MAHARASHTRA STATE BOARD OF TECHNICAL

EDUCATION

NAVJEEVAN EDUCATION SOCIETY POLYTECHNIC

MICRO PROJECT

Academic year: 2022-2023

TITLE OF MICRO PROJECT

E-Learning Platform

Program: Information Technology.

Program code: IF4I
Course: Software Engineering.
Course code: 22413

I
MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION
Certificate
This is to certify that 1. Omkar Harichandra Shete (425)
2. Chinmay Gawde(426).
3. Prathmesh Varhadi(427).
of 4th Semester of Diploma in Information Technology of Institute,
Navjeevan Polytechnic(Code: 0144) has completed the Micro Project
satisfactorily in Subject: Software Engineering (22413) for theacademic year 2022-
2023 as prescribed in the curriculum.
Place: Bhandup. Enrollment no:- 1. 2101440025
2.2101440026
3.2101440027

Date:-………………………. Exam Seat no:-

Subject Teacher Head of the Department Principal

Mamta Mayekar Mahesh Pimpalkar Ajay Bhoir

II
GROUP DETAILS:-
SR. Name of Group Roll Enrollment Seat no
NO Members no No
1. Omkar shete 425 2101440025

2. Chinmay Gawde 426 2101440026

3. Prathmesh Varhadi 427 2101440027

HELPED AND GUIDED BY

Mamta Mayekar

III
Brief Introduction:- A learning system based on formalised teaching but with the help
of electronic resources is known as E-learning. While teaching can be based in or out of
the classrooms, the use of computers and the Internet forms the major component of E-
learning. E-learning can also be termed as a network enabled transfer of skills and
knowledge, and the delivery of education is made to a large number of recipients at the
same or different times. Earlier, it was not accepted wholeheartedly as it was assumed
that this system lacked the human element required in learning.
However, with the rapid progress in technology and the advancement in learning
systems, it is now embraced by the masses. The introduction of computers was the basis
of this revolution and with the passage of time, as we get hooked to smartphones,
tablets, etc, these devices now have an importance place in the classrooms for learning.
Books are gradually getting replaced by electronic educational materials like optical discs
or pen drives. Knowledge can also be shared via the Internet, which is accessible 24/7,
anywhere, anytime.

Aim Of the Micro-Project:-

1.Enhance the quality of learning and teaching.
2.Meet the learning style or needs of students.
3.Improve the efficiency and effectiveness.
4.Improve user-accessibility and time flexibility to engage learners in the learning process.

Resources Required:-

S.NO Name Of Specifications Qty

Resources/material
1 Computer System 1
Operating System: Windows 11 or
higher.
Memory: 8GB RAM,
Processor: intel CORE i5 12th gen.
SSD: 512GB .
2 Software - -

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Weekly Progress Report(Action Plan) Micro-Project:-

Topic: E-Learning Platform

Academic Year: 2022- 2023 Name of Faculty: Mamta Mayekar
Program Code: Information Technology (4IF)
Course & Course Code: Software engineering Roll No: 425,426&427
Enrollment No: 2101440025, 2101440026, 2101440027. Semester: (IV)
Name of Candidate: Omkar ,Chinmay & Pratahmesh.
SR Week Activity of Performed Planned Planned Name of Responsible
NO start Date Finish Date Team member

1. Omkar
Discussion and finalization
1st
of topic

2. Preparation and All Members

2nd submission of Abstract
3. Omkar
3th Collection of Data

4. Omkar
4th Implementation

5. Check, Validation and Omkar

5th Execution of code

6.
Compilation of Report All Members
6th
And Presentation
7. 7th Actual Presentation & All members.
Final submission of Micro
Project
Sign of the Student:-

1)

2)

3)

Sign of the Faculty

5|Page
 INDEX
Academic Year: 2022-2023 Name of Faculty: Mamta Mayekar.
Program Code: Information Technology (4IF)
Course & Course Code: Software Engineering (22413)
Roll No: 425,426,427 Enrollment No :2101440025, 2101440026, 2101440027.
Semester: IV Name of Candidate: Omkar , Chinmay & Prathmesh

SR.NO CONTENT PAGE NO

1. Brief Description

2. Aim of the Micro-Project

3. Course Outcomes Integrated

4. Actual Procedure Followed

5. Actual Resources Used

6. Skill Developed/learning out of this

Micro-Project
7. Implementation and Result
8. Conclusion
9. Teacher Evaluation Sheet

