Tech Enabled Education

Tech enabled education


When some of the online tools and resources are used in the classroom, the student experience becomes quite rich. Following are screenshots from some of my courses


I made my lectures available on moodle which is a course management software, and made them available on the internet to everyone, not just my class. There was a discussion forum for students to interact and ask questions and all course related material, including attendance and grading was available from anywhere.


It was possible to give quizzes which were flexible in the sense that students got randomly selected questions from a question bank and could answer the quiz on their mobile phones. The quizzes got corrected instantly and could be accessed by students from anywhere.

Interesting open source resources made the courses interesting. I used quite a bit of media from wikipedia. The rewards kept coming in interesting ways. My favorite is that…

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Designs in Action

Affordable designs in action


We had been debating pros and cons of getting students work away from home.

  • It makes them connect and work with new environments and cultures, against it increases the responsibility of faculty members for students wellbeing.
  • It makes them independent versus how do we enforce discipline?

So when the opportunity presented to accompany the Olin colleges ADE (Affordable Design and Entrepreneurship)  team at their “cycle-rickshaw project” site we happily grabbed it. Prafullbhai, the then VC of the Ahmedabad University was very upbeat about learning from the experts and gave us all necessary support.  I am glad we did, because the experience was amazing.


One cold winter morning, I found myself waiting at the airport for one of the team members, the chirpy and irrepressible Radhika, after I picked her up, chatting about books from Rand to Tolstoy, we draw down to one of the tiny streets of the…

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The world in my classroom

here comes the World



One of the most satisfying pedagogy experiments I did was in the monsoon semester of 2017-18 at the School of Engineering and Applied Science at the Ahmedabad University.  I am especially surprised by the success of the experiment because it seemed to occur effortlessly and due to spontaneity, demanded by lack of time for planning.  My pedagogy came about as a culmination of multiple factors, following were the major ingredients,

  • I had just come back after spending a semester at the Olin college, where I was involved in a flurry of insightful activities around student centric learning. My major takeaways from that semester were as follows:
    • Design the interaction keeping student background and aspirations in mind, get to know their culture, their fears and their dreams
    • Make students co-creators of your course
    • Give students freedom to express themselves and encourage them in the process
    • Encourage peer to peer interactions
    • Experiment

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Animated Mathematics

Another one from the same place. I shall try putting in more pictures, my uncorrected papers are screaming at me right now. 🙂


As an experiment in pedagogy in the winter semester of 2016-17, I offered a course on discrete mathematics as a project based course. Students worked as teams in the lab on three projects, while there were some quizzes and a few lectures too. There were 66 students in the class. I offered three types of projects. Groups were formed randomly and were required to come up with their own project idea. Here is a sample of one of the game projects


This project was created by a my students Chaitya Sanghavi, Freya Shah, Nikhil Balwani, Purvang Shah

  • Create a game traditional or your own, using the MIT software scratch and analyze it.
  • Study an application of a finite state machine (FSM) and write a code to implement it.
  • Create a code that implements a graph-theory algorithm.

Project:1  Games

I got the students, most of whom had no programming experience, to learn scratch…

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Pedagogy, experimenting with experiential in STEM

From my once anonymous blog 🙂


There is a lot of interest in experiential   learning now-a-days, especially in STEM and engineering. There is a big debate for and against this pedagogy which is far from settled. The proponents of the method are up-beat about how this pedagogy solidifies knowledge, makes students independent thinkers, good learners and team-worker, who are aware of multifaceted real aspects of the world. The opponents talk about the methods being too focused in small areas of knowledge, students missing out on the variety of analytical methods and rigor and probably the most importantly, the methods not being scalable. The last point is especially important for India where there are usually hundreds of students in a classroom.

I have been experimenting with using a small component of projects in the courses that I teach at the School of Engineering and Applied Sciences at the Ahmedabad University. In this post I would like to…

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Analysis of a control system

Hello all. Have been away for a long time busy with teaching. Will be away again for correcting papers, but in between I just wanted to draw your attention to my write-up on understanding connections between a system of linear differential equations that describes a proportional control problem, the cause and effect analysis of the corresponding system and the transfer function analysis of the long time behavior of the system.  

Special thanks to the Olin college and the Ahmedabad university and the Argosy foundation for making this work possible.

  Do be generous with your valuable inputs. Wish you all a happy winter.