Research Issues and Concerns

Research Issues and Concerns

D r. N . A s o k a n

9 4 4 5 1 9 1 3 6 9

nt va s o k a n @ g m a i l . c o m

Outline • Purpose

• Definit ion

• I ssues Related to Research

• I ssues re lated to

Guide – Student Relat ionship

• I ssues Related to Research scholars

• Class Room Research

• Research Outcomes from Books

Why do I want to do Research?

Beyond Ph.D & Making Money

To Solve Every Day Problems

To Prove to Every other Person

Research- Definition

To solve the unknown problem,

logical ly,

sc ientif ical ly and

precisely

with document evidence

Assume Nothing, Question Everything

Start Thinking, Learn the Truth

Issues Related to

Research

Issues Related to Research

• Finance (Source)

• University

• Identifying the Guide

• Identifying the Topic

Finance• Part Time / Full Time

• Semester Fees

• DC Meeting

• Course Work

• Fees to Guide

• Attending Conferences

• Paper Presentation

• Purchase of original research papers / Books / Articles / stationery

• A4 sheets

• Printer / Printout

• Lunch / Dinner

• Travelling Expenses

• Compliments

• Viva-Voice

• Thesis Binding

Finance

Work - Finance

• Cost of Experiment

• Research materials

• Fabrication cost

• Testing cost

• Simulation S/W

When one’s working, one works between absolute Confidence and absolute Doubt

University• Regulations

• Time Limit

• Entrance Exams /

Interview

• Admission

• Registration

• Continuous Report to University

• N I T Trichy

• Anna University

• Deemed University

Identifying the Guide

• UGC Regulations

• University approved

• Internal / External Guide – CECRI / IGCAR

• Area of Interest with proven track record of paper publications / similar work

• Through previous research scholars

• Open ad. - Entrance Exam – InterviewDr. Asokan

Dr. RobinsonDr. Rameela

Dr. Ramaswamy

Identifying the Topic

• General to very Narrow field / topic

• Guide Specialization

• Guide’s other students area of work

• Your own area of interest

EEE

Dr. Rameela, KLN, Madurai

• M.E., Power Electronics

• Converters

• Regulators, Rectifiers, Inverters and Choppers

• Rectifiers, Inverters

• Adjustable Speed Drive – 3 phase

• Constant Torque – Motor Speed

Guide, TCE, Madurai

• Power Quality

• Voltage Sage

• Voltage Swell

Performance Improvement of an adjustable speed three phase motor drive under various

power quality issues

ECE

Dr. Robinson ECE, Mount Zion

• M.E Optical Communication

• Device Miniaturization

• Optical Network

• Performance Improvement

• Plane wave Technique

• Optical MEMS Tech.

• Photonic Crystal Tech –Optical Filter

Guide, Pondicherry University

• Filters

Design and analysis of 2D Photonic Crystal Base Optical Filter

Engineering Education

Dr. Asokan

• M.E Material Science

• Curriculum & Syllabus

• Teaching Learning

• Assessing

Guide, NITTTR

• Curriculum Evaluation

Analysis of Effectiveness of Implementation of Physics Curriculum ofB.E Programmes of Engineering Colleges in Tamil Nadu

Issues related

toGuide – Student Relationship

Guide – Student RelationshipGuide Student

MALE MALE

FEMALE FEMALE

MALE FEMALE

FEMALE MALE

Guide Student

Teacher Student

Friend Friend

Teacher Teacher

Student Student

Outline Purpose

Definit ion

I ssues Related to Research

I ssues re lated to


• I ssues Related to Research scholars

• Class Room Research


Issues relatedto

Research Scholars

Requisite Characteristics

• Acquire Knowledge

• Develop Skills

• Refine Talent

• Change Belief, Thought and Assumption

• Spread Networking

• Don’t stop asking Questions

Acquiring Knowledge

• Factual Knowledge

• Conceptual Knowledge

• Procedural Knowledge

• Meta cognitive knowledge

Problem Solving Skills• Ability to define the

problem

• Ability to change asituation from its givenstate into a goal state.

