Vijaya Eligar
*,
Rajeshwari M. Banakar
- ECE Department, KLE Technological University, BVB Campus, Hubli, India
Abstract
Competency and skill development are the two requirements during the course learning duration. Constructivism, objectivism and conceptualism are three theories used as a base for knowledge enhancement. Opportunities provided to the students in the courses to express themselves should increase along with the acquisition of in-depth technical knowledge. To motivate and engage students to develop intrinsic skills like, self determination, self monitor and reasoning are supported by well known theory of constructivism and objectivism. Planning an atmosphere to do a task is related to objectivism. Learner's ability to increase competence is known as constructivism which depends on the attitudes of the learner. Students' competency and communication skill can be enhanced by various active learning activities like coding assignments and video assignments. These learning activities provide suitable environment and motivation for competency development. The benefits of various assignments tabulations indicate that project assignments are the most beneficial because of learning pace and handson experience. Video assignments are excellent for communication skill development with lots of creativity involved with digital gadgets.Course content learning through video assignment is nominal. The respondent's reflection of 92.6% for creativity in video assignment and 72% for course content competency suggests that in video assignment students enjoy the course learning.
References
- Chairman and Committee, "Higher education institution in a digital age: Rethinking informat ion compet ency - redi re ct ing processes," 13th General meeting of the German Rectors' conference (HRK), Nov 2012, Gottingen,Germany, 1-24
- Harter S, "Effectance motivation reconsidered toward a developmental model," Human Development Report, University of Denver, USA1978, pp. 34-64.
- Harter S, "Manual for a scale of Intrinsic versus extrinsic orientation in classroom," A Development report, University of Denver, USA, 1980, pp 1-4.
- Harter S, "A new self report scale of intrinsic verses extrinsic orientation in classroom: motivational and informational components," Developmental Psychology Report 17, 1981, pp 300-312.
- C.K Prahalad and Gary Hamel, "The core competence of corporation," Harvard Business Review,May 1990, pp. 79-90.
- Robert W. White, "Motivational Reconsidered : The concept of competence," Psycholgical Review,Vol. 66(5), Sept 1959, pp. 297-333.
- Paul Hersey, Ken Blanchard, "Situational Leadership Theory," A Training Report of Leaderships Excellence, Feb 2009, pp. 26-30.
- Ryan R.M, Deu E.L, "Self determination theory and the facilitation of intrinsic motivation and Well being," Journal of American Psychologist, Vol. 55, 2000, pp. 6878.
- Hollembeak & A.J. Amorose, "Perceived coaching behavior and College Athletics intrinsic motivation: a test of self determination theory," Journal ofApplied Psychology, Vol. 17, 2005, pp. 20-36.
- Berger C.R, "Message production skill in social interaction, " Journal of Greene and B.R Burleson, Handbook of Communication and Social interaction skills, Mahawah, New Jersey, Lawrence Erlbaum Associates, Inc, 2003, pp. 257-289.
- Brendal J.M, Kolbert J.B, Foster V.A., "Promoting student cognitive development," Journal of Adult Development, Vol. 9, Issue 3, pp. 217 - 227.
- Burleson Brant R. "Constructivism: A General theory of communication skill," Editors Bryan Whaley, Erlbaum Lawrence andWendy Samter, Contemporary theories and Exemplars, 2007, pp.105-128
- Wyer R.S Jr, Adaval R, "Message reception skills in social communication," Journal of Greene andBurleson, 2003, pp. 291-355.
- Wayne A. Davis, "Conceptualistic theory of knowledge," Journal of ACTA Analytica, Spring Publication, Vol. 20, Issue 1, Mar 2005, pp. 29-42.
- JonassenD.H, "Objective verses constructivism: Do we need a new philosophical paradigm?," Journal of Education Research, Vol. 39, Issue 3, 1991, pp. 54-521.
- Bull G,Bull, G.Garafalo J, Harris J., "Grand challenges : preparing for the technological tipping point," Journal ofLearning andLeading withTechnology,Vol. 29, Issue 8, pp. 6-12.
- Hofer M, Owings Swan k, "Digi tal moviemaking. The harmonizat ion of te chnology, pedagogy and cont ext ," International Journal of Technology in Teaching andLearning,Vol. 1, Issue 2, 2005, pp.102-110.
- Frand J., "The information age mindset: Changes in students Implications for Higher Education," Journal of Educase,Vol. 35, Issue 5, 2000, pp. 1419-1425.
- Lambert C., "Professor Video," Harvard Magazine, 2009, Issue 11, 2009, pp. 18-20.
- LevinD.,Arafeh S., "The digital disconnect: The widening gap between interest savvy students and their schools," Research Report, Pew ResearchCenter,WashingtonD.C, 2002.
- Tapscott D., "Growing up digital: The rise of the net generation," New York, Mc Graw Hill Publisher, 1998, pp. 203-205.
- Yerrick R ,Ross D, & Molebash P., "Promoting equity with digital video," Journal of Learning and Leading with Technology, Vol. 31, Issue 4, pp. 1619-1630.
- Henry Greene and Cheryl Crespi, "The value of student created videos in theCollegeClass room -An Exploratory study inmarketing and accounting," International Journal ofArts and Science, Vol. 5, Issue 1, 2012, pp. 273-283.
- Raju U.S.N., Kadambari k V, Venkata Subba Redd P., "Anewmethod of assessing the students using video assignments," Global Engineering Education Conference (EDUCON), Mar 2015, pp.1-6.
- Roger Graves, Anne Parker and Kathyryn Macynwk "Undergraduate Writing Assignment in Engineering: Some preliminary findings," Conference on Canadian Engineering Education AssociationCEEA12, 2012, pp. 4-10
- McCroskey J.C., "Oral communication apprehension: A summary of recent research," Journal of Human Communication Research, Vol. 4, 1977, pp. 78-96.
- Krannich C.R., "101 secrets of highly communicative speakers, controlling fear, commanding attention," Recording, New York , 2014.
- Likert, R. "ATechnique for the Measurement of Attitudes,". New York:Archives of Psychology, USA, 1932, pp. 1-10.
