Ground Reality of Research Issues and Concerns of Research Scholars

Ground Reality of Research Issues and Concerns
of Research Scholars
Dr. N.Asokan
Freelancing Trainer
94451 91369
ntvasokan@gmail.com
Webinar on
Tuesday, 28th April 2020
1600 -1730 hrs
P u r p o s e
Re s e a r c h D e f i n i t i o n
T h i n k i n g P r o c e s s
I s s u e s Re l a t e d t o Re s e a r c h
I s s u e s r e l a t e d t o Guide – Student Relationship
C h a ra c t e r i s t i c s o f Re s e a r c h s c h o l a r s
C l a s s Ro o m Re s e a r c h
Re s e a r c h O u t c o m e s f r o m B o o k s

Purpose
Research Definition
Thinking Process
Issues Related to Research
Issues related to Guide – Student Relationship
Characteristics of Research scholars
Knowledge, Skill, Talent, Life Long Self Learning ,
Problem Solving Skills, Lower & Higher Order
Thinking Skills, Fanatic Discipline
Class Room Research
Research Outcomes from Books

Why do I want to do Research?
Beyond Ph.D & Making Money

To Prove to Every other Person
that I have an ability to solve problems
To Solve Every Day Problems
@workplace, life and in Society

Research- Definition
To identify & solve
the unknown problem,
logically,
scientifically and
precisely
with document evidence
Assume Nothing, Question Everything
Start Thinking, Learn the Truth

Thinking Process
1. Paying attention to relevant incoming
information.
2. Mentally organizing incoming information into a
coherent representation.
3. Mentally integrating incoming information with
existing knowledge.

Current Reality is What is Exists
Truth is Acknowledging the Reality
Facts may be Manipulated

Issues Related to Research
Finance (Source)
University
Identifying the Guide
Identifying the Topic

FinancePart Time / Full Time
Semester Fees
DC Meeting
Course Work
Fees to Guide
Attending Conferences
Paper Presentation

Purchase of original
research papers / Books
/ Articles / stationery
A4 sheets
Printer / Printout
Lunch / Dinner
Travelling Expenses
Compliments
Viva-Voice
Thesis Binding
Finance

Work - Finance
• Cost of Experiment
• Research materials
• Fabrication cost
• Testing cost
• Simulation S/W
When one’s working, one works between absolute Confidence and absolute Doubt

University
• Regulations
• Time Limit
• Entrance Exams /
Interview
• Admission
• Registration
• Continuous Report to
University
• N I T Trichy
• Anna University
• Deemed University

Identifying the Guide
• UGC Regulations
• University approved
• Internal / External Guide – CECRI / IGCAR
• Area of Interest with proven track record of
paper publications / similar work
• Through previous research scholars
• Open ad. - Entrance Exam – Interview

Identifying the Topic
• General to very Narrow field / topic
• Guide Specialization
• Guide’s other students area of work
• Your own area of interest

EEE
Dr. Rameela, KLN, Madurai
• M.E., Power Electronics
• Converters
• Regulators, Rectifiers,
Inverters and Choppers
• Rectifiers, Inverters
• Adjustable Speed Drive – 3
phase
• Constant Torque – Motor
Speed
Guide, TCE, Madurai
• Power Quality
• Voltage Sage
• Voltage Swell
Performance Improvement of an adjustable
speed three phase motor drive under various
power quality issues

ECE
Dr. Robinson ECE, Mount Zion
• M.E Optical Communication
• Device Miniaturization
• Optical Network
• Performance Improvement
• Plane wave Technique
• Optical MEMS Tech.
• Photonic Crystal Tech –
Optical Filter
Guide, Pondicherry University
• Filters
Design and analysis of 2D Photonic Crystal Base Optical Filter

Issues related
to
Guide – Student Relationship

Guide – Student Relationship
Guide Student
MALE MALE
FEMALE FEMALE
MALE FEMALE
FEMALE MALE
Guide Student
Teacher Student
Friend Friend
Teacher Teacher
Student Student
Tru st & Core Valu es Matters

 Purpose
 Research Definition
 Thinking Process
 Issues Related to Research
 Issues related to Guide – Student Relationship
Knowledge, Skill, Talent, Life Long Self Learning ,
Class Room Research

K n o w l e d g e
“Historically shared knowledge”
that defines the subject matter of a particular
discipline.
It is not static;
Changes are made as new ideas and evidence
are accepted by the scholarly community.
The term Knowledge to reflect our belief that
disciplines are constantly changing and evolving
in terms of the knowledge that shares a
consensus of acceptance within discipline.

