Vinoharan Portfolio

Teaching Portfolio
A portfolio submitted to the

Staff Development center
Rajarata University of Sri lanka.
In partial fulfillment of the requirement of the
Certificate in Teaching in Higher Education (CTHE)
October 2022
Teaching Portfolio
Mr. V. Vinoharan
Lecturer (Unconfirmed),
BSc (Special) in Computer Science,
MSc in Computer Science, MPhil in Computer Science,
Department of Information and Communication Technology,
Faculty of Technological Studies,
University of Vavuniya,
Sri Lanka.
i
ii
Contents
Dedication v
Acknowledgment vi
Executive Summary vii
1 Biography and an Updated Resume 1

1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Personal details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.3 Self – Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.4 Extra-Curricular Activities and Awards . . . . . . . . . . . . . . . . . . . . 3
1.5 Curriculum Vita - V. Vinoharan . . . . . . . . . . . . . . . . . . . . . . . . 3
1.6 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2 Teaching Philosophy Statement 13

2.1 Reason for Chooses the Academic Field . . . . . . . . . . . . . . . . . . . . 14
3 Teaching Responsibilities and Strategies 17

3.1 Role as a University Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . 17
3.2 Main Duties and Responsibilities of Academic Staff . . . . . . . . . . . . . 18
3.3 Role as an Administrators . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
4 Reflective Sections on the Core Module 21

4.1 Module 02 - Personal Development and Counseling . . . . . . . . . . . . . 21
4.2 Module 03 - Teaching and Learning Methods . . . . . . . . . . . . . . . . . 28
4.3 Module 04 - Assessment and Evaluation . . . . . . . . . . . . . . . . . . . 39
4.4 Module 05 - Curriculum Design and Revision . . . . . . . . . . . . . . . . 44
4.5 Module 06 - ICT skills in Higher Education . . . . . . . . . . . . . . . . . 49
4.6 Module 08 - Research in Higher Education . . . . . . . . . . . . . . . . . . 56
5 Honours Related to Teaching 61
6 Conclusion 63
Reference 65
Appendixes 68
Appendix 01 - Lecturer (Unconfirmed) Appointment . . . . . . . . . . . . . . . 68
iii
CONTENTS CONTENTS
Appendix 02 - Educational Qualifications . . . . . . . . . . . . . . . . . . . . . . 69

Appendix 03 - Previous Experience . . . . . . . . . . . . . . . . . . . . . . . . . 72
Appendix 04 - Research Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Appendix 05 - Extra Curricula Activities . . . . . . . . . . . . . . . . . . . . . . 82
Appendix 06 - Professional Certificates . . . . . . . . . . . . . . . . . . . . . . . 87
Appendix 07 - Articles for Newspaper and Books . . . . . . . . . . . . . . . . . 93
Appendix 08 - Conference/Workshop Presentation . . . . . . . . . . . . . . . . . 96
Appendix 09 - Research Grant . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Appendix 10 - Conference/Workshop Participation . . . . . . . . . . . . . . . . 103
Appendix 11 - Administrator Roles . . . . . . . . . . . . . . . . . . . . . . . . . 114
Appendix 12 - Inter-faculty Teaching . . . . . . . . . . . . . . . . . . . . . . . . 129
Appendix 13 - Teaching for other HEIs . . . . . . . . . . . . . . . . . . . . . . . 134
Appendix 14 - Teaching in my Department . . . . . . . . . . . . . . . . . . . . . 135
Appendix 15 - Teaching and Learning Method . . . . . . . . . . . . . . . . . . . 136
Appendix 16 - Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . 138
Appendix 17 - Curriculum Design and Revision . . . . . . . . . . . . . . . . . . 148
Appendix 19 - Research in High Education . . . . . . . . . . . . . . . . . . . . . 151
Appendix 20 - Honour Related Teaching . . . . . . . . . . . . . . . . . . . . . . 153
iv
CONTENTS CONTENTS
Declaration
I confirm that everything in this portfolio is original work of mine, with appropriate
citations. The information in this portfolio can be used to improve courses and further
education.
V. Vinoharan
Lecturer (Unconfirmed)
v
CONTENTS CONTENTS
Acknowledgment
I would like to express my sincere gratitude to Dr.Lalith Senarathne, Director of Staff
Development Center at the Rajarata University of Sri Lanaka for being a great facilitator
of this course. This program motivated me to become an effective academic and motivated
me to complete the portfolio. Additionally, all resource persons for the program are
all highly commended for their dedication to seeing each of their modules through to
completion.
My deepest gratitude is expressed to Professor Sanjeewanie Ginigaddara, Vice-Chancellor,
Rajarata University of Sri Lanka, for offering this invaluable CTHE Programme for us.
And also, my gratitude is expressed to Dr. T. Mangaleswaran, Vice-Chancellor at the
University of Vavuniya, Sri Lanka for allowing me to follow this CTHE course, Mr. S.
Suthakaran, Dean of the Faculty of Technological Studies at the University of Vavuniya,
Sri Lanka for recommending me to follow this CTHE course and Mr. V. Senthooran,
Head of the Department of Information and Communication Technology for giving me
the good guidance and the time to follow the CTHE course.
I also want to thank everyone who helped me to finish my portfolio. My thanks go out to
my friends who are also taking this course with me for making these sessions enjoyable.
Finally, I want to thank my family, friends, and co-workers for their unwavering support
in helping me through this CTHE course.
vi
CONTENTS CONTENTS
Executive Summary
University teaching is a highly difficult and demanding career, but the benefits are sig-
nificant. I have spent last ten months of my professional life working as a Lecturer (Un-
confirmed) in Information and Communication Technology at Department of Information
and Communication Technology, Faculty of Technological Studies, University od Vavu-
niya. In addition, from 2009 to 2021, I was employed by the Computer Unit, University
of Jaffna as an Instructor in Computer Technology.
I was graduated from the Department of Computer Science, Faculty of Science, University
of Jaffna with Second Class Lower Division in 2006. In 2013, I was complete my Master
of Science in Computer Science at the Postgraduate Institute of Science, University of
Peradeniya and in 2018, I was complete my Master of Philosophy in Computer Science
at the Faculty of Graduate Studies, University of Jaffna.
I think that the combination of my educational qualification and work experience will
help to the department of Information and Communication Technology, University of
Vavuniya meet their goals.
To fulfill my teaching methods course, I enrolled in Certificate in Teaching in Higher
Education (CTHE) at the Rajarata University Sri Lanka. I simply thought that I had
to finish this course because it was necessary for my conformation at the start of the
course. But as time went on, I came to see the value of this program and was encourage
to continue attending the courses. Then, with the help of the provided direction and
information I’ve learned from various sessions, I prefer to finish this portfolio.
This collection of work represents the range of my teaching experiences. It is structured
as a series of disclosures and papers meant to demonstrate both my continued growth as
a university teacher and how I implement my teaching philosophy. I have compared and
contrasted numerous modules in my portfolio, along with the reflective implications of
my teaching experiences and future objectives.
My personal and academic backgrounds, which convey a complete record of my profes-
sional experience in a variety of fields, are covered in the first section of the portfolio. The
second and third sections of the portfolio included an explanation of my learning theories,
my teaching techniques, and my duties as an academic teacher. The reflective aspects of
the core modules, such as module 02: personal development and counseling, module 03:
teaching and learning methods, module 04: assessment and evaluation, module 05: cur-
riculum design and revision, module 06: Information Communication Technology (ICT)
skills in higher education, and module 08: research in higher education were covered in
the fourth area of my portfolio. Finally, the portfolio has now been updated to include
conclusion and teaching honors.
vii
CONTENTS CONTENTS
viii
Chapter 1
Biography and an Updated Resume
1.1 Introduction
The first chapter focuses on milestones of my life. At the end of this chapter, the reader
will be able to understand how my educational qualification and professional experiences
was supported to make me a mature person and academic.
1.2 Personal details

Full Name: Veerapathirapillai Vinoharan
Name with initial: V. Vinoharan
Date of Birth: 20th of September 1981
Address: No. 148, Variaththanai,
Karaveddy West, Karaveddy,
Jaffna, Sri Lanka.
Civil Status: Married
Gender: Male
Nationality: Sri Lankan
NID: 812641255V
Current position: Lecturer (Unconfirmed) (Appendix 01)
Telephone: T: 0212263348
H: 0772487111
Email: v.vinoharan@vau.ac.lk
vvtvada@gmail.com
LinkedIn: www.linkedin.com/in/veerapathirapillaivinoharan
Google Scholar: scholar.google.com/citations?user=3PVChocAAAAJ&hl=en
Research Gate www.researchgate.net/profile/Veerapathirapillai-Vinoharan-2
1.3 Self – Introduction

