Innovative Teaching Learning Methods

The innovative teaching-learning process is intended to create an open, creative and trustworthy place for the students to grow, take risks, and feel comfortable in their patterns of learning. The process involves the key actions initiated by the faculty to create a more innovative and entrepreneurial classroom.


It aims to encourage the students to go through the action-oriented learning processes like project-based learning, technical writing skill development, and seminar-based learning. The activity-based teaching-learning practices are listed below:



Action /Description

Project-Based Learning

Project development,  Report writing

  • The second-year students are given mini-projects, apart from their regular curriculum. 
  • The objective of the mini-project in the third semester is to develop a project highly focused on fundamental principles of engineering/science. Students as a group of four members will do a mini project in consultation with allotted guides, by applying a scientific principle related to Biomedical Engineering. The learning process is given more weightage during the assessment. 
  • In the fourth semester, students will do a project which will help them to learn various technical skills and modern tool usage in consultation with allotted guides.
  • At the end of each semester, the project works done by the students are exhibited to the entire students and faculty members on the campus, and also few of them are showcased and demonstrated in the project lab.
  • The group of students is appropriately mentored by their respective supervising guides in preparing a well-structured report. The prepared report is archived in both soft and hard copy and is made available in the department library for peer reference.

Technical Writing Skill Development 

  • The sixth-semester students are instructed to submit a project report consisting of a technical paper, patent document, and business plan of an idea of their choice. 
  • The objective is to make the students learn technical writing skills, develop business plans for the projects, improve patents/IPR and publication, and promote entrepreneurship.

Seminar Based Learning

  • The second-year and third-year students are given classroom seminars, apart from their regular curriculum. 
  • Students are grouped into six groups based on the number of theory courses in that semester, and a course faculty mentor each group.
  • A student in a group chooses the seminar topic related to the application area of the course in consultation with the respective faculty.
  • The objective of the classroom seminar is to develop higher cognitive and affective abilities.

The classroom seminar method gives good motivation and learning experience. Also, dissemination and retrieval of information are scientifically managed. Further, develop self-reliance and self-confidence and enhance the capability of the students learning. 

It is an instruction method to support the development and evolution of learner’s mental models. Learners build, extend, elaborate, and improve the accuracy and completeness of their mental models on the concept taught. Encouraging the students to describe concepts through the minding procedures and by creating equivalent models. This has an added advantage of motivating the students and making them interactive. It also influences the students to work their models for their micro and mini-projects. The activity-based teaching-learning practices are listed as below:



Action /Description

Model-Based Learning

Paper/chart prototype

In this teaching-learning practice, the faculty uses different methods that vary from simple paper/chart work prototypes to technology enables models, which ensure the student representation in problem-solving and also provide a platform for collaborative learning

Course Name: Design Engineering

Faculty Name: Kiran Philip Isaac

ICT enabled tools and resources are used to communicate, disseminate, store, and manage information. It provides direct access to quality instructional resources through computers connected to LAN and the Internet. The inbuilt LCD projectors, computer systems, and LAN in classrooms facilitate faculty members to display visually content-rich presentations using PPT. The faculty member can access the database of digital libraries from the classroom, which consists of course material, recorded video lectures, and animations. Faculty and Students can access the journal resources also from the classroom. The ICT enabled teaching-learning practices are listed below:



Action /Description

Powerpoint presentations

ICT enabled content delivery

PPT based learning is common in the teaching-learning process. However, this method is used wisely to explore the innovativeness in the teaching-learning process.

A multimodal approach is used through the projection of colour, images, and video for the visual mode; sound for the auditory mode; text and writing prompt for the reading/writing mode; and interactive slides that ask students to do something, e.g., a group or class activity in which students practice concepts, for the kinesthetic mode. Providing information in multiple modalities helps improve comprehension and recall for all students.

Video lectures

YouTube Channel

The video lectures of specific topics in selected courses were prepared by the course faculty and had the same content as the classroom lectures, but are delivered at a slower, more step-by-step pace. Video lectures give students control of the lecture and are portable. Students can replay segments and stop the lecture as they study to understand the content. They can skip topic segments they understand. In effect, they can adjust the instructor’s delivery speed and topic selection to match their learning pace, especially beneficial to the weak students.

Course code and Name: BM304 Biomedical Signal processing

Topic: Estimation of the auto-correlation and power   spectrum of random signals: Periodogarm

Faculty: Dr. Finto Raphel

Link to video 


Course code and Name: BM312 Control Systems Engineering

Topic: Introduction to State Space Analysis

Faculty: Dr. Remya George

Link to video

Virtual Platforms

Google Classroom

The course faculty create Google classroom. Students join as members of the Google classroom. Lecturer materials, Assignments, Quiz questions are posted in the Google classroom.

Course code and Name: BM304 Biomedical Signal processing

Google Class code: jcqbra

Faculty: Dr. Finto Raphel


Course code and Name: BM 362 Mechatronics 

Google Class code: jdrkror

Faculty: Ms. Annsoniya M


Course code and Name: BM 404 principles of Radio Diagnosis and Radiotherapy

Google Class Code: w7bjgf5

Faculty: Ms. Sony N S

Online classes:

  • An online class is a practice of delivering course content using internet connectivity. The faculty members are organizing online using online platforms such as Google meet, Zoom, etc. The online classes are recorded for future reference by the students.

Simulation is a technique for practice and learning that can be used to replace and amplify real experiences with guided ones. It evokes or replicates substantial aspects of the real world in a fully interactive fashion. Simulation-based learning is applied in designing structured learning experiences, as well as used as a measurement tool linked to targeted teamwork competencies and learning objectives. Simulation-based teaching helps the student to learn the importance of mitigating errors and maintain a culture of safety, especially in biomedical related industries where there is zero-tolerance for any deviation from set standards. The simulation-based teaching-learning practices are listed below:



Action /Description

Software simulation tools

Simulation-based assignment 

The students learn the concept of Robot Kinematics using the simulation tool ROBOANALYSER.

             Course Code & Name: BM 467 Medical Robotics

             Course Faculty: Ms. Annsoniya M

             Batch: 2015-2019

The students learn the concept of four leg motion of Robots using the simulation tool MATLAB Robotics Toolbox

            Course Code & Name: BM 467 Medical Robotics

            Course Faculty: Dr. Finto Raphel

            Batch: 2016-2020

The concept of cross-over learning refers to a comprehensive understanding of learning that bridges formal and informal learning settings. One of the effective methods for cross-over learning involves faculty proposing a question or problem in the classroom to be solved in field visits. Students can learn by collecting photos, taking down notes, or asking other people for their thoughts. The simulation-based teaching-learning practices are listed below:



Action /Description

Cross-over learning

Hospital site visit 

  • Students will identify one important department (radiology, cardiology, OT, ICU each) in a multi-specialty hospital for a case study either through website review or by a field visit. Also, a presentation is prepared by the students based on their observations.
  • Students will acquire an overall idea about different therapeutic and diagnostic services provided, equipment used, other supporting facilities and safety measures incorporated for the proper functioning of the department. Also, the students will be able to view and experience the complete syllabus of the course through this visit.
  • Students will also learn the role of biomedical engineers and their responsibilities in clinical environments.

          Course Code & Name: BM307 Hospital engineering 

          Course Faculty: Ms. Sony N S