2023 ASEE Annual Conference & Exposition

In the era of globalization driven by sustainability, technical teachers face a significant challenge in developing graduates who meet the intended learning outcomes in accordance with attributes listed in the Washington Accord. The current generation of students poses a significant challenge to the faculty members due to various factors, hence there is an urgent need to redefine the learning space that suits the current student generation. The graduating students are not meeting the requirements of the industries and employability means major issue in technical education. The statistics show that only 39% of diploma graduates and 43% of undergraduates are getting placed after graduation (AICTE 2022). One of the main reasons for unemployment and underemployment is the gap in the teaching-learning process. The faculty members needed to connect the content to the context, by adopting active teaching-learning strategies. There are more than 32713 faculty members at diploma-level technical institutions and 409412 faculty members at undergraduate technical institutions (AICTE 2021). Out of which, around 20000 faculty members are getting trained in content and pedagogical training through various training programmes offered at the government training institutions. Only 20% of the faculty members are only trained; however, the remaining need to be empowered periodically through various training modes. The need to increase the training programme is difficult due to the three main reasons:
(a) Institutions are not willing to spare faculty members due to shortage.
(b) The Importance of techno-pedagogical training and its implementation is difficult.
(c) The Limited number of trained professionals.
Providing training to such a massive number is a mammoth task, it is possible only if the technology is coupled to the training process. To encash the advantages of MOOCs, it is wise to provide training through scientifically designed MOOCs delivered by expert members with case studies. It gives an excellent chance for the faculty members to enrich their knowledge in the four major clusters (a) content knowledge; (b) pedagogical knowledge; (c) pedagogical cum technical content knowledge; and (d) technology cum pedagogical knowledge. The “TEAM – Technology enabled Environment, Assessment and Material” framework is designed for effective implementation to upskill the faculty members. The programme's efficacy is assessed based on the feedback of around 58102 participants. The training focused on the course titled “Technology enabled learning, lifelong self-learning”.
However, just online MOOC alone will not provide the envisaged results; it needs to have a blended approach in getting connected with the faculty members in a phased manner with real-time change projects. The blended approach will facilitate evaluating the faculty members and the training programme's efficacy, and the individual portfolio will validate the project's success. However, the great challenge is the implementation and evaluation phase of the programme. The framework is proposed for effective implementation and measuring key performance indicators during the mentoring phase. The paper outlines the framework, content and rubrics adopted for the evaluation of the effectiveness of MOOC-based training through mentoring activity.