I am, Veerapathirapillai Vinoharan, was born on the 20th of September 1981 at Point
Pedro which is located in Jaffna District. My father, Mr. V. Veerapathirapillai, was a
retired Divisional Secretariat (DS) and my mother named as Indra. V ]’ . was a housewife.
I have only one sister named as Vinothini. S in my family, she is working as birth, married,
and death registrar. I married with Ms Agalya. V, she is working as an Assistant Lecturer
in Research and Development at National Institute of Education (NIE), Maharagama,
Colombo. We have two daughters, my elder daughter was studying in grade three at Siva
Mankayar Kazakam, Colombo and my younger daughter is just 4 years old.
1
2 CHAPTER 1. BIOGRAPHY AND AN UPDATED RESUME
My first school was J/Puttalai Maha Vidyalam, Puttalai, Puloly where I studied from
grade one to Grade five. After my Grade five, I went J/Hartley College, Point Pedro to
study Grade six to Advance Level studies. Having passed the Advance Level Examination,
I entered the Faculty of Science, University of Jaffna for my higher studies in 2001.
I have achieved my goals successfully in both my career and personal life. I have completed
my basic degree in Computer Science at the Department of Computer Science, Faculty of
Science, University of Jaffna with Second Class Lower Division in 2006 and I completed my
Master of Science degree in Computer Science at the Postgraduate Institute of Science,
University of Peradeniya in 2013 and also, I have completed my Master of Philosophy
Degree in Computer Science at the Faculty of Graduate Studies, University of Jaffna in
2018. (Appendix 02)
After graduated I was working as an Instructor (On Contract) at the Computer Unit,
University of Jaffna, Sri Lanka from February 2007 to June 2008 and working as an
Assistant Lecturer (On Contract) at the Department of Computer Science, Faculty of
Science, University of Jaffna, Sri Lanka from August 2008 to March 2009. In the time
of Assistant Lecturer (On Contract) period I have an opportunity to wrote a selection
examination for an Instructor in Computer Technology at the University of Jaffna. Based
on this examination I was appointed as an Instructor in Computer Technology since
2009. After the appointment I worked as an Instructor in Computer Technology at the
Computer Unit, University of Jaffna, Sri Lanka from 2009 to 2021. (Appendix 03)
In the time I was working as an Instructor in Computer Technology, (i) I was appointed
as a Visiting Instructor in Information Technology to instruct the final year students in
Arts and Management & Commerce in Information Technology (2007 and 2009), (ii) I
appointed as a Lecturer in-charge in Computer Literacy subject for varies faculties from
the University of Jaffna, Sri Lanka, and (iii) I was appointed as a Visiting Lecturer at the
Department of Information Technology, which is under the Faculty of Arts, University of
Jaffna, Sri Lanka (Appendix 12). Moreover, I was appointed as a visiting academic for
the BSc degree programme in Computer Science at Jaffna Regional Centre of the Open
University of Sri Lanka from 2018 to 2020. (Appendix 13)
I am currently working as a Lecturer (Unconfirmed) in Information and Communication
Technology at the Department of Information and Communication Technology in the
Faculty of Technological Studies, University of Jaffna, Sri Lanka. (Appendix 01)
I’ve done a variety of research studies in the fields of image processing, machine learn-
ing, and computer vision, and the results have been shared with the appropriate parties
through national and international research journals, papers, theses, and posters (Re-
search publications - 04, Journal Article - 01, Posters - 03) (Appendix 04). Additionally,
I have two articles for books and one piece for a newspaper. (Appendix 07)
1.4. EXTRA-CURRICULAR ACTIVITIES AND AWARDS 3
I’m quite interested in the research sector, and I think I have the soft skills and subject
knowledge to succeed in it.
1.4 Extra-Curricular Activities and Awards

I was heavily involved in extracurricular activities while attending university. I have been
to several sporting events and received numerous awards. At the University of Jaffna, I
was able to win university “Colors awards” for “athletics” in 2003. I have been employed
by the university system ever since I graduated. In response to the request from the
Physical Education Unit, I was served as a Judge & Umpire for the Annual Inter-faculty
and Inter-faculty Freshers Track & Field Championship. (Appendix 05)
In addition to that, I am an organiser for a blood donation camp through our village
community centre and I am also an blood Donner. (Appendix 05)
1.5 Curriculum Vita - V. Vinoharan
Veerapathirapillai Vinoharan
H: 0772487111
B: v.vinoharan@vau.ac.lk
1.5.1 Carrier Objective

My professional goal is to become a professor of computer science and information and
communication technology who will facilitate learning to the students and the general
public while also doing research that will benefit people in Sri Lanka and throughout the
world.
1.5.2 Education
1. Master of Philosophy Degree in Computer Science at the Faculty of Graduate Studies,
University of Jaffna.
Effective Date: 19 December 2018
2. Master of Science Degree in Computer Science at the Postgraduate Institute of Science
(PGIS), University of Peradeniya.
Effective Date: 11 May 2013
3. Bachelor of Science (Special) Degree in Computer Science (Second Class Lower Divi-
sion) at the Department of Computer Science, Faculty of Science, University of Jaffna.
Effective Date: 11 October 2006. (Appendix 02)
4. G.C.E. (A/L) – 2000, Index No: 3138380

Physics C
Chemistry C
Combined Mathematics B
Common General Test 83
1.5.3 Professional & Work Experience

1. Currently working as a Lecturer (Unconfirmed), Department of Information and Com-
munication Technology, Faculty of Technological Studies, University of Vavuniya, Sri
Lanka.
Duration: From 01-12-2021 up to now. (Appendix 01)
2. Approximately nine months experience as an Instructor in Computer Technology,

Grade I at Computer Unit, University of Jaffna, Sri Lanka.
Duration: From 02-03-2021 up to 30-11-2021
3. Twelve years’ experience as an Instructor in Computer Technology, Grade II at Com-

puter Unit, University of Jaffna, Sri Lanka.
4. Approximately six-month experience as an Assistant Lecturer (On Contract) at De-

partment of Computer Science, Faculty of Science, University of Jaffna, Sri Lanka.
5. Approximately sixteen-month experience as an Instructor (On Contract) at Computer

Centre, University of Jaffna, Sri Lanka.
Duration: From 12-02-2007 up to 30-06-2008. (Appendix 03)
1.5.4 Certificate Courses

1. Training programme on “Certificate Course in Advanced Web Technology (Using Core
and Advance JAVA)” organised by CMC Ltd, New Delhi, India, 16th December 2013
to 07th February 2014.
2. Followed the two years course in ESL, English Language Teaching Centre, University
of Jaffna, Sri Lanka, 12 October 2006.
3. Certificate of Unit Credit Towards, Level 1 Certificate for IT Users, City & Guilds,
February 2005.
4. Certificate in Spoken English for Speakers of Other Languages, City & Guilds Pitman
Qualifications, 03 August 2004.
1.5. CURRICULUM VITA - V. VINOHARAN 5
5. Certificate in English for Speakers of Other Languages, City & Guilds Pitman Quali-
fications, 03 August 2004.
6. Certificate in Diploma in Computer Programming, Institute of Informatics Studies,

Jaffna, Sri Lanka, 05 February 2002. (Appendix 06)
1.5.5 Theses, Journals, Publications, and Posters

Journal
1. Vinoharan, V. and Ramanan, A.: “An Efficient Bag-of-Features Representation for
Object Classification”, in the Electronic Letters in Computer Vision and Image Anal-
ysis (ELCVIA), vol. 20, no. 2, pp. 51-68, 2021. (Appendix 04)
Publications
1. Vinoharan, V. and Ramanan, A.: “One-pass Keypoint Selection to Construct Code-
book for Patch-based Object Classification”, In the IEEE International Conference
on Information and Automation for Sustainability (ICIAfS), IEEE, pp. 237-242,
Colombo, 21-22 December, 2018.
2. Vinoharan, V. and Ramanan, A.: “Keypoints and Codewords Selection for Efficient
Bag-of-Features Representation”, In Proceedings of the IEEE International Conference
on Future of Information and Communication Conference (FICC), IEEE, pp. 378-390,
Singapore, 5-6 April, 2018.
3. Vinoharan, V. and Ramanan, A.: “Are Large Scale Training Images or Discriminative
Features Important for Codebook Construction?”, In Proceedings of the Fifth Interna-
tional Conference on Pattern Recognition Applications and Methods (ICPRAM2016),
SuTePress, pp. 193-198, Rome, Italy, 24-26 February, 2016.
4. Vinoharan, V., Ramanan, A. and Kodituwakku, S. R.: “A Wheel-based Side-view Car

Detection using Snake Algorithm”, In Proceedings of the Sixth IEEE International
Conference on Information and Automation for Sustainability (ICIAfS’12), IEEE, pp.
185-189, Beijing, China, 27-29 September, 2012. (Appendix 04)
Posters
1. Vinoharan, V. and Ramanan, A.: “On the Construction of Discriminative and Com-
pact Codebook for Patch-based Visual Object Classification”, In Sri Lanka Student
Workshop on Coputer Science (SLSWCS’19), Jaffna, Sri Lanka, 07 December 2019.
2. Vinoharan, V. and Ramanan, A.: “Constructing Discriminative and Compact Code-

book Using Statistical Measures”, In Sri Lanka Student Workshop on Coputer Science
(SLSWCS’17), Jaffna, Sri Lanka, 09 December 2017.
3. Vinoharan, V. and Ramanan, A.: “Sequentially Constructing Discriminative Code-

book with Classifier Training for Object Recognition”, In Sri Lanka Student Work-
shop on Computer Science (SLSWCS’15), Jaffna, Sri Lanka, 07 November 2015.