10. Micro-Project Evaluation Sheet

11. Annexure II

6|Page
 Wireless Communication.
1. Brief Description:-
E-learning has proved to be the best means in the corporate sector, especially when
training programs are conducted by MNCs for professionals across the globe and
employees are able to acquire important skills while sitting in a board room, or by having
seminars, which are conducted for employees of the same or the different organizations
under one roof. The schools which use E-learning technologies are a step ahead of those
which still have the traditional approach towards learning.
No doubt, it is equally important to take forward the concept of non-electronic teaching
with the help of books and lectures, but the importance and effectiveness of technology-
based learning cannot be taken lightly or ignored completely. It is believed that the
human brain can easily remember and relate to what is seen and heard via moving
pictures or videos. It has also been found that visuals, apart from holding the attention of
the student, are also retained by the brain for longer periods. Various sectors, including
agriculture, medicine, education, services, business, and government setups are adapting
to the concept of E-learning which helps in the progress of a nation.

2. Aim of Micro Project:-

1.Enhance the quality of learning and teaching.
2.Meet the learning style or needs of students.
3.Improve the efficiency and effectiveness.
4.Improve user-accessibility and time flexibility to engage learners in the learning process.

3. Course Outcomes integrated :-

a. Select suitable Software Process model for software development.
b. Prepare software requirement specifications.
c. Use Software modeling to create data designs.
d. Estimate size and cost of software product.
e. Apply project management and quality assurance principles in software development.

4. Actual Procedure Followed:-

The study will be conducted in one month; hopefully it will be enough to both interviewer
and respondent to send and respond to the questions for submission. The project
preparation will take two months which will include the submission of the project
documentation. During the designing of the interface and the whole system the will be a
constant checking up with the users who include students and lectures and some
professional system developers.

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 5. Actual Resources Used

S.NO Name Of Specification Qty

Resources/materia s
l
1 Computer Operating System: Windows 11 or 1
System higher.
Memory: 8GB RAM,
Processor: intel CORE i5 12th gen.
SSD: 512GB .
2 Software - -

6. Skill Developed/learning out of this Micro-Project

1. Communicated effectively in oral and written form.

2. Applied Information technology knowledge to solve broad based related problems.
3. Functioned effectively as a leader and team member.

8|Page
 7. Implementation and Result

Introduction :-
E-learning uses the Internet or other digital content for learning and education
activities, that takes full advantage of modern educational technology to provide a new
mechanism for communication and learning environment rich in resources to achieve a
new way of learning.
In the 20th century, there was an international movement in favor of e-learning
integration in higher education.
This movement has been operationalized due to the variety of the educational offer by
universities, which most have opted to diversify knowledge dissemination means (sounds,
images, animations, etc.)
to meet the needs of their target public.
If access to knowledge was previously conditioned by the physical presence in the
classroom, technology enables its learners to exceed this condition of presence and be
opened towards other learning modalities today.
Among these solutions, distance learning seems to be the challenge ahead to face the
new training requirements in the digital era.

Definitions:-
The most possible and most current distance learning is currently based on the In ternet.
For this, the term E-learning is increasingly used to include any open and distance learning
using information and communication technologies. We adopt this term as moreover in
the rest of this book.
• E-learning: This means "electronic education"; it is a discipline where teaching theory and
computer network technologies are combined to allow learners to complete their courses
via a computer network (Internet or Intranet) .
• Distance learning: A more general concept in the sense that the means used to
communicate between learners and trainers are not specified.
• Traditional correspondence training, communication by telephone, fax, etc.
• We also speak of ODL1 for open and distance learning; the opening is made to a large
audience.
• The most used opening tool today remains the Web.

DEFINITION OF (UNFAMILIAR) TERMS

• Learning Management System (LMS):- A Learning Management System (LMS) is a
software application or web-based technology used to plan, implement, and assess a
specific learning process. Typically, a LMS provides an instructor with a way to create
and deliver content, monitor student participation, and assess student performance
9|Page
 • Course Management System (CMS):- A course management system is a set of tools
that enables the instructor to create online course content and post it on the Web
without having to handle HTML or other programming languages.

