their guides were different, therefore every group had a different perspective towards the project. This helped the students to have an idea how others have implemented the project and also helped them to improve their presentation skills. The guides also judged the projects of their respective groups and gave them marks according.
Students gave and received constructive peer feedback that helped them to improve project processes and products. This common-sense acknowledgement of the importance of making student work and student products better is supported by research on the importance of “formative evaluation” which not only means teachers giving feedback to students, but students evaluating the results of their learning. The overall concept behind this project based learning was very self-learning and helped the students to learn and sharpen their skills.