(Appendix 04)
Thesis
1. “Training Images vs Discriminative Features: On the Construction of Codebook to
Recognise Visual Objecys”, Faculty of Graduate Studies, University of Jaffna, Master
of Philosophy Thesis, 92pp, 19 December 2018.
2. “A Wheel-based Side-view Car Detection using Snake Algorithm”, Postgraduate In-

stitution of Science, University of Peradeniya, Master of Science Thesis, 36pp, June
2013.
3. “Automated Sri Lankan Number Plate Number Recognition System using Image Pro-
cessing”, Department of Computer Science, Faculty of Science, University of Jaffna,
51pp, February 2007.
1.5.6 Articles for Newspaper and Book

1. Njhopy;El;g Nghij (Technology Addiction), tyk;Gup jpdrup ehspjs;> gf;fk; 16>
28-06-2019.
2. ,yf;fKiw G+u;tPfk; (Digital Natives), gpuNahf tpQ;Qhdr; Rlu;> aho;g;ghz tpQ;Qhdr;

rq;fk;> Rlu; 11> ,jo; 1> gf;fk; 51-55, 2018.
3. ghJfhg;ghd fzdp (Computer) gad;ghl;bw;F. . .> E}w;whz;L tpoh kyu;> ah/Gw;wis

kfh tpj;jpahyak;> GNyhyp> gf;fk; 143-146, 2016. (Appendix 07)
1.5.7 Presentations
At International Conferences
1. “One-pass Keypoint Selection to Construct Codebook for Patch-based Object Classi-
fication”, at the IEEE International Conference on Information and Automation for
Sustainability (ICIAfS), Colombo, 21-22 December, 2018.
2. “Keypoints and Codewords Selection for Efficient Bag-of-Features Representation”,

at the IEEE International Conference on Future of Information and Communication
Conference (FICC), Singapore, 5-6 April, 2018.
3. “Are Large Scale Training Images or Discriminative Features Important for Code-
book Construction?”, at the Fifth International Conference on Pattern Recognition
Applications and Methods (ICPRAM2016), Rome, Italy, 24-26 February, 2016.
4. “A Wheel-based Side-view Car Detection using Snake Algorithm”, at the Sixth IEEE
International Conference on Information and Automation for Sustainability (ICIAfS’12),
Beijing, China, 27-29 September 2012. (Appendix 08)
At Workshops
1. “An Efficient Approach for Patch-based Visual Object Classification”, at the Sri Lanka
Student Workshop on Computer Science (SLSWCS’17), Jaffna, Sri Lanka, 09 Decem-
ber 2019.
2. “Constructing Discriminative and Compact Codebook Using Statistical Measures”,

at the Sri Lanka Student Workshop on Computer Science (SLSWCS’17), Jaffna, Sri
Lanka, 09 December 2017.
3. “Sequentially Constructing Discriminative Codebook with Classifier Training for Ob-

ject Recognition”, at the Sri Lanka Student Workshop on Computer Science (SLSWCS’15),
Jaffna, Sri Lanka, 07 November 2015. (Appendix 08)
1.5.8 Research Grant
Title: “Training images vs discriminative features on the construction of codebook

to recognize visual object”
Award: National Research Council (NRC) Sri Lanka
Grant No: NRC 15-128
Position: Co-investigator
Duration: February 2015 - February 2017 (Appendix 09)
1.5.9 Attend Conferences, Workshops & Training Programs

Conferences
1. IEEE International Conference on Information and Automation for Sustainability
(ICIAfS), Colombo, 21-22 December, 2018.
2. Fourth Jaffna University International Research Conference (JUICe-2018), 27-28 Septem-

ber 2018, University of Jaffna, Sri Lanka.
3. First Vingnanam International Research Conference 2018 (VIRC2018), 04th July 2018,
University of Jaffna, Sri Lanka.
4. IEEE International Conference on Future of Information and Communication Confer-

ence (FICC), Singapore, 5-6 April, 2018.
5. Fifth International Conference on Pattern Recognition Applications and Methods

(ICP- RAM2016), Rome, Italy, 24-26 February 2016.
6. SEARCC2013 International Conference in Partnership with National IT Conference

(NI- TC), 13-14 August 2013, Galadari Hotel, Colombo, Sri Lanka.
7. Sixth IEEE International Conference on Information and Automation for Sustainabil-

ity (ICIAfS’12), 27-29 September 2012, Beijing, China.
8. Jaffna University International Research Conference (JUICe-2012), 20-21 July 2012,

University of Jaffna, Sri Lanka.
9. First International Conference on Advances in ICT for Emerging Regions (ICTer-
2010), September 29 and October 01, 2010, Colombo, Sri Lanka.
10. Conference on Free and Open Source Software, 02nd February 2010, University of
Jaffna, Sri Lanka. (Appendix 10)
Workshops
1. Workshop on Employee Orientation Training, 15th Dec 2021, University of Vavuniya,
Sri Lanka.
2. Sixth Sri Lankan Student workshop on Computer Science (SL-SWCS’21), 04th Dec
2021, University of Jaffna, Sri Lanka.
3. Workshop on “In co-operating Souo-emotional skill in to the Curriculum”, Faculty of
Science, 29 June 2020.
4. Fifth Sri Lankan Student workshop on Computer Science (SL-SWCS’19), 07th Dec
5. Workshop on “Statistics for Research”, 24-25 November 2018.
6. Fourth Sri Lankan Student workshop on Computer Science (SL-SWCS’17), 07th Dec
7. Third Sri Lankan Student workshop on Computer Science (SL-SWCS’15), 07th Nov
8. Workshop on “In co-operating ICT components in the Curricula”, 17-18 November
2014.
9. Workshop on Microsoft IT Academy in University of Visual and Performing Arts on
29th and 30th September 2014
10. Workshop on LMS and open education resource in University of Moratuwa on 30th
July 2014.
11. Workshop on “Effective Teaching of ICT” at University of Jaffna, 23 January 2013
and 07 February 2013.
12. Sri Lankan Student workshop on Computer Science (SL-SWCS’11), 08th December
13. Capacity building workshop on “Taking ICT to the Community”, 23-24 June 2011.
14. 2010 ICIAfS Post Conference Workshop on ICT for Sustainability, 21-22 December,
15. Workshop on planning the new Higher Education project meeting with English and
IT Teaching staffs of universities. 13th May 2009. (Appendix 10)(Appendix 17)
1.5.10 Administration Roles

Coordinator
Activity Coordinator for Enhancing IT Skills of the Arts students (IDAS) program under
the Quality and Innovation Grant of the HETC project with effect from 1 May 2014 to
30 December 2015. (Appendix 11)
Chairman
Chairman of the Faculty Web committee for Faculty of Technological Studies with effective
from 09 June 2022 up to now.
Secretary
Secretary of the Jaffna Science Association (JSA), Section B, 2015/2016.
Treasurer
1. Treasurer of the Vavuniya Campus Teachers Association (VCTA), 2022/2023.
2. Treasurer of the Science Teachers Common Room (STCR), 2020/2021
Editor
Chief-editor to the First Research Conference on Advances in Information and Communi-
cation Technology under the Department of Information and Communication Technology,
Faculty of Technological Studies, University of Vavuniya, 2022. (Appendix 19)
Member
1. Members to the Committee for Medical Certificate & Mercy Chance effective from 23
August 2022 up to now.
2. Deputy Proctor for the Faculty of Technological Studies with effective from 09 June
2022 up to now.
3. Member of the Senate for the Faculty of Technological Studies with effective from 15
March 2022 up to 15 August 2024.
4. Member of the Editorial Committee for the Documentation of Annual Report of the
University of Vavuniya.
5. Member of the Faculty Research Committee for Faculty of Technological Studies with
effective from 01 December 2021 up to 10 March 2023.
6. Member of the Editorial Committee for Faculty Newsletter and Students Handbook
of the Faculty of Technological Studies with effective from 08 December 2021 for one
year.
7. Member of the Faculty Anti - Ragging Committee for Faculty of Technological Studies
with effective from 01 December 2021 to 26 August 2022.
8. Member of the Faculty Building Committee for Faculty of Technological Studies with
effective from 08 December 2021 for one year.
9. Member of the Technical Evaluation Committee (TEC) for IDAS for procuring project
electric and electronic equipment with effective from 30 May 2014.
10. Member of the Technical Evaluation Committee (TEC) for IDAS project for procuring
Software with effective from 30 May 2014.
11. Member of the Technical Evaluation Committee (TEC) for IDAS project resource
person for workshop on IT with effective from 30 May 2014. (Appendix 11)
1.5.11 Teaching
Undergraduate Teaching
1. TICT3253: Digital Image Processing (DIP), for the students in Department of Infor-
mation and Communication Technology, Technological Studies, University of Vavu-
niya, 2020/2021.
2. TICT1224: Object Oriented Programming (OOP), for the students in Department