• Ability to re-start fromthe beginning, often

• Ability to change yourhabits

Life Long Learner

• The willingness to act towards what you want, to risk, to fail

• Willingness to practice

• Self discipline

• Comfort with repetitiveness

• If required, comfort with being alone

Live till old, Learn till you live

Self Discipline

Self Discipline is conscious

practice of

controls, habits and restraints,

imposed by one self and

demanded by the profession

Recurring pattern of

thought,

feeling,

action or

behaviour

that can be productively

applied

Examples: Instinctively inquisitive ,

Competitive, Charming, PersistentNervousness?

Along with What If?

Skill determine

if you

can do something

Talent reveals something more important:

how well and

how often you do it

Traces of Talents

• Spontaneous,

• Top-of-the mind reactions

• Reactions under extreme stress

• Rapid Learning

• Satisfactions

SEE

DOGET

AttitudesBehaviorsMethodsTechniques

BeliefsThoughtsAssumptions

Results

If you want to change the Fruit, Change the Root

Change in here,no use

Basically change here,to get desired result

Beliefs change gradually as we accumulate new experiences (Variety of different activities)

Re-Think

Don’t Stop Asking Questions

• Do we have the right questions?

• How can we do what we are already doing even

better?

• What is the worst that can possibly happen?

• How things are working?

• What can go wrong?

W h a t i f ? ,W h a t n e x t ?

Class Room Research

Best Practices in Technical Education

Case Study:

BY

Dr. N. Asokan ,

N. Meenakshi , Lecturer(IT)

Best Practices

1. Pre-requisite knowledge

2. Mapping of five units

3. Mapping with other subjects

4. Delivering pre-requisite knowledge

5. Specific instructional objectives in accordance with Bloom’s revised taxonomy

6. Lesson plan

7. Teaching learning process

8. Evaluation at the end of the semester in accordance with Bloom’s revised taxonomy

9. Mapping of objectives, teaching learning process and assessment in the Bloom’s revised taxonomy table.

KNOWLEDGE

DIMENSION

THE COGNITIVE PROCESS DIMENSION

1.

REMEMBER

2.

UNDERSTAND

3.

APPLY

4.

ANALYZE

5.

EVALUATE

6.

CREATE

A.

FACTUAL

KNOWLEDGE

B.

CONCEPTUAL

KNOWLEDGE

C.

PROCEDURAL

KNOWLEDGE

D.

META-

COGNITIVE

KNOWLEDGE

Taxonomy Table

Department/Acad

emic year

No of Students subject

IT / 2009-2010 60 User Interface

Design

Sample

KNOWLEDGE

DIMENSION


1.

REMEMBER

2.

UNDERSTAND

3.

APPLY

4.

ANALYZE

5.

EVALUATE

6.

CREATE

A.

FACTUAL

KNOWLEDGE

10 activities

B.

CONCEPTUAL

KNOWLEDGE

4 activities

1.To explain how

to choose the

image

2. To explain

multimedia,

3. To explain

types of errors,

4. To explain

coloring

C.

PROCEDURAL

KNOWLEDGE

To apply the

designing

concepts to

create a web

page

D.

META-

COGNITIVE

KNOWLEDGE

Mapping of “To apply the designing concepts to create a web page”

Objective, Teaching Learning Process (activities) and Assessment

Table of Specifications

UNIT

No.of

objectives

pertaining

to Factual

Knowledge/

Remember

No.of

Questions

No.of

objectives

pertaining

Conceptual

Knowledge/

Understand

No.of

Questions

No.of

objectives

pertaining

Procedural

Knowledge/

Apply

No.of

Questions

Total No.of

Objectives

in Interface

Design

subject

Total No.of

Questions

selected for

End

semester

exam.

1 3 2 7 2 0 0 10 4

2 10 2 11 2 0 0 21 4

3 6 2 8 1 4 1 18 4

4 4 2 8 2 0 0 12 4

5 3 4 6 1 5 1 14 6

Total 26 12 40 8 9 2 75 22

KNOWLEDGE

DIMENSION


1.

REMEMBER

2.

UNDERSTAND

3.

APPLY

4.

ANALYZE

5.

EVALUATE

6.

CREATE

A.

