The present education system has been disturbed due the COVID-19 pandemic and has imposed a greater challenge on educational institutions to seek out alternative approaches in the teaching-learning process. Most of the educational institutions took several initiatives to impart education with the aid of digital technology. In Today’s world knowledge construction in students can be enhanced by combining technology with the traditional way of lecture delivery. Blended learning is a technique which integrates digital media and technology along with traditional classroom activity. It also provides more flexibility for students to customize their learning experiences. Both online and offline will complement each other by using their individual strength. This paper presents a Blended learning approach using Modular Object-Oriented Dynamic Learning Environment (Moodle) as Learning Management System (LMS) platform. Asynchronous videos were created in studios using Lightboard and uploaded on LMS and subsequent Synchronous classes were handled using the MS Teams platform. Learners Centric Blended learning model includes interactive videos, Frequently Asked Questions (FAQs), post-tests, additional study materials, Quizzes, Assignment submissions, etc. This model is effectively implemented for all the courses in our institution and is illustrated in this paper using the Numerical Methods and Differential Equations (NMDE) course at second Year Biotechnology.An online survey was conducted to understand the perception of the students about the blended learning approach through LMS. The results of feedback revealed that the blended learning approach is more flexible and provides independent opportunities for students to learn. More than 82% of the students have given positive feedback towards this technological transformation in teaching and learning. Keywords: Blended Learning, Asynchronous and synchronous mode, Online Teaching-Learning, Lightboard, Learning Management System.

Unit Operations is the hallmark course of Chemical Engineering and allied disciplines. This involves the separation of products by physical means such as Distillation, Extraction, Gas absorption, Crystallization, Evaporation, Filtration, etc. Unit Operations course is usually offered in the second year of the undergraduate program in Biotechnology. The conventional pedagogy practiced to date was not so effective in the attainment of certain Program Outcomes (PO). To address this issue, categorization of the laboratory was done into four types: Demonstration, Exercise, Structural inquiry, and Open-ended experiments was made. The experiments were carefully designed to address some of the major Technical and Professional outcomes. Assessment criteria for each kind of experiment were mapped to Program outcomes, Outcome elements, and Performance Indicators. This helps in the evaluation of the attainment of Program Outcomes more accurately. The present study deals with an active and collaborative learning approach in the Unit Operations laboratory by framing Open-ended experiments using the concept of Design of Experiments (DoE). Full Factorial Design(FFD) and Response Surface Methodology(RSM) concepts were used to study the effect of various parameters on Liquid-Liquid Extraction operation. The study helped in addressing the Program Outcome-4 defined by the National Board of Accreditation, which is related to conducting investigations of complex problems. The evaluation of the students’ performance was done using rubrics-based methodology, and attainment of the graduate attributes addressed were documented. Quality students’s feedback was taken to identify scope for further improvement in the teaching-learning process. Keywords—Collaborative learning; Design of experiments; Open-ended experiment; Program outcome