of Information and Communication Technology, Technological Studies, University of
Vavuniya, 2020/2021.
3. ACLA12010: Computer Literacy, for the students in the Faculty of Arts, University
of Jaffna, 2009 – 2020.
4. AHSBCL1120: Basic Computer Literacy, for the students in the Faculty of Allied
Health Sciences, University of Jaffna, 2009 – 2020.
5. ALCLA11022: Computer Literacy, for the students in the Department of Law, Uni-
versity of Jaffna, 2009 – 2020.
6. BBAD1152: Introduction to Information Technology, for the students in the Faculty

of Management Studies and Commerce, University of Jaffna, 2009 – 2020.
7. Information Technology Co Module for Medical Course, for the students in the Faculty
of Medicine, University of Jaffna, 2009 – 2020.
8. Information Technology, for the students in the Unit of Siddha Medicine, University
of Jaffna, 2009 – 2020.
9. COM105GA2, COM106GA2: Computer Literacy, for the students in the Faculty of

Science, University of Jaffna, 2009 – 2018. (Appendix 12) (Appendix 14)
Inter-faculty Teaching
1. Visiting Instructor in the Faculty of Arts, University of Jaffna, 2015 – 2018:
I AITC12033 - Practical II (Python)

I AITC22023 - Practical IV (vb.net)
2. Visiting Lecturer in the Faculty of Arts, University of Jaffna, 2019 – 2020:
I AITC32022 - ICT Project Management (Appendix 12)
Teaching to other HEIs

Visiting Lecturer in the Open University of Sri Lanka, Jaffna Resource Centre, Sri Lanka,
2018 – 2020.
I CSU3200 - Introduction to computer programming
I CSU3301 - Database design and implementation
I CSU3302 - Data Structures and Algorithms (Appendix 13)
1.5.12 Other Activities

Visiting IT instructors for the pass out students On IRQUE (Improving Relevance and
Quality of Undergraduate Education), University of Jaffna, Srilanka, From September
2007 to February 2008 and From February 2009 to August 2009. (Appendix 12)
1.5.13 Extra-Curricular Activities

1. Served as a Judge & Umpire for the Annual Inter-faculty and Inter-faculty Freshers
Track & Field Championship from 2009 up to now.
2. An organiser for a blood donation camp through our village community centre and
also a blood Donner from 2009 up to now.
3. Member of the Science Faculty Student Union, University of Jaffna, 2005.
4. Member of the Computer Society (ComSoc), University of Jaffna, 2004.
5. Member of the University Athletic team, University of Jaffna, 2003 and 2004.
6. Won 1st place in 200m in the inter Faculty Athletic Meet, University of Jaffna, 2004.
7. Member of the Science Faculty relay team which won 1st place in 4×400m relay in the
Inter Faculty Track and Field meet 2004.
8. Half Colours in Athletic, University of Jaffna, 2003.
9. Member of the Science Faculty relay team which won 2nd place in 4×100m relay and
4×400m relay in the Inter Faculty Track and Field meet 2003. (Appendix 05)
1.5.14 Personal Information
Name in Full: Veerapathirapillai Vinoharan

Name with Initials: V. Vinoharan
Mailing Address: No 146, Variaththanai, Karaveddy West, Karaveddy, Jaffna.
Date of Birth: 20th September 1981
Sex: Male
Civil Status: Married
NIC No: 812641255 V
Religion: Hindu
1.5.15 Non-related Referees
Dr. A. Ramanan Mr. V. Senthooran

Senior Lecturer, Head,
Department of Computer Science, Department of ICT,
Faculty of Science, Faculty of Technological Studies,
University of Jaffna, University of Vavuniya,
Sri Lanka. Sri Lanka.
T: 0212218194 T: 0242222439
H: 0776701155 H: 0772101863
B: a.ramanan@jfn.ac.lk B: vijaysenthoor@gmail.com
I hereby certify that the above particulars are true and correct, according to the best of
my knowledge.
…………… ……………………..
Date Signature
1.6 Summary
The first chapter details summarize the different periods of my life as well as my accom-
plishments. I have described how I completed both school and university levels at the
beginning of the chapter. The chapter also describes my extracurricular activities and
career achievements.
Chapter 2
Teaching Philosophy Statement
My professional goal is to become a computer science professor who will impart knowl-
edge to the students and the public at large. I also want to conduct research that will
benefit to the people in Sri Lanka and throughout the world. I really feel that I have a
significant obligation to use my intellectual abilities to advance the nation’s technological
advancement. I’m confident that I can complete the assignment at a high level.
I would have to do the research and be persuaded to use the results to address the issue
the nation is now facing. As a lecturer at a university, I firmly think that our students
are incredibly clever, brilliant, and talented because they have passed extremely difficult
exams and been admitted to government universities. Additionally, I want to thank the
parents of university students who have committed to send their children to university.
I think teachers are uniquely suited to change people’s lives for the better. University
students are held accountable for using up public resources and state cash during the
teaching-learning process. In order to contribute to the country’s economic growth, they
must use the resources to the fullest extent possible for the process of human develop-
ment. Even Nevertheless, Sri Lanka is a developing nation that has adopted social welfare
programs including free health care and education as well as many other concessions to
preserve the general public’s wellness.
I completely support and appreciate the student-centered education system, which must
be applied throughout the nation’s primary, secondary, and tertiary educational systems,
including universities. In order to meet the needs of the job market, we must instantly
transform our traditional teacher-centered educational approach to student-centered ed-
ucational approach. At this point, outcome-based education (OBE) is the best strategy
for advancing the nation’s technological advancement.
I frequently advise my students to “think out of the box,” and they need to be given
the actual solution to the country’s major challenges. To prepare students with good
competences (knowledge, skills, and attitudes), wisdom, mental stamina, soft skills, and
optimistic attitudes is the teacher’s primary role and obligation. The true teacher, in
my opinion, should encourage students to develop a positive outlook, increase their self-
confidence, and become intelligent individuals with a sufficient amount of soft skills, such
as teamwork, problem-solving, communication, time management, leadership abilities,
etc.
Teaching, in my opinion, is a noble profession rather than a job. As the teacher is the
architect of another life, it necessitates several sacrifices. The teacher-student connection
and the teacher’s teaching activities have a significant impact on how well students are
13
14 CHAPTER 2. TEACHING PHILOSOPHY STATEMENT
prepared and how their future is shaped. I do, however, take the time to hear their
justifications and strive toward each of their specific objectives. I make it a point to be
accessible for extra help or informal talks on themes of the interested students, and I
promote group work (GW). Additionally, broadening the range of subjects I teach and
utilizing cutting-edge technology to their full potential to spread information will always
be my top priorities.
The teacher is the architect of the thoughtful, sensitive, and skilled workforce that sets
the course of a nation’s growth. I firmly think that in order to accomplish the economic
growth of the nation via education, policymaking, research, and information sharing, a
good teacher has to be inspired and must be provided the proper direction and invaluable
guidance to all sectors. I always intend for these objectives to be successful. I believe that
all Sri Lankan institutions should update their undergraduate degree programs to reflect
the needs of the 21st century workforce. Currently, the majority of universities in the
nation that provide degrees in information technology, information and communication
technology, computer science, and computer engineering are characterized by a dearth of
practical application, application-oriented thinking, and alternate views. This will affect
society as a whole in addition to failing students with backgrounds in computer science and
information technology in the employment market. I agreed with the students-centered
learning (SCL) and outcome-based education (OBE) models.
As a university lecturers, I believe it is our responsibility to prepare our students with
the skills of critical thinking, effective decision-making, quantitative reasoning, problem-
solving, specialized knowledge and application, leadership and communication, lifelong
learning, interdisciplinary knowledge, and global awareness.
2.1 Reason for Chooses the Academic Field

Being a professor of computer science, which may influence knowledge for students and
the general public, is my career ambition and ultimate goal. I have the necessary academic
credentials and research experience to take an academic post. I was chosen as a Lecturer
(Unconfirmed) in Information and Communication Technology following the competitive
interview.
I was able to deliver courses in an engaging manner and complete a variety of research
and publishing projects, which aided in my selection as a lecturer. I realized that, as a
lecturer, my obligations to society would be larger and subject to more accountability. I
must work extremely hard to contribute to the nation’s ICT growth through my teaching,
research, and sharing of knowledge.
More than that, there are many compelling reasons to choose a career in academia.
I Teaching: Since they like to providing instructions to the students (i.e., teach), many
PhDs decide to work as an academia. Few other occupations also provide the same
2.1. REASON FOR CHOOSES THE ACADEMIC FIELD 15
chances to make such a lasting influence on students’ lives.