FACTUAL

KNOWLEDGE

26 Objectives

26 Activities

12 Questions

18.3% mastered

B. CONCEPTUAL

KNOWLEDGE

40 Objectives

40 Activities

8 Questions

13% mastered

C. PROCEDURAL

KNOWLEDGE

9 Objectives

9Activities

2 Questions

8% mastered

D.

META-

COGNITIVE

KNOWLEDGE

Mapping of “User Interface Design” subject Objective, Teaching Learning Process (activities) and Assessment

Findings

1. There are 26 objectives pertaining to FactualKnowledge, out which 12 objectives are used forevaluation of students at the end of the semester.

2. 11 out of 60 students (remembered) i.e. 18.30%of students correctly answered all the 12objectives

3. 21 out of 60 students (remembered) i.e.,35% ofstudents correctly answered 50 % of theobjectives.

(contd….)

4. There are 40 objectives pertaining to Conceptuall Knowledge, out which 8 objectives are used forevaluation of students at the end of thesemester.

5. 8 out of 60 students (understood) i.e.,13% ofstudents correctly answered these objectives.

6. 24 out of 60 students (understood) i.e.,40 % ofstudents correctly answered 50 % of theobjectives.

(contd…)

7. There are 9 objectives pertaining to ProceduralKnowledge.

8. 2 objectives are used for evaluation of students at theend of the semester. 5 out of 60 students (able to applythe factual and conceptual knowledge in a given situation)i.e.,8% of students correctly answered these objectives.

9. 11 out of 60 students (able to apply the factual andconceptual knowledge in a given situation) i.e.,18.30% ofstudents correctly answered 50 % of the objectives.

Conclusion

• If all the objectives, activities and assessment areplaced in the taxonomy table, then it helps us to"understand about understanding".

• The "miss-alignments" can be identified with the helpof this taxonomy table.

• By examining the taxonomy table the teacher caneasily identify areas of knowledge, or levels of thecognitive domain, that has not been covered by thelearning activities.

Outline Purpose

Definit ion


I ssues re lated to


I ssues Related to Personal Mastery

Class Room Research


Research Outcomes from

Books

O u t l i e r s

• 10,000 hrs rule

• Billionaires born in 1954 or 1955

• 3000 hrs / year Annual workload of Rice farmer in Asia

Maths - Success

Good at Maths is an innate ability

Master Maths, if you are willing to try

Maths-Success = f (Persistence & Doggedness)

Willingness to work hard for 22 minutes to make sense of something that most people would

give up on after 30seconds

Cheating (Getting More for Less) school Teachers in Chicago

• What might a cheating teacher’s class room look like?

• What are the characteristics of a cheating teacher?

• Drunk & Drive /

• Drunk & Walk

What makes Perfect Parent?

• Who are you? Who you are?

• Whom you married?

• What kind of life you lead?

• If you are smart, hard working, well educated,well paid, and married to someone equallyfortunate, then your children are more likelyto succeed

But it isn’t so much a matter of what you do as a parent;

it is who you are

Naming the Children

Parents use a name to signal

“their own expectations”

of how successful their children will be

Blink• When we are making a

decision of minorimportance, weconsider all the pro andcons.

• In vital matters such asmarriage or profession,decision should comefrom somewhere withinourselves.

• In the importantdecisions of personallife, we should begoverned by the deepinner needs of ournature (who I am?)

What the Dog Saw?

• Bad Teacher = One Year = students learn 50% worth of material

• Good Teacher = One Year = students learn 150% worth of material

• Your child is actually better off in a bad school with an Excellent Teacher than in an Excellent School with a Bad Teacher

• Teacher effects more stronger than class-size effect

• Research Issuesin

Different Domains

• Marriage Issuesin

Different Roles

• Identifying the Groom / Bride

• Husband/Wife –In-laws Relationships

• Finance to lead life

• Lessons from other couples

Five Units of Report

1. Introduction

–Objectives / Research Questions

2. Review of Literature

3. Experiment Description and Observation

4. Analysis, Interpretation and Discussion

5. Results and Conclusion

1. Introduction

– Objectives / Research Questions

If the guide

do not possess

the requisite characteristics?

Guide point of

View

Purpose

Definit ion


I ssues re lated to


I ssues Related to Research Scholars

Class Room Research

Research Outcomes from Books

56