A Resilient Blended Learning Framework for Microprocessor and Embedded Systems Course through Outcome-Based Assessment and Evaluation

Abstract

This article explains a robust mixed teaching-learning basis customized to deliver and conduct a Microprocessor and Embedded Systems course. There are multiple teaching-learning (TL) disruptions due to pandemic situations, natural catastrophes, political unrest, fuel crises, infrastructural development works, etc. Our developed model integrates both synchronous and asynchronous instructional approaches with simulation software-based practices to ensure continuation of teaching-learning processes with some degree of flexibility but without hampering outcome-based learning, assessment, and evaluation. The key part of this hybrid model is the use of the MS TEAMS platform to facilitate TL among student-teachers during an ongoing semester. Proteus simulation platform enables students to design, draw, simulate, and validate microcontroller-based virtual systems to eliminate dependency on the on-site laboratory class. The course materials are organized under eight Course Outcomes (COs) that are mapped to several assessment modules to holistically evaluate these COs by mapping them to theory and laboratory assessment components equally, viz. a comprehensive Course Capstone Project (CCP), 2 theory examinations, 2 quizzes, 2 assignments, one performance test, 1 presentation, and an Open-Ended Laboratory (OEL) experiment. The CCP encourages students to relate theoretical knowledge to resolve real-life problems by designing embedded systems aimed at solving a complex engineering problem through complex engineering activities, fostering creativity, critical thinking, system-level integration, and presentation skills. The students write a CCP report and present it using PowerPoint slides. The theory examinations assess conceptual understanding, while the performance test evaluates psychomotor skills through unguided experimental work or simulation tasks. The OEL part encourages Inquiry-Based Learning, enabling learners to search for alternative designs, troubleshoot, and optimize system performance within a simulation environment. Blended Learning is accomplished via a mixture of lecture slides and solve sheets via OneDrive and TEAMS, recorded lecture videos, live interactive online and on-site lecture classes and demonstration sessions, and digital resources via continuous feedback. The course coordinator integrates all of them to evaluate whether the overall student cohort has attained the COs or not. The hybrid TL method permits learners to take part either on-campus or remotely without compromising COs. Such a course outline emphasizes constructive alignment with course outcomes, particularly in the affective, psychomotor, and cognitive domains. The implementation results indicate improved learner engagement, enhanced complex engineering problem-solving skills, etc. The model reveals that with suitable pedagogical design and a modern circuit simulation tool, high-quality, scalable, and compliant engineering education can be delivered to the learners.