I Mentoring Students: Another aspect of academic life that many professors find to be
quite satisfying is mentoring students. They take delight in assisting their students
towards their improving professional careers.
I Follow Your Interests: Working in academia gives you the flexibility to decide what
you want to study and to direct a team to do so. Additionally, you are in charge of
securing the funds for your project (however, on the other side, it is your obligation
to do so).
I Time Freedom: Academics have complete discretion over their time management.
Professors and researchers are free to choose which projects they work on each day
and when, aside from their responsibilities as teachers. Academics may spend their
time when they choose and on the initiatives where they can contribute the most
because they are not restricted to the standard nine to five workday.
I Autonomy: Academic occupations have far less monitoring than jobs in business or
industry. You only have a boss in an administrative sense if you’re an academic. You
don’t submit reports to anybody in your daily life. You are the boss of yourself.
I Collaboration Opportunities: The university environment promotes cross-disciplinary
thinking and research and makes it easy to approach and collaborate with experts on
just about any topic.
I Stability: The level of employment stability that permanent academics have is unusual
in the business sector. Academics with tenure benefit from financial security as well as
freedom to take calculated risks while pursuing novel research directions or long-term
initiatives.
I Have a Long-Term Impact: In academia, there is less pressure to meet short-term
deadlines, which frees you up to tackle problems from a long-term perspective. Instead
of concentrating on the answer that will work for now, you may identify the greatest
one. This indicates that larger issues with potential for long-term effects on the field
are often tackled by academics.
I Travel: Academic travel opportunities are available, beginning with graduate students.
A few times every year, academics typically go to national or international conferences.
In some fields, you can have the opportunity to conduct fieldwork or research abroad
for a considerable amount of time.
Now I am feeling glad about my career, as my satisfaction from teaching is enormous. I
always attempted to maintain a good relationship with my students which can be used
positively for the teaching and learning process.
16 CHAPTER 2. TEACHING PHILOSOPHY STATEMENT
Chapter 3
Teaching Responsibilities and Strategies
In this chapter, I have talked about my teaching obligations and supported them with
examples from my lesson plans. This chapter also discussed the roles of a university
lecturer, academic staff members’ primary tasks, and administrators’, coordinators’, and
welfare workers’ roles.
3.1 Role as a University Teacher

When I first started my profession as an Instructor in Computer Technology (on con-
tract) at the Computer Centre, University of Jaffna, I thought it was only giving the
instructions to the students in practical classes. After that I got an opportunity to serve
as an Assistant Lecturer (on contract) at the Department of Computer Science, Faculty
of Science, University of Jaffna. In the time of Assistant Lecturer, I realized that the
lecturers’ duties and responsibilities are wider than I thought. After that I started my
carrier as a permanent member in to the university system as an Instructor in Computer
Technology at the Computer Centre, University of Jaffna. In this period also I spent most
of my time to preparing for lectures, presentations, notes, etc. But with time I gradually
increased the time allocated for other work such as researching, counseling, and admin-
istrator. When I got the appointment as a Lecturer in the Department of Information
and Communication Technology, Faculty of Technological Studies University of Vavuniya
I have to perform more activities than the regular lecturing i.e., research, counseling, so-
cial contribution activities, part of the policy making committees, and contribute to the
university. Table 3.1 explains the comparison of my time allocation for various activities
to be performed as an academic profession.
I hope that my major duty is to motivate the students to put in a lot of effort to achieve
their goals and concentrate on getting better. I see some room for development. I have
to hear about the issues that the students deal with on a daily basis.
I really thought that I had to make a contribution to expanding our students’ wisdom and
understanding. We need to inspire them to reach their academic and personal objectives.
As a university teacher, I have contributed to the preparation of curriculum, syllabuses,
teaching (doing the classes), paper setting, paper marking, exam duties, assessment (con-
tinuous and final assessments), notes, power point presentations, second marking, and
paper moderation, among other things.
17
18 CHAPTER 3. TEACHING RESPONSIBILITIES AND STRATEGIES
Table 3.1: Competitive analysis of My Academic Roles as an Assistant Lecturer in 2009

and Senior Lecturer in 2021. (Time allocation for activities)
S.N Activities (responsibilities) As an instructor - As Lecturer in

2009 to 2021 Time 2022 Time
allocation as % allocation as %
01 Teaching (preparation and 80 50

teaching and assessment)
02 Research and publication 20 20
03 Administration 0 10
04 Counseling, advising, etc. 0 10
05 Contribution for syllabus revision, 0 10

policy making, and others
3.2 Main Duties and Responsibilities of Academic Staff

I To teach at undergraduate and graduate level in areas allocated by the Head of De-
partment and reviewed from time to time by the Head of Department.
I To carry out research and produce publications, or other research outputs, in line with
personal objectives agreed in the staff review process.
I To supervise or assist with supervision of undergraduate students.
I To contribute to the development, planning, and implementation of a high-quality

curriculum.
I To assist in the development of learning materials, preparing schemes of work, and

maintaining records to monitor student progress, achievement and attendance.
I To participate in departmental and faculty meetings, seminars aimed at sharing re-

search outcomes and building interdisciplinary collaboration within and outside the
department.
I Paper marking of exams and other assessments.
I To participate in the administration activities
I To maintain own continuing professional development (CPD).
After accepting my current position as a Lecturer (Unconfirmed) from 01st of December

2021, I have taken the responsibility and given my full of contribution to 07 - subjects
including group research and industrial training supervision.
3.2. MAIN DUTIES AND RESPONSIBILITIES OF ACADEMIC STAFF 19
Table 3.2 explain the subjects I have taught, assignment and end of course paper setting,
assessment and end of course paper marking, research project evaluation, and industrial
training evaluation for each semester.
Table 3.2: Teaching Responsibilities - Teaching, Guiding, Paper setting, Paper marking,
Assignments, and supervising by V. Vinoharan from 01st December 2022 - 30th September
2021. (Appendix 14)
Completed subjects by me No of Credits What I have done and

as Lecturer (Unconfirmed) Students currently doing
◦ Prepare lecture materials

TICT 1224 Object 182 4 (Handouts, Tutorials)
Oriented Programming ◦ Teaching (Theory, practical)
◦ Continues Assessment
TICT 3253 Digital Image 112 3 ◦ Paper setting
Processing ◦ First Marking
◦ Prepare Final Marks
TICT 4143 Intelligent 68 3

System
TICT 2232 Object 107 2

◦ First Marking
Oriented Analysis & Design
◦ Prepare Final Marks
TICT 3213 Advance 68 3

Database Management
System
TICT 4116 Group 10 6 ◦ Guidance is given for

Research Project research
◦ Lectures – discussion
◦ VIVA Examination
◦ Research Project Marking
TICT 4126 Industrial 68 6 Evaluation

Training
20 CHAPTER 3. TEACHING RESPONSIBILITIES AND STRATEGIES
3.3 Role as an Administrators

As academic staff members, we have to play big roles as an administrator and coordi-
nator. Therefore, we have to manage scarce resources to fulfill the unlimited wants of
stakeholders. As an administrator, I have contributed to the following activities.
I Attend the department meetings as a “staff member of the department”.
I Attend the result board meeting as a “faculty member” of the faculty.
I Attend the faculty board meetings as a “faculty board member”.
I Attend the senate meetings as a “faculty member” of the faculty.
3.3.1 Administrative roles

1. Chairman of the Faculty Web committee for Faculty of Technological Studies with
effective from 09 June 2022.
2. Treasurer of the Vavuniya Campus Teachers Association (VCTA), 2022/2023.
3. Deputy Proctor for the Faculty of Technological Studies with effective from 09 June
2022.
4. Member of the Senate for the Faculty of Technological Studies with effective from 15
March 2022 up to 15 August 2024.
5. Member of the Editorial Committee for the Documentation of Annual Report of the
University of Vavuniya with effective from 15 August 2022.
6. Member of the Faculty Research Committee for Faculty of Technological Studies with
effective from 01 December 2021 up to 10 March 2023.
7. Member of the Editorial Committee for Faculty Newsletter and Students Handbook
of the Faculty of Technological Studies with effective from 08 December 2021 for one
year.
8. Member of the Faculty Anti - Ragging Committee for Faculty of Technological Studies
with effective from 01 December 2021 to 26 August 2022.
9. Member of the Faculty Building Committee for Faculty of Technological Studies with
effective from 08 December 2021 for one year. (Appendix 11)
Chapter 4
Reflective Sections on the Core Module
In this chapter, I have discussed my reflective practice related to each module.
1. Module 02 - Personal Development and Counseling,
2. Module 03 - Teaching and Learning Methods,
3. Module 04 - Assessment and Evaluation,
4. Module 05 - Curriculum Design and Revision,
5. Module 06 - ICT skills in Higher Education, and
6. Module 08 - Research in Higher Education
4.1 Module 02 - Personal Development and Counseling