SIGNIFICANCE OF E-LEARNING SYSTEM:-

Technology has the power to transform education. It is essential to bring it into the
classroom to empower learning. Here are some of the reasons
(significance/importance).
1. Students need to be engaged with what they are doing to improve learning outcomes
2. Enables students to become thinkers/learners/risk takers in a sheltered environment.
3. Learn not to rely on the teacher…be accountable themselves…become independent!
4. Broadens the horizons of many students as it exposes students to the world outside
their city or country town.
5. Fits in with Rural Education where students in small rural schools need no longer be
disadvantaged by distance and isolation, as technology allows them to learn virtually and
maintain their subject choices, allows e.g. LOTE (languages other than English) and other
specialist subjects to be taught across schools by a virtual teacher.
6. Allows a mobile learning environment – anywhere, anytime, anyhow.

STATEMENT OF RESEARCH HYPOTHESIS

The main goal of this research is to find out about five influential variables derived from
previous research were applied as independent variables, while perceived e-Learner
satisfaction was used as a dependent variable.
Hypothesis 1. Learner attitude toward computers will positively influence perceived
e-Learner satisfaction with e-Learning.
Hypothesis 2. Learner computer anxiety will negatively influence perceived e-Learner
satisfaction with e-Learning.
Hypothesis 3. E-Learning course flexibility will positively influence perceived e-Learner
satisfaction with e-Learning.
Hypothesis 4. E-Learning course quality will positively influence perceived e-Learner
satisfaction with e-Learning.
Hypothesis 5. Technology quality will positively influence perceived e-Learner satisfaction
with e-Learning.

Instructional Management Systems – Learning Design: We can also cite the IMS-LD
specification, resulting from the work of the Open University of the Netherlands on
educational modeling languages called EML18, which is a metalanguage for describing
pedagogical models or scenarios (accompanied by resources and services required to
achieve one or more learning objectives).
Instructional Management Systems – Question and Test Interoperability: The QTI

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specification of IMS allows us to represent the data structure of a question (item) and a
test (assessment), as well as the corresponding results particularly, attracted our
attention given the interest of this thesis for evaluation. However, as shown in Figure 3
which shows the main elements of version V2.1, this specification is based on tests and
therefore questionnaires and does not deal with open questions.

Personal learning environment

• PLE is a system, a set of tools, or an ecosystem, which helps learners to build and
organize their learning.
• Personal learning is learning in which the learner controls his learning process, his
environment, the resources he has access to, and the people with whom he
interacts.
• There is no consensus on the definition of a personal learning environment.
• According to Nicolas Roland, a researcher in education science, it is "an ecosystem
of people and tools that the individual mobilizes, and organizes within the
framework of knowledge-building activities".
• This means a centralized learning environment, unlike the LMSs.
• add physical resources (family, friends, books, magazine, newspaper, television .

Virtual learning environment

A Virtual Learning Environment in educational technology is a web-based platform for
the digital aspects of study courses, usually in educational institutions. VLEs generally
allow participants to be organized into cohorts, groups, and roles, resources, activities,
and interactions in a course structure provide the different stages of the evaluation
report on participation; and have a certain level of integration with other institutional
systems. For those who edit them, VLEs can have a de facto role as a design
architecture and design. Almost all higher education institutions in the English-
speaking world have adopted VLEs. Here are the main components required for a

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 virtual learning environment or an online education program to take place:
• Content management - Creation, storage, access, and use of learning resources.
• Mapping and planning of the study program – Course planning, evaluation, and
personalization of the learning experience.
• Learner engagement and administration – Managing access to learner information
and resources and monitoring progress and success.
• Communication and collaboration - Emails, reviews, chat, wikis, blogs.
Free and Proprietary E-Learning Platforms
Proprietary e-learning platforms are developed for the commercial activity of selling a
distance-learning product (e.g., Captera, Training Industry, e-Learning Industry,
Coursera .
Free e-learning platforms are offered in open code and are based on the philosophy
of "free software" defined by the "Free software Foundation" which considers free
software available in the form of source code, freely reusable and modifiable. However,
free software does not mean free because professionalism and the quality of services
require the expertise and costs associated with this quality.
Proprietary e-learning platforms have certain differences from free e-learning platforms.
The first important difference concerns the educational approach.