Different varieties of knowledge
Conceptual knowledge
Content knowledge
Conditional knowledge
Declarative knowledge
Disciplinary knowledge Discourse knowledge
Domain knowledge Episodic knowledge
Explicit knowledge Factual knowledge
Inert knowledge Meta-cognitive
knowledge
Prior knowledge Procedural knowledge
Semantic knowledge Situational knowledge
Socio-cultural
knowledge
Strategic knowledge
Tacit knowledge

Acquiring Knowledge
Factual Knowledge
Conceptual Knowledge
Procedural Knowledge
Meta cognitive knowledge

10000 hrs.
Rule
Best musicians had cumulatively put in more
than 10,000 hours
Good musicians had put in about 7,800 hours
Least accomplished musicians had put in
about 4,600 hours

Talent
• Excellence
• Innovation
• Strategic
thinking
• Unteachable
• Hard to
transferable
Skill
• Arithmetic
• Word, Excel
• Give a safe
Injection
• Teachable
Knowledge
• Safety Rules
• Teachable
Limitation of Skill & Knowledge –
Situation Specific
When situation changes Talent only works
When
situation
changes
Up-date
knowledge
Re-Learn
Re-Skill
Up-Skill

Problem Solving Skills
Ability to define the problem
Ability to change a situation
from its given state into a
goal state.
Ability to re-start from the
beginning, often
Ability to change your habits

Proble m
Solving
Skill
Solving the ill-defined
problem logically,
scientifically with
evidences
Achieving a goal that
professionals have
never previously
achieved
Of figuring out how to
change a situation
from its given state
into a goal state
Problem
Representation
• Builds a mental
representation of the
problem
Problem
Solution
• Devices and carries out a
plan for solving the
problem

6. Create: Create is putting elements together to form a novel, coherent
whole or to make an original product. It includes Generating, Planning
and Producing.
5. Evaluate: Evaluate means making judgements based on criteria and / or
standards. It includes Checking and Critiquing.
4. Analyze: It is breaking material into its constituent parts and determine
how the parts are related to one another as well as to an overall
structure or purpose. It includes Differentiating, Organizing and
Attributing.
3. Apply: Apply means carrying out or using a procedure in a given
situation. It includes Executing and Implementing.
2. Understand: It is defines as constructing the meaning of instructional
messages, including oral, written and graphic communication. It
includesInterpreting, Exemplifying, Classifying, Summarizing, Inferring,
Comparing and Explaining.
1.Remember: It means to retrieve relevant knowledge from long-
term memory. It includes Recognizing and Recalling.
Lower
Order
Thinking
Skills
Higher
Order
Thinking
Skills
HIERARCHICAL ORDER
Six categories of Cognitive Process Dimension:

Self Discipline
Self Discipline is conscious
practice of
controls, habits and restraints,
imposed by one self and
demanded by the profession

Life Long Self Learner
• The willingness to act towards what you want,
to risk, to fail
• Willingness to practice
• Self & Fanatic discipline
• Comfort with repetitiveness
• If required, comfort with being alone
Live till old, Learn till you live

Consistency with long term goals Discipline is not the same as
measurement
Consistency with performance
standards
Discipline is not the same as
regimentation
Consistency of method Discipline is not the same as
hierarchical obedience
Consistency over time Discipline is not the same as
adherence to bureaucratic rules
True discipline requires independence of mind to reject pressure to
confirm in ways incompatible with values, performance standards, and
long term aspirations
The only form legitimate form of discipline is self discipline, having the
inner will to do whatever it takes to create a great outcome, no matter
how difficult.
Fanatic Discipline – Consistency of action

Don’t Stop Asking Questions
• Do we have the right questions?
• How can we do what we are already doing even
better?
• What is the worst that can possibly happen?
• How things are working?
• What can go wrong?
What if? ,What nex t?

 Purpose
 Characteristics of Research scholars
 Knowledge, Skill, Talent, Life Long Self Learning ,
Class Room Research

Best Practices in Technical Education
Case Study:
BY
Dr. N. Asokan ,
N. Meenakshi , Lecturer(IT)

Best Practices
1. Pre-requisite knowledge
2. Mapping of five units
3. Mapping with other subjects
4. Delivering pre-requisite knowledge
5. Specific instructional objectives in accordance with
Bloom’s revised taxonomy
6. Lesson plan
7. Teaching learning process
8. Evaluation at the end of the semester in accordance with
Bloom’s revised taxonomy
9. Mapping of objectives, teaching learning process and
assessment in the Bloom’s revised taxonomy table.

KNOWLEDGE
DIMENSION
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A.
FACTUAL
KNOWLEDGE
B.
CONCEPTUAL
KNOWLEDGE
C.
PROCEDURAL
KNOWLEDGE
D.
META-
COGNITIVE
KNOWLEDGE
Taxonomy Table

Department/Acad
emic year
No of Students subject
IT / 2009-2010 60 User Interface
Design
Sample

KNOWLEDGE
DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A.
FACTUAL
KNOWLEDGE
10 activities
B.
CONCEPTUAL
KNOWLEDGE
4 activities
1.To explain how
to choose the
image
2. To explain
multimedia,
3. To explain
types of errors,
4. To explain
coloring
C.
PROCEDURAL
KNOWLEDGE
To apply the
designing
concepts to
create a web
page
D.
META-
COGNITIVE
KNOWLEDGE
Mapping of “To apply the designing concepts to create a web page”
Objective, Teaching Learning Process (activities) and Assessment