In this module, we have learned the following sub-topics at the CTHE Programme.
I Continuous Professional Development
I Time and Stress Management
I Soft Skills and Emotional Intelligence
I SWOT Analysis
I Academic Counseling
4.1.1 Continuous Professional Development

Continuous Professional Development (CPD) is a lifetime process that helps profession-
als acquire and retain the information, skills, values, ethics, and attitudes necessary to
survive in today’s changing and challenging work atmosphere. CPD provides a forum for
professionals to organize themselves with the current and upcoming abilities necessary
to carry out their tasks successfully and correctly. Through more sophisticated learning
activities for professional growth and advancement, CPD is also a technique to assure
personal career development.
The CPD provides the pathway for advancement in my career and possibly even a tran-
sition to a new and exciting position. CPD is most effective with a clear idea of what we
hope to achieve. I have attended and presenting many numbers of local and international
conferences and workshops which directly contributed to improving my skills up to this
level. I came to the realization that, I must continue to develop my abilities after complet-
ing this CTHE. I thus intend to take part in more national and international conferences
and workshops pertaining to the development of carriers.
21
22 CHAPTER 4. REFLECTIVE SECTIONS ON THE CORE MODULE
As evidence, I have given an appendix for participating national and international confer-
ence and workshops which is used for my professional development program. (Appendix
08)(Appendix 10)
4.1.2 Time and Stress Management

Finding the time for all you want and need to complete is possible with the help of
time management. It assists in determining what has to be done immediately and what
can wait. It might be challenging to learn how to organize your time, obligations, and
activities. But by doing so, you may live a simpler, less stressful, and more fulfilling
existence. Prioritizing tasks and activities, preventing procrastination, and managing
obligations are the three components of time management.
I Prioritize tasks: Make a list of all the things you have to do today or this week. Then
assign a priority or urgency level to each of these tasks.
I Control procrastination: The more stressful or unpleasant task, the more likely you
are to put it off. This only increases your stress. You may want to try these tips for
controlling procrastination.
I Manage your commitments: Both too many and too few commitments can lead to
stress.
If you want to manage a demanding task
without becoming overly stressed, effective
time management is crucial. When you have
too much work to complete, time manage-
ment gives you direction and helps you to
decrease long-term stress. It helps you be-
come more productive and gives you control
over where you are headed.
By managing your time well, you should find that you love your present work better and
can make the most of your free time to relax and enjoy life. Stress is often caused by a
lack of time management skills.
We have all likely had the notion that there is an excessive much to accomplish and not
enough time. We may start to experience anxiety and worry and get distracted. It’s
crucial to remember that you can have this emotion even if there isn’t much to do.
4.1.3 Emotional Intelligence and Soft Skills

Being aware of your thoughts, feelings, and how they impact people around you is what
is meant by emotional intelligence. Additionally, it implies that you respect other people,
pay attention to their needs and goals, and are able to relate to them on a variety of
levels.
The worldwide bestselling book “Emotional Intelligence” was written by American psy-
4.1. MODULE 02 - PERSONAL DEVELOPMENT AND COUNSELING 23
chologist Daniel Goleman, who also constructed a framework of five components that
characterize emotional intelligence:
1. Self-Awareness – People who have high emotional levels are frequently extremely aware
of themselves. They are aware of their emotions, and as a result, they don’t allow them
to control them. They are self-assured because they rely on their intuition and restrain
their emotions. They are also prepared to look honestly in the mirror. They are aware
of their talents and weaknesses and try to improve in these areas.
2. Self-regulation – This is the capacity to restrain one’s impulses and emotions. Self-
regulators often avoid making rash, imprudent judgments and allowing themselves to
get overly angry or jealous. They deliberate before acting. Self-regulation is char-
acterized by deliberation, comfort with change, honesty, and the capacity to refuse
requests.
3. Motivation – Motivated individuals tend to have strong emotional intelligence. They
are prepared to postpone short-term gains in favor of long-term gains. They are
incredibly industrious, like a challenge, and excel at all they do.
4. Empathy – Empathy is the capacity to relate to and comprehend the needs, wants, and
perspectives of others around you. People who have empathy are adept at understand-
ing others’ sentiments, even when those feelings may not be immediately apparent.
As a result, empathic individuals are typically very good at managing relationships,
listening to others, and connecting with them. They avoid making hasty judgments
and stereotypes and lead extremely transparent, open lifestyles.
5. Social Skills – Another indication of strong emotional intelligence is that persons with
good social skills are typically easy to get along with and like. People with good
social skills tend to be good team players. They assist others in growing and achiev-
ing achievement as opposed to putting their own prosperity first. They are experts
at establishing and sustaining connections, are outstanding communicators, and can
handle conflicts.
It is simple to see the value of emotional intelligence abilities for success on both a personal
and professional level. These are the kinds of talents that strong leaders exhibit, so
enhancing your emotional intelligence may be crucial to creating an image that not only
conveys your leadership qualities but also lasts.
The term “emotional intelligence” or “emotional quo-
tient (EQ)” refers to these fundamental building com-
ponents. EQ is the capacity to recognize, justify, com-
prehend, and express human emotions in constructive
and healthy ways. Lacking these building blocks, a
learner’s capacity to comprehend and apply soft skills
is severely constrained.
Other “soft skills” than emotional intelligence might help you stand out from the compe-
tition and improve your chances of obtaining employment.
1. Communications Skills: Probably more than any other skill, excellent communication
in writing, speaking, and listening is essential in the job.
2. Analytical/Research Skills: This relates to the capacity to evaluate a problem, look

for other points of view, obtain further information as needed, and identify important
concerns that need to be handled. Be prepared to describe how you are able to achieve
this in a tale.
3. Computer/Technical Literacy: Specifically identify the software applications with

which you are competent.
4. Flexibility/Adaptability/Managing Multiple Priorities: Being able to “go with the

flow” and having effective time management are essential. Tell your potential employer
how you handle various tasks and set priorities.
5. Planning/Organizing: The ability to develop, plan, organize, and carry out projects
and activities within the allocated period and budget is highly vital, which is why
project management training is a resume booster.
6. Teamwork: Working effectively with others is crucial for many careers since they often
require participation in at least one group setting.
Soft skills and emotional intelligence should be developed, practiced, and applied. Put
these in the “Strengths” section of your resume. Additionally, how well you demonstrate
these abilities when you meet the institution’s leader will determine whether you get the
job or the promotion.
4.1.4 SWOT Analysis

We all have strengths. A SWOT (strengths, weaknesses, opportunities, and threats)
analysis enables you to recognize your advantages and maximize them by matching them
with potential possibilities. Everybody has flaws. You may prevent the possible hazards
that result from those flaws by recognizing and mitigating those weaknesses. Figure 4.1
shows the sample SWOT diagram. Based on that, we’ll walk you through creating your
own SWOT diagram to make the processes clear, visible, and actionable.
Anytime is an excellent moment since it is a self-evaluation. However, there are a few
particular circumstances where it can actually help you.
1. When going to an interview, you may concentrate on and talk more about your
strengths. Additionally, it will assist with curriculum vitae (CV) preparation. You
may also change the CV to fit the job criteria if you have a very good concept of them
in advance. Keep in mind that it takes very less time for recruiters who determine
whether or not you fit in.
Figure 4.1: Sample SWOT diagram
2. When applying for a promotion, Comparing yourself to other applicants assists in self-
evaluation. You’ll have a clear understanding of your advantages over competitors,
allowing you to concentrate on certain advantages rather than your overall advantages.
3. Before a career switch, it helps you determine if your talents are well matched for your
present employment or whether the prospects in your future career.
4.1.5 Academic Counseling

