English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Higher education globally, particularly the Computer Science and Engineering (CSE) in India is shifting to Outcome Based Education (OBE) which is an educational philosophy/theory that stresses on what a student would be able to do after an educational experience. Learning Outcomes (LOs), an important component of OBE are the actual measurable outcomes of any instructional event. Skill and attitudinal LOs are needed to be imbibed into domain dependent subject specific content, as per the principles of OBE. The paper elaborates experimental procedures in demonstrating techniques for imbibing ‘Ethics’, ‘Engineer and Society’ and ‘Problem solving’ the three delimited abilities as LOs. They are three of the 12 standards formulated by the Washington accord, as graduate attributes. The main objective of the paper is to demonstrate techniques for imbibing the three chosen competencies. Experimental methodologies were adopted and survey methods were used for validation of the studies. The domain considered for the experiments is ‘Operating System’, an important course of the CSE. Cognitive structure, a schema with mental constructs (pedagogical aspect), that uses knowledge structures which are logically organized instructional contents, is demonstrated by the experiments. Instructionally proved terms/phrases of chosen LOs along with the chosen domain dependent terms are integrated that imbibed the required skill and attitudinal competencies. Survey methods were adapted for executing the experiments with experimental group of student respondents and validated with teacher respondents. Conclusions are drawn, which will be of immense use to CSE educators and researchers.

Techniques for Measuring Attitudinal Learning Outcomes in Computer Science and Engineering