The changing face of engineering laboratories for outcome-based education (OBE): A case study of a learning experience in PLCs and automation laboratories

Abstract

Today, the urge for outcome-based education (OBE) is the watchword in the education field, and so is its need! Although theoretical information is always necessary, laboratories are at the top of the hierarchy for imparting technical competencies to engineering graduates. The current state of modernization makes it harder to provide a high-quality laboratory experience due to rising complexity and, consequently, higher setup costs. A survey of traditional laboratories across engineering colleges suggests that available experimental setups are primarily objective-driven, with limited scope for creativity. A well-planned laboratory setup enhances the effectiveness of teaching the multiple facets of an experimental topic. This perspective is examined through a case study of the PLCs and Automation (PLCA) laboratory at Department of Electronics and Telecommunication, Jayawantrao Sawant College of Engineering, Pune, India. In contrast to fixed, tightly bound designs, the proposed laboratory setup provides the flexibility to develop a wide range of real-time applications. Such a setup can be developed at minimal cost by giving careful consideration to the provisions required to support all possible investigations related to the experimental topic. The level of creativity fostered and the ability to address open-ended problem statements in the laboratory align with engineering accreditation standards. These criteria emphasize students’ capabilities to design and conduct experiments, analyze and interpret results, and work effectively in teams. To further enhance the learning experience, this article also proposes various instructional approaches implemented in the laboratory using digital tools and techniques.