Almost all colleges and universities offer academic counseling, which is a crucial compo-
nent of student life at many institutions. Academic counseling is the practice of giving
advice to students on various problems they could encounter while pursuing their edu-
cation. Advice on what courses to take, post-graduation employment options, tutoring,
financial aid, and personal counseling are a few examples of these concerns.
Academic counseling can be provided in a group setting or one-on-one. As an illustra-
tion, consider teaching a whole class in preparation for an exam or providing one-on-one
guidance to a student on a subject they are struggling with. While individual counseling
may focus more on preparing the individual for an interview with a particular employer,
general counseling might be offered to a group to advise them on numerous sectors they
can pursue after graduation. Many universities have had great success with academic
counseling. It has improved student happiness and increased graduate employment rates
overall.
Universities are also able to keep students who may have otherwise left because they were
frustrated with managing the challenges of university life. Regardless if someone is just
entering university or getting ready to graduate, academic counseling is something that
can be used as a support system for students needing assistance. Academic counseling
may be utilized as a support system for students who need help, regardless of whether
they are just entering university or getting ready to graduate.
University students and academic counselors collaborate closely to help students reach
their academic and professional objectives. Many students want assistance in formulating
these objectives, therefore an academic counselor’s role would be to provide them the
knowledge they require to lead them in the right direction. An academic counselor will
have the chance to put students at ease while providing them with the support they need
in making this crucial life decision because selecting a major is a famously difficult process
for many students.
Academic counselors are supposed to help students select the courses they need to take
to meet their graduation requirements in addition to offering career guidance. To make
sure their students are moving in the correct direction toward their objectives and to help
them with any obstacles they may encounter along the way to a degree, they will also
monitor their progress. The final step is for an academic counselor to assist students in
building the intellectual and social skills necessary for them to graduate from college and
start their chosen careers.
University counselors are crucial for the success of university students since they assist
students through their academic programs and give guidance on future university or career
choices. Without the assistance of an academic advisor, the student would need to do
their own research to determine how their field of study might be applied to a job and
what qualifications are necessary to enter that career. It’s possible that the learner doesn’t
know the context of this knowledge or where to start looking. An academic counselor will
be able to give students guidance since they have the experience and expertise in the
subject. Students at universities who are starting their careers will require a mentor.
A student would benefit greatly from the expertise of an academic counselor who is
knowledgeable with state or federal laws governing certification and licensure requirements
for their particular field. Academic counselors with experience in their profession may
provide students with insider knowledge about the work; the kind of practical knowledge
required to do the job well, which you probably won’t discover in a textbook. They
may be able to help with job placement or internships thanks to their connections in the
industry. In order to support students in areas relevant to their performance, it is crucial
that they have a trustworthy professional connection with an academic counselor.
Academic counselors can serve as a point of contact for students and instructors to set-
tle conflicts that can have an effect on the student’s academic achievement. They can
offer students who are having personal problems a sympathetic ear and make the proper
recommendations for therapy.
4.1.6 My Reflective Cycle for Personal Development and Counseling

Table 4.1 shows my reflective cycle for personal development and counseling.
Table 4.1: My reflective cycle for personal development and counseling
Reflective cycle Activities
My previous ◦ I have never thought about emotional intelligence and soft

practice skills
◦ I have never thought about SWOT analysis of my own work
◦ Never realised the importance of time and stress management
Shortcomings I ◦ I couldn’t interact the students in a harm way

was realized in ◦ I couldn’t finish my tasks on time
my previous
practices ◦ I had load of works
◦ I couldn’t manage time and stress from work
What more do I ◦ We can use self-organisation to improve our work pace

have to learn ◦ Time and stress management is very crucial for our life
◦ SWOT analysis can help me to understand myself
◦ Counseling is a good approach to solve problems
◦ I should say “No” when it is necessary
Result and ◦ Well action plans

evidence for new ◦ I have less stress which is manageable. I manage from the
methods strategies I learnt from CTHE programme
◦ I could keep track of time in all my plans· I’m a student
counsellor. (I got the confident to become one after learning
many things from CTHE programme)
4.1.7 Current Practices on Personal Development and Counseling

The CTHE programme has literally taught me how to be a good academic and how
I can develop my career. Owing to the CTHE programme, I have started to practice
self-organisation in my work. I have started to maintain a time table for myself. I am
organising my desk before leaving work every day. My documents are well organised. I
have separate files to classify the documents. I am using my google calendar to maintain
my “To-do-list”. Whenever a meeting, classes or any work is assigned to me with a

deadline, I feed that into my google calendar. It keeps reminding me of the tasks I need
to finish every day. This helps to manage my time. I divide the tasks and schedule them
according to the need and I cross check at the end of every day to ensure that I have
completed today’s tasks. By organising and managing time, it helped me to reduce my
stress levels. I try to keep my working environment pleasant. I will give myself a break if
I feel tired. I spend some time on entertainment to keep myself relaxed.
4.2 Module 03 - Teaching and Learning Methods

At the CTHE Program, we have learnt the following subtopics under this module:
I How to develop teaching and learning session
I Student centred learning
I Team based learning
I Lesson planning
This section of my portfolio, which gives careful consideration to the above mentioned
subtopics, concentrates on teaching and learning methodologies and their application.
Additionally, this part reviews several teaching strategies and how they apply to my
academic career.
4.2.1 Teaching
The act of transferring knowledge and abilities from a teacher to a student is referred
to as teaching. It includes all teaching or educating-related activities. It is an action
or event that shapes a person’s intellect, character, or physical capabilities. There are
several theories of instruction and learning, most of which fall into the formal, descriptive,
and normative categories.
4.2.2 Methods of Teaching

As excellent academics, we must employ a variety of teaching strategies that will provide
the desired results. A teaching strategy should be chosen after doing an examination of
the training’s target audience (also known as the target population) and goals. A skilled
teacher should be aware of the many teaching techniques and know which ones to employ
given the circumstances. From one lecture to the next and from one teacher to the next,
teaching styles might vary. The teaching approach depends on a number of variables, such
as the subject’s nature, the students it is intended for, the population it is intended for,
the students’ abilities and talents, the teacher’s expertise, and the resources available, etc.
Typically, teaching strategies may be divided into three categories: independent study,
interactive instruction, and indirect instruction.
4.2. MODULE 03 - TEACHING AND LEARNING METHODS 29
Teachers-centered Teaching and Student-centered Teaching

The primary distinction between the teacher-centered and student-centered approaches
is that in the former, students’ attention is entirely focused on the educator, whereas
in the latter, both students and educators are equally focused. The teacher talks too
much and the kids still listen in a teacher-centered classroom. In contrast to a classroom
that runs with a student-centered approach, allowing educators and students to commu-
nicate equally and collaborate with each other, outside activities hinder teacher-student
interaction.
The Table 4.2 shows the complete different between teachers-centered teaching and students-
centered teaching.
Table 4.2: Teachers-centered teaching vs Students-centered teaching
Teachers-centered teaching Students-centered teaching
Content-oriented Process-oriented
Lecture Discussion, Presentation, Reflection, etc.
Teacher occupy the central position Students occupy the central position
Students are passive recipient of information Student construct their own knowledge
Learning start from outside Learning start from inside
4.2.3 What I have worked (My Previous Experience on Teaching)

I think that when the students are really engaged in the lecture, they learn the most. The
teaching-learning approach works best when students actively participate. Normally, be-
fore I joined the CTHE, I would have taught using a teacher-centered approach, but after
participating in the program, I’ve come to recognize that student-centered approaches are
the best. Now I see that lecturers are only facilitators and not teachers.
Before enrolling in the CTHE program, I taught using relatively traditional approaches,
such as Powerpoint presentations, individual assignments, lectures, projects, etc. Figure
4.2 shows the evidences of traditional approach for teaching. In particular, I was using
individual assignments to evaluate students as part of ongoing assessments. Nevertheless,
I came to the realization that group projects would be a more beneficial and effective
method when they fell under the practical category and provided students with numerous
opportunities to hone their soft skills, such as Presentation Skills, Teamwork, Careering
& Baring, Problem-Solving, Leadership, Decision Making, Time Management, etc.
4.2.4 My Reflective Cycle for Teaching Methods

Table 4.3 shows my reflective cycle for teaching methods.
Chapter 1 Java Overview

Basic Syntax
1.1 Introduction
 Class - A class can be defined as a template/blue print that describes the behaviors/states
that object of its type support. • Java programming language was originally developed by Sun Microsystems
 Attributes – Attributes are defined in the class template and represent the state of an which was initiated by James Gosling and released in 1995 as core component of
object. Sun Microsystems‘ Java platform (Java 1.0 [J2SE]).
 Methods - A method is basically a behavior. It is in methods where the logics are written, • Java is suited various types of platforms. Ex: J2EE for Enterprise Applications,
data is manipulated and all the actions are executed. J2ME for Mobile Applications. Sun Microsystems has renamed the new J2
 Object - Objects have states and behaviors. versions as Java SE, Java EE and Java ME.
• Java is: Object Oriented: In Java, everything is an Object. Java can be easily
 Example:
extended since it is based on the Object model.
 A dog has states-color, name, breed as well as
• Java is: Platform independent: Unlike many other programming languages when
 behaviors -wagging, barking, eating. Java is compiled, it produced platform independent byte code.
 An object is an instance of a class. • Multithreaded: With Java's multithreaded feature, it is possible to write programs
Class object = new Class()
that can do many tasks simultaneously.
Object.attributes
Object.methods() 1.1.1 Java Environment Setup
• Download Java and run the .exe to install Java on your machine.
• Once you installed Java on your machine, you would need to set environment
(a) Power point presentation •