Table of Specifications
UNIT
No.of
objectives
pertaining
to Factual
Knowledge/
Remember
No.of
Questions
No.of
objectives
pertaining
Conceptual
Knowledge/
Understand
No.of
Questions
No.of
objectives
pertaining
Procedural
Knowledge/
Apply
No.of
Questions
Total No.of
Objectives
in Interface
Design
subject
Total No.of
Questions
selected for
End
semester
exam.
1 3 2 7 2 0 0 10 4
2 10 2 11 2 0 0 21 4
3 6 2 8 1 4 1 18 4
4 4 2 8 2 0 0 12 4
5 3 4 6 1 5 1 14 6
Total 26 12 40 8 9 2 75 22

KNOWLEDGE
DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A.
FACTUAL
KNOWLEDGE
26 Objectives
26 Activities
12 Questions
18.3% mastered
B. CONCEPTUAL
KNOWLEDGE
40 Objectives
40 Activities
8 Questions
13% mastered
C. PROCEDURAL
KNOWLEDGE
9 Objectives
9Activities
2 Questions
8% mastered
D.
META-
COGNITIVE
KNOWLEDGE
Mapping of “User Interface Design” subject Objective,
Teaching Learning Process (activities) and Assessment

Findings
1. There are 26 objectives pertaining to Factual
Knowledge, out which 12 objectives are used for
evaluation of students at the end of the semester.
2. 11 out of 60 students (remembered) i.e. 18.30%
of students correctly answered all the 12
objectives
3. 21 out of 60 students (remembered) i.e.,35% of
students correctly answered 50 % of the
objectives.

(contd….)
4. There are 40 objectives pertaining to Conceptual
l Knowledge, out which 8 objectives are used for
evaluation of students at the end of the
semester.
5. 8 out of 60 students (understood) i.e.,13% of
students correctly answered these objectives.
6. 24 out of 60 students (understood) i.e.,40 % of
students correctly answered 50 % of the
objectives.

(contd…)
7. There are 9 objectives pertaining to Procedural
Knowledge.
8. 2 objectives are used for evaluation of students at the
end of the semester. 5 out of 60 students (able to apply
the factual and conceptual knowledge in a given situation)
i.e.,8% of students correctly answered these objectives.
9. 11 out of 60 students (able to apply the factual and
conceptual knowledge in a given situation) i.e.,18.30% of
students correctly answered 50 % of the objectives.

Conclusion
• If all the objectives, activities and assessment are
placed in the taxonomy table, then it helps us to
"understand about understanding".
• The "miss-alignments" can be identified with the help
of this taxonomy table.
• By examining the taxonomy table the teacher can
easily identify areas of knowledge, or levels of the
cognitive domain, that has not been covered by the
learning activities.

Outliers
• 10,000 hrs rule
• Billionaires born in 1954
or 1955
• 3000 hrs / year Annual
workload of Rice farmer
in Asia

Maths - Success
Good at Maths is an innate ability
Master Maths, if you are willing to try
Maths-Success = f (Persistence & Doggedness)
Willingness to work hard for 22 minutes to make
sense of something that most people would
give up on after 30seconds

Cheating (Getting More for Less)
school Teachers in Chicago
• What might a cheating
teacher’s class room look
like?
• What are the characteristics
of a cheating teacher?
• Drunk & Drive /
• Drunk & Walk

What makes Perfect Parent?
• Who are you? Who you are?
• Whom you married?
• What kind of life you lead?
• If you are smart, hard working, well educated,
well paid, and married to someone equally
fortunate, then your children are more likely
to succeed
But it isn’t so much a matter of
what you do as a parent;
it is who you are

Naming the Children
Parents use a name to signal
“their own expectations”
of how successful their children will be

Blink
• When we are making a
decision of minor
importance, we
consider all the pro and
cons.
• In vital matters such as
marriage or profession,
decision should come
from somewhere within
ourselves.
• In the important
decisions of personal
life, we should be
governed by the deep
inner needs of our
nature (who I am?)

What the Dog Saw?
• Bad Teacher = One Year = students learn 50%
worth of material
• Good Teacher = One Year = students learn
150% worth of material
• Your child is actually better off in a bad school
with an Excellent Teacher than in an Excellent
School with a Bad Teacher
• Teacher effects more stronger than class-size
effect

• Research Issues
in
Different Domains
• Marriage Issues
in
Different Roles
• Identifying the Groom /
Bride
• Husband/Wife –In-laws
Relationships
• Finance to lead life
• Lessons from other
couples

Five Units of Report
1. Introduction
–Objectives / Research Questions
2. Review of Literature
3. Experiment Description and Observation
4. Analysis, Interpretation and Discussion
5. Results and Conclusion
1. Introduction
– Objectives / Research Questions

If the guide
do not possess
the requisite characteristics?

 Purpose
 Characteristics of Research scholars
 Knowledge, Skill, Talent, Life Long Self Learning ,
 Class Room Research
 Research Outcomes from Books

Ground Reality of Research Issues and Concerns of Research Scholars

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