EPICS high: Digital literacy project in India

Dutta, Srijoy; Mathur, Rohan

doi:10.1109/isecon.2014.6891016

Cited by 4 publications

(4 citation statements)

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“…However, there are no conclusions, evaluating model, or technical achievements from this work. In References [26,27], teachers provide other views from high school about the EPICS program. They took advantage of acquirements in social activities to help communities.…”

Section: From Pbl To Epicsmentioning

confidence: 99%

Design of an Open Platform for Multi-Disciplinary Approach in Project-Based Learning of an EPICS Class

Ngo

Phan

2019

Electronics

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Nowadays, global engineers need to be equipped with professional skills and knowledge to solve 21st century problems. The educational program, created in digital learning rooms of the Higher Engineering Education Alliance Program (HEEAP) program supported by Arizona State University, became a pioneer in teaching learners to work within the community. First, the combination of a novel instructional strategy and an integrated education in which project-based approach is employed to apply the technical knowledge. During this, students in mechatronics, computer science, and mechanics must collaborate with peers from industrial systems engineering. Second, in this paper, the design of an open structure connecting multi-disciplinary major is illustrated with a new teaching approach. It is proved to be better by combining specialized understandings of various types in a wide range of applications. From this basis support, participants could implement additional components quickly while keeping the cost low, making the products feasible and user-friendly. Last but not least, students are facilitated with a free library that helps to control simply despite lacking experience in robotics or automation. Several examples show that students are capable of developing things by themselves on open design. In brief, this platform might be an excellent tool to teach and visualize the practical scenario in a multi-disciplinary field.

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Section: From Pbl To Epicsmentioning

confidence: 99%

Design of an Open Platform for Multi-Disciplinary Approach in Project-Based Learning of an EPICS Class

Ngo

Phan

2019

Electronics

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“…In addition to the above, there is a lack of resources (Li-Tsang et al, 2007;Mudenda and van Stam, 2013). Poor internet connection as a barrier is highlighted in multiple studies (Dutta and Mathur 2014;Huerta and Sandoval-Almazán 2007;Kantamneni and Chintalapati 2013;Ogbonnaya-Ogburu et al 2019;Poveda 2018;Vong et al 2017). Moreover, inadequate geographical coverage or a large gap between rural and urban areas makes the training centres inaccessible and affects the impact outcomes of training interventions (Poveda 2018).…”

Section: B) Curriculummentioning

confidence: 99%

“…These reasons included low perceived usefulness (Berkowsky et al 2013;Poveda 2018), lack of trust (Chohan and Hu 2020) and fear of making mistakes (Gatti et al 2017). Additionally, on an individual level, a few scholars have specified technophobia as one reason for not switching to using ICTs (Arthanat et al 2016;Chohan and Hu 2020;Dutta and Mathur 2014;Ogbonnaya-Ogburu et al 2019;Rabayah 2008). The embarrassment further reiterates this over a lack of digital self-efficacy (Kuo et al 2013;Rikard et al 2018), inconsistent knowledge base (Gatti et al 2017;Mayhorn et al 2004), lack of confidence (Ogbonnaya-Ogburu et al 2019;Rommes et al 2005), lack of self-esteem (Khan and Ghadially 2009;Rommes et al 2005) and lack of time (Poveda 2018).…”

Section: Barriers Found At Learner Level A) Motivation and Perceptionsmentioning

confidence: 99%

“…Diverse viewpoints often lead to conflicting goals and representation(Pade-Khene 2018), thus resulting in a lack of administrative responsiveness. Several studies have emphasised the unavailability of funds as a significant reason to produce effective training outcomes(de Brito et al 2018;Dutta and Mathur 2014;Li-Tsang et al 2006;Poveda 2018;Rommes, Faulkner, and Van Slooten 2005). Low funds then lead to the lesser geographical coverage of the DLTPs(Poveda 2018).…”

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confidence: 99%

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Barriers Affecting the Effectiveness of Digital Literacy Training Programs (DLTPs) for Marginalised Populations: A Systematic Literature Review

Choudhary

Bansal

2022

JTET

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The governments and private sectors have taken several national or regional digital literacy training programs (DLTPs) to mitigate digital inequalities. However, there are noticeable differences in impact and outcomes produced by programs. Since digital literacy is essential for any technical vocational education and training (TVET), this study explores possible barriers influencing the effectiveness of DLTPs at different level levels. Relevant publications were synthesized and coded using a systematic literature review to link main research findings with specific barrier categories. It was found that at the administrative level, policy planning and administrative designing, whereas at the training level, infrastructure followed by training and pedagogy emerged as the most critical determinants for the effectiveness of DLTPs. At an individual level, lack of family support significantly affect learning behaviour. A strategic model for the effective implementation of DLTPs is provided. This study constitutes an essential input for research on the digital literacy training literature providing educators and program stakeholders with a reinforced understanding of various ways to manage DLTPs at different levels. Consequently, it closes some identified knowledge gaps and offers additional insights to improve the DLTPs performance at the community level.

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