(b) Lecture Notes
variables to point to correct installation directories:
Setting up the path for windows:
o Assuming you have installed Java in c:\Program Files\java\jdk directory:
Right-click on 'My Computer' and select 'Properties'.
o Click on the 'Environment variables' button under the 'Advanced' tab.
o Now, alter the 'Path' variable so that it also contains the path to the Java
executable.
o Example, if the path is currently set to 'C:\WINDOWS\SYSTEM32', then
change your path to read 'C:\WINDOWS\SYSTEM32;c:\Program
Files\java\jdk\bin'.
1.1.2 Java popular editors:

• To write your Java programs, you will need a text editor. There are even more
sophisticated IDEs available in the market.
o Notepad: On Windows machine, you can use any simple text editor like
Notepad.
o Netbeans:Is a Java IDE that is open-source and free which can be downloaded
fromhttp://www.netbeans.org/index.html.
o Eclipse: Is also a Java IDE developed by the eclipse open-source community
and can be downloaded from http://www.eclipse.org/.
(c) Individual Assessment
Figure 4.2: Traditional approach for Teaching
4.2.5 My New Teaching Methods (My Achievement Through CTHE)

I Increase your use of small-group instruction techniques since they help students trans-
form from passive to active learners and it will aid in enhancing their soft skills.
I In order to provide information to the target public, I am currently utilizing additional

teaching-learning techniques, such as lectures, discussions, Q&A sessions, presenta-
tions, demonstrations, etc.
I In a small class setting, I am now making an effort to remember every student’s name
in order to develop a rapport with them that will make it easier for me to effectively
communicate with the lecturers.
I I’ve come to know that the problem-based learning approach is also more beneficial.
The students are given an issue to tackle, and I ask them to respond to the questions
that are posed. These exercises can improve their capacity for rational thought and
problem-solving.
I To arrive at work on time and inspire the kids to do the same, which will be more
crucial for any future tasks they do.
I More casual communication techniques will be practiced and used in my upcoming

presentations during courses. I have to make sure my presentation and lecture notes
are well-written and organized. Avoid including too many details that are unrelated
to the primary issue and avoid using terms that might cause students to become more
confused. I discovered how to utilize more suitable examples and images in the CTHE
program presentation.
Table 4.3: My reflective cycle for teaching methods

My previous Teacher-Centered Teaching method

practice ◦ Conventional Lectures
◦ Given more notes
◦ Given PPTs and hand-outs
◦ Only asking Questions
◦ Individual assignments
Shortcomings I ◦ Low Students attendance

was realized in ◦ Low students attentions
my previous
practices ◦ low students active participation
◦ less discussion time
◦ less self-studies by students-
◦ less opportunities to improve the soft skills
What more do I I have changed my teaching methods to Students centered

have to learn method and outcome-based education system (OBE). I have
learned from CTHE new teaching methods like,
◦ More Discussion
◦ Teamwork
◦ Presentation as a group
◦ Peer review methods
◦ Self-learning
Result and After implementing the new teaching strategies I have

evidence for new experienced the followings outcomes and evidence
methods ◦ More attractive
◦ More students attendance
◦ More students active participation
◦ Good students feedbacks received
◦ Students are achieved high marks for CAs and end exam
◦ Improve soft skills (Teamwork, time mgt., communication
skills, decision making, problem-solving..etc)
I After completing the CTHE program, I will practice group activities (both small
and large groups). Rather than receiving individual assignments, I will receive group
assignments that will help me to accomplish the goals, such as teamwork, decision-
making, time management, discuss in the group, listening to others, communication
skills, etc.
I I studied more about TBL (Team-Based Learning) during the CTHE program (Session
led by Prof. Gominda) and prepared a plan to put the concept into practice in my
teaching following the CTHE course. I can use this when I teach huge groups in the
future. With this approach, it is simple to break a big group into a few smaller ones,
and the groups are then given the task together while exchanging information.
I Figure 4.3 shows the evidences of the teaching method I have learned from CTHE.
I realized that active student participation in the course and learning via experience with
more practicals are what matters most. I will thus convert my traditional teacher-centered
teaching approach to the student-centered learning system. TBL will assist pupils in
bettering their,
◦ Communication skills
◦ Teamwork attitudes
◦ Leadership skills
(a) Group activities (b) Group discussion
Figure 4.3: The evidences of the teaching method I have learned from CTHE
4.2.6 Learning
This section of my teaching portfolio discusses several teaching methods that may be
used in academic settings to create an interactive teaching-learning process. I placed a
strong emphasis on describing the teaching strategies I used to improve the students’
active learning through various activities.
4.2.7 Learning Style

In general, I like to study when I’m not under pressure. My learning methods included
reading, listening, writing, peeping, observing, and practicing. We must employ a variety
of instructional strategies that will help students fully grasp the material. The greatest
way for visual learners, who make up half of the population, to learn is by seeing the
material. Less frequent auditory learners learn best by hearing; they can speak well and
retain the intricacies of conversations and lectures. Kinesthetic or tactile learners enjoy
hands-on learning and learn best by doing.
4.2.8 Student-centered Learning

In order to address the unique learning needs, inter-
ests, aspirations, or cultural backgrounds of individual
students and groups of students, a wide range of edu-
cational programs, learning experiences, instructional
approaches, and academic-support strategies are re-
ferred to as “student-centered learning.”
Universities, lecturers, guidance counselors, and other educational experts may use a
broad range of educational techniques to achieve this aim, from changing classroom as-
signments and instructional practices to completely revamping how children are organized
and taught in an university.
When the term “student-centered learning” is used without qualification, specific exam-
ples, or additional explanation, it may be challenging to determine accurately what is
meant by the term because of its broad implications and the fact that it may encompass
a wide variety of potential instructional strategies and academic programs. The phrase
may have a highly clear, technical meaning in some circumstances, but it may also be
imprecise, incomprehensible jargon in others.
As an illustration, some educators use the phrase interchangeably with “personalized
learning” (and related concepts), whilst others regard customized learning as a component
of student-centered learning rather than as a synonym for the phrase or idea. For these
reasons, it’s critical to look into the actual meaning of the phrase and what it means in
a particular educational setting.
4.2.9 Team-based learning (TBL)

Team-based learning (TBL) is an educa-
tional approach that involves group cooper-
ation and individual assessment to activate
student understanding. Students collaborate
in groups to solve problems after giving in-
dividual responses, appealing their decisions
when they are wrong. This technique ex-
poses students to a range of cognitive pro-
cesses committed to a single subject while
motivating them by keeping them account-
able to themselves and one another.
In order to boost motivation and create a fun gaming environment, teachers frequently
divide their students into teams and have them compete on different learning activities
in the classroom.
Students have reported improvements in their creative thinking and oral communication
through TBL, and the strategy is adaptable enough to be used in classes of all sizes,
including large lecture courses (Huggins et al., 2015); a formalized version of the strategy
can be found at the Team-based Learning Collaborative (link is external).
4.2.10 My Reflective Cycle for Learning Methods

Table 4.4 shows my reflective cycle for learning methods.
Table 4.4: My reflective cycle for learning methods
My previous My previous teaching methods only provide opportunities to

practice students
◦ hearing practice
◦ seeing practice
Shortcomings I was ◦ Low students attentions & low participation

realized in my ◦ less interest for students
previous practices
What more do I I have changed my teaching methods to attractive methods
have to learn which is learned from CTHE new teaching methods like,
◦ More Discussion
◦ Teamwork
◦ Used many activities
◦ Group Presentation
Result and After implementing the new teaching strategies I have

evidence for new experienced the followings outcomes and evidence
methods ◦ More attractive
◦ Students can understand with experience
◦ Students are actively participate
◦ More result, low failure rates
◦ Improve soft skills (Teamwork, time mgt., communication
skills, decision making, etc.)
The Table 4.5 shows the strategy which will be implemented after CTHE experience.
4.2.11 Lesson plan

A lesson plan is the teacher’s blueprint for what the class will cover and how it will be
done efficiently. The learning objectives for the class meeting must be determined before
you can design your lecture. After that, you may create instructive learning exercises and
Table 4.5: My Strategies after CTHE

Reflective Activities
cycle
Practice peer Give students a task such as a question or a problem to solve as a

review team. They think & discuss better solutions. Then they will present
comment their outcome in class. And other groups will give their valuable
methods comments for further improvement.
Case Study Provide a scenario for them to read. Have them discuss and analyze
the case, applying concