Journal of Engineering Education Transformations
DOI: 10.16920/jeet/2022/v35is1/22031
Year: 2022, Volume: 35, Issue: Special Issue 1, Pages: 215-220
Original Article
Vinayak N Kulkarni 1, Ashish G. Kulkarni 2, Anil Kundaragi 3, V. N. Gaitonde 4, Jangali Satish G.5 B. B. Kotturshettar 6,
13456School of Mechanical Engineering, KLE Technological University, Hubballi, Karnataka, INDIA
2DASSAULT SYSTEMES Global Services Ltd, Pune, Maharashtra, INDIA
1[email protected]
2[email protected]
3[email protected]
4[email protected]
5[email protected]
6[email protected]
Online classes have become inevitable during the pandemic situation in the last couple of years. Educational institutes are struggling to adopt the new practices related to online class delivery. In the course of the online delivery process, the quality of the teaching is questionable. Many institutes have adapted themselves to this changing situation of the online classroom delivery process through different platforms. But a classroom delivery process is not just about delivering the content or syllabus through online mode. Before and after online class delivery, there are various pre and post activities for an educational institute. A new approach has been tried in the academic year 2020-21 to use the ENOVIA Product Lifecycle Management (PLM) platform for the online delivery process. It helped the faculty engage the class and collaborate with their colleagues, coordinator, School head, students, and others for different pre-classroom activities. The activities like syllabus preparations, lesson plan preparations etc., and post classroom activities like conducting quizzes, exams, interactions with students, ISO documentation, class committee meetings etc. Also utmost important use of the platform to store and keep the data secured both before and after class delivery.
Keywords: Online classes, Pandemic situation, ENOVIA PLM, ISO documentation, Collaboration, Crisis context
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