Feasibility Study :-
The best LMS solution is defined in this study as one in which all LMS components are
considered within the total learning infrastructure of Zanzibar University such that
maximum student success is ensured from both an institutional and System perspective.
Aspects of these components within the frame work of student success were assessed by
the following attributes:
• Cost effectiveness: - the total cost figures included in this report represent a current
snapshot of the LMS expenditures excluding self-hosting and migration cost, is reported
to the Assessment team. The benefits of the LMS is expected to be more than cost such
as hosting maintenance and other cost that may be incurred.
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• Support and Training: - the system must have a virtual learning community provides
students orientates templates and professionals, development resources for faculty by
providing online help desk services for students and faculty that includes chat, email,
telephone and a personalized support portal available 24/7/365.
• Ease of Use: - the LMS must have ease of use components and no additional instrument
questions were developed the system should have a higher level of instructor and
administrator perceived application functionality.
• Scalability: - the LMS must be able to report on the number of active course, users, and
average course size and storage capacity on their LMS. It should be able to hold a lot of
actives but still be able to use a less storage capacity.
• Sustainability: - The sustainability of an LMS is paramount to the future growth of
distance learning in the university. The system-wide capability to support LMS-centric
learning technology is challenging in both the short and long terms. Information from the
success NC listening tour notes indicate that: -
(1) Colleges differ on LMS preferences but want continued support from the System
Office.
(2) Learning technology offers an effective and flexible means to facilitate learning.
(3) Increased enrollments have negatively affected instructors, strained facilities, and
encouraged creative interventions to maximize resources.

Data Collection Techniques

Data collection is the process of gathering and measuring information on variables of
interest, in an established systematic fashion that enables one to answer stated research
questions, test hypotheses, and evaluate outcomes. A formal data collection process is
necessary as it ensures that data gathered are both defined and accurate and that
subsequent decisions based on arguments embodied in the findings are valid. The process
provides both a baseline from which to measure and in certain cases a target on what to
improve, an important aspect of any type of research study. Inaccurate data collection
can impact the results of a study and ultimately lead to invalid results.

OBJECTIVE OF THE PROJECT

E-Learning represents an innovative shift in the field of learning, providing rapid access to
specific knowledge and information. It offers online instruction that can be delivered
anytime and anywhere through a wide range of electronic learning solutions such as
Web-based courseware, online discussion groups, live virtual classes, video and audio
streaming, Web chat, online simulations, and virtual mentoring. E-Learning enables
organizations to transcend distance and other organizational gaps by providing a cohesive
virtual learning environment. Companies must educate and train vendors, employees,
partners, and clients to stay competitive and E-Learning can provide such just-in-time
training in a cost-effective way. Developing and deploying effective E-Learning programs

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may require products and services supplied by a variety of vendors, leaving one to
connect the dots. One way to start is to define the goals of the desired learning solution.
Definition of the goals of an E-Learning solution is driven by the following factors:
• To perform task analysis Determine the tasks to be taught, identify subtasks and other
elements involved, and identify the knowledge, skills, and attitudes required to complete
the tasks efficiently and effectively.
• To perform training needs analysis Identify the target audience for the training. Identify
the shortfall in knowledge, skills, and attitudes of this audience and determine what the
target learners need to know.
• To review existing capabilities Review existing methods and infrastructure for providing
training or meeting learning needs.
• To determine expectations Identify concrete expectations and/or ROI requirements
from the desired E-Learning solution. The development of an E-Learning strategy begins
by setting goals. What will the E-Learning strategy accomplish? Without a true
understanding of the goals of the E-Learning strategy, it will be difficult, if not impossible,
to be successful. Before implementing E-Learning, organizations need to set common
goals or objectives. Common goals and objectives include the following:
• To reduce learning costs As a small business owner, you know that online transactions
cost a fraction as much those requiring paper or staff. It’s the same with E-Learning
because there are no papers, no delays, and no travel expenses. Such learning enables
employees to take what they have just learned from their computer screens and apply it
to the tasks at hand.
• To motivate employees E-Learning is considered an effective way to keep up with new
technology, to generate new ideas, and to keep your workforce fresh and inspired.
• To improve flexibility of course delivery Smaller businesses don’t have the staff to
manage their training and development initiatives. E-Learning technologies can overcome
these administrative restrictions.

PROBLEM ANALYSIS
Current system
The current situation is very limited to few resources, students are unable to get
knowledge more than that the lecture provides to them. This in the end limits student’s
performances, because everything a student gets is collected from lectures in class. Here
are some of the problems of the current system:
• The current system at Zanzibar University is that lectures download references for
students or for lecturing.
• Students submit assignment to lectures through hard copies or personal emails.
• Students only get help from lectures if the lectures are in they’re office.
• New lectures to a course have to get materials on their own.
• Student are required to physical be in the classroom in order to gain knowledge there
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by sacrificing all other responsibilities.
• Students are unable to share resources effectively and hold group discussions that are
monitored or supervised by lectures

The future system

The system will hopefully serve as a centralized database of syllabus for the courses
offered at the university allowing students and faculties (current, past and prospective),
to view them. The system will end up bringing an effective communication among
students, lectures, and the administration, by accessing information and other resources
anytime, anywhere. Here are some expected results of the project:
• Lectures to upload assignments and resources for their units.
• Students to download the resources and upload assignments.
• It provides an easy-to-use way to manage course websites that include schedule
information, announcements, as well as course discussions.

Literature Review Aims and Methods

There are two main aims to this literature review. The first aim is to establish the
characteristics and importance of formative, coursework assessment. The second aim is
to identify e-learning techniques, tools and approaches for this type of assessment, to
discuss what is known about their effectiveness and to uncover factors influencing
uptake.
For the first aim key articles and books that have shaped current theory on formative
assessment of student work have been identified and analyzed. For the second aim a
comprehensive search of e-learning literature from 2001 to the present was conducted.
The classes taught by the E-learning Center cover many computer and non computer
oriented topics. The classes are presented as online seminars using video and flash media.
Exercises are integrated into each class instruction segment. E-Learning Center offers
online web design tutorials on many aspects of web design, but also on general computer
applications and even certifications.
According to some authors they say that LMS in universities and in different organizations
is very wide spread because of the features they provide which simplify the management
and delivery of course content to students. Regardless of their wide use, their focus is
more on the delivery of content than on the learner. LMSs offer little or no opportunities
for learners to interact and collaborate on different works and to author content which
can contribute to the knowledge which is already available in the systems. LMS are mostly
for people/students who are already computer literati, but for those who don’t not have
any computer skills have a problem to adapt to the new learning system.
Here are some of the negative aspects of the research area form different source:-
1. Bright and independent students (learners) benefits from constructivist approaches
online.

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2. Designing online courses may require more imagination and skill than traditional
courses.
3. Too many new topics could unintentionally shift the attention from important topics in
online discussions.
4. Online interaction centered on information rather than constructing knowledge.
5. If collaboration serves no real purpose learners will end up learning in isolation.
In another researches it was found that to be effective, tertiary education should engage
learners as active participants in their learning. Achieving this means offering learners
opportunities for interaction in ways that can promote change and growth in the learner’s
conception of knowledge. Such pedagogies aim to encourage learners to become
autonomous lifelong learners, capable of problem solving and critical thinking, and to
move them from being passive recipients of information and knowledge to being active,
enthusiastic learners and knowledge creators.
Here are some of the positive aspects of the research area form different source:-
1.Solving problems through online discussions is more rewarding than face to face
discussions and fewer messages are generated.
2. The role for online lectures is critical to success.
3. Open-ended assignments tend to encourage deep thinking.
4. Knowledge acquired by means of repetition is transferred from short-term to long-term
memory.
5. It helps enhance the skill of independent learning, social skills, teamwork, thinking skill
and internet navigation skill.
The main method to identify relevant articles was reading titles and abstracts of selected
journals articles and papers in conference proceedings. While more time consuming this
method was chosen in preference to keyword search as it presents a more thorough
approach to identifying relevant articles. Additionally, keyword search was carried out on
several databases. This was done to cover some additional conference publications and to
cross-check against the primary search method. Among the keywords used were: online
marking, electronic submission, annotation, marking, assessment mark-up, assessment
marking, e-learning formative essay, essay mark-up, formative assessment essay, and
marking essay online.

Assessment in Relationship to Teaching and Learning According to Different Journals

Assessment is an important component of education that has to be seen in a wider
context of educational goals, course design and student motivation. While a detailed
exploration of these issues is beyond the scope of this literature review some high- level
introductory comments can be made to provide the context for the following sections.
Here are some of the outcomes of the literature reviews I have gone through.
The first journal I referred to was:- student use of a learning management system for
group projects: a case study investigating interaction, collaboration, and knowledge

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construction by Steven d. Lonn Web-based Learning Management Systems (LMS) allow
instructors and students to share instructional materials, make class announcements,
submit and return course assignments, and communicate with each other online. The
results indicate that students successfully used the LMS to interact and, to a significant
extent, collaborate, but there was very little evidence of knowledge construction using
the LMS technology. "The combination of learning principles and (LMS) tools … results in
a learning environment that is greater than simply the sum 12 of its parts. This potential,
often strived for but much less often realized, continues to bring faculty and students to
the (LMS) with an excitement and determination that rests on the hope of deeper, more
meaningful, engaged learning" (Carmean & Haefner, 2002, pp. 34)
The second journal was: - The Educational Value of Integrating a Learning Management
System and a Social Networking Platform by Chikumbutso David Gremu. The use of LMSs
at universities and in different organizations is very wide spread because of the features
they provide which simplify the management and delivery of course content to students.
Regardless of their wide use, their focus is more on the delivery of content than on the
learner. LMSs offer little or no opportunities for learners to interact and collaborate on
different works and to author content which can contribute to the knowledge which is
already available in the systems.
The third journal was: - Academic and student use of a learning management system:
Implications for quality Debbi Weaver Christine Spratt and Chenicheri Sid Nair. Many
higher education institutions have implemented a learning management system (LMS) to
manage online learning and teaching, with varying levels of support provided to staff and
students, but often there is little subsequent investigation into the quality of the online
sites or the use made of the support structures provided.
The fourth journal was: - e-Learning and implications for New Zealand schools: a
literature review Report to the Ministry of Education by Noeline Wright. This e-Learning
literature review examined texts across a range of countries, but within a relatively short
time frame of the preceding five years. A range of criteria were used to select or eliminate
studies for closer review. E-Learning tools can motivate and engage students. These may
be critical factors leading to improved educational outcomes. Many young people are
technologically literate regarding social networking and using mobile technologies as
everyday tools, but they may still be neophytes when it comes to understanding how to
use them in purposeful and educationally oriented ways.

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 8. Conclusion:-
In conclusion, to these research project I find that to develop a fully working system is not
only a difficult task but also requires a lot knowledge in database design and some
programming languages. I wish I could develop the system I had in my mind but due to
the limited skill I couldn’t.
It would be very helpful if the University could concentrate on some of the subjects to be
covered in a way that they would help students in their projects, instead of learning C we
could be taught ASP.net, PHP and the other languages that are used when developing a
system.
Finally I would like to express myself as to how I find this process of developing a system
to be very awaking to the mind of a student and to learn how to and teach themselves
things. I have built a skill of how to search for things and develop then to my needs. It has
indeed been a great experience.

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 Micro Project Evaluation Sheet
Name of Student: Omkar Harichandra Shete Enrollment No: 2101440025
Name of Program: Information Technology Semester: (IV).
Course Title:-Software Engineering Code: (22413)
Title of Micro Project: E-Learning Platform.
Course Outcomes Achieved:
a. Select suitable Software Process model for software development.
b. Prepare software requirement specifications.
c. Use Software modeling to create data designs.
d. Estimate size and cost of software product.
e. Apply project management and quality assurance principles in software development.
Sr. Characteristic to Poor Average Good Excellent Sub
No. be assessed (Marks 1-3) (Marks 4 -5) (Marks 6-8) (Marks 9-10) Total
( A)Process and Product Assessment(Convert above total marks out of 6 marks. )
1. Relevance to the
Course
2. Literature
Review/information
collection
3. Completion of the
target as per
project proposal
4. Analysis of data and
representation
5. Quality of
Prototype/Mode
l
6. Report
Preparation
.
( B) Individual Presentation/Viva (Convert above marks Total Marks out of 4)
7. Presentation
8. Viva
(A) (B) Total Marks 10
Process and Product Individual
Assessment (6 marks) Presentation/Viva(4 marks)

Comments/Suggestions about team work, leadership/inter-personal communication

………………………………………………………………………………………
………………………………………………………………………………………. Name and designation of the
Teacher:
Dated Signature ……………………………………………

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 Micro Project Evaluation Sheet
Name of Student: Chinmay Gawade Enrollment No: 2101440026
Name of Program: Information Technology Semester: (IV).
Course Title:-Software Engineering Code: (22413)
Title of Micro Project: E-Learning Platform.
Course Outcomes Achieved:
a. Select suitable Software Process model for software development.
b. Prepare software requirement specifications.
c. Use Software modeling to create data designs.
d. Estimate size and cost of software product.
e. Apply project management and quality assurance principles in software development.
Sr. Characteristic to Poor Average Good Excellent Sub
No. be assessed (Marks 1-3) (Marks 4 -5) (Marks 6-8) (Marks 9-10) Total
( A)Process and Product Assessment(Convert above total marks out of 6 marks. )
1. Relevance to the
Course
2. Literature
Review/information
collection
3. Completion of the
target as per
project proposal
4. Analysis of data and
representation
5. Quality of
Prototype/Mode
l
6. Report
Preparation
.
( B) Individual Presentation/Viva (Convert above marks Total Marks out of 4)
7. Presentation
8. Viva
(A) (B) Total Marks 10
Process and Product Individual
Assessment (6 marks) Presentation/Viva(4 marks)

Comments/Suggestions about team work, leadership/inter-personal communication

………………………………………………………………………………………
………………………………………………………………………………………. Name and designation of the
Teacher:
Dated Signature ……………………………………………

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 Micro Project Evaluation Sheet
Name of Student: Prathmesh Varhadi. Enrollment No: 2101440027
Name of Program: Information Technology Semester: (IV).
Course Title:-Software Engineering Code: (22413)
Title of Micro Project: E-Learning Platform.
Course Outcomes Achieved:
a. Select suitable Software Process model for software development.
b. Prepare software requirement specifications.
c. Use Software modeling to create data designs.
d. Estimate size and cost of software product.
e. Apply project management and quality assurance principles in software development.
Sr. Characteristic to Poor Average Good Excellent Sub
No. be assessed (Marks 1-3) (Marks 4 -5) (Marks 6-8) (Marks 9-10) Total
( A)Process and Product Assessment(Convert above total marks out of 6 marks. )
1. Relevance to the
Course
2. Literature
Review/information
collection
3. Completion of the
target as per
project proposal
4. Analysis of data and
representation
5. Quality of
Prototype/Mode
l
6. Report
Preparation
.
( B) Individual Presentation/Viva (Convert above marks Total Marks out of 4)
7. Presentation
8. Viva
(A) (B) Total Marks 10
Process and Product Individual
Assessment (6 marks) Presentation/Viva(4 marks)

Comments/Suggestions about team work, leadership/inter-personal communication

………………………………………………………………………………………
………………………………………………………………………………………. Name and designation of the
Teacher:
Dated Signature ……………………………

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 Micro Project Evaluation Sheet
Sr. Characteristic to Poor Average Good Excellent Sub
No. be assessed . (Marks 1- (Marks 4 - (Marks 6- (Marks 9- Total
3) 5) 8) 10)
( A)Process and Product Assessment(Convert above total marks out of
(6 marks.)
1. Relevance to the
Course
2. Literature
Review/information
collection
3. Completion of the
target as per
project proposal
4. Analysis of data and
representation
5. Quality of
Prototype/Model
6. Report
Preparation.
( B) Individual Presentation/Viva (Convert above marks Total Marks out of 4)

7. Presentation

8. Viva
(A) (B) Total Marks 10
Process and Product Individual
Assessment (6 marks) Presentation/Viva
(4 marks)

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 ANNEXURE II
Evaluation Sheet for the Micro Project
Academic Year: 2022-2023

Name of Faculty:- Mamta Mayekar

Program:- Software Engineering.
Program Code:- 22413
Semester:- IV
Title of the Project:- E-Learning Platform.

Major Learning Outcomes achieved by students by doing the Project:

(a) Practical Outcomes
………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..………………
……………………………………………………………………………………………………………………………………….

(b) Unit Outcomes in Cognitive

Domain…………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………..

(c) Outcomes in Affective

Domain…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………

Comments/Suggestions about team work/leadership/inter-personal communication

(if any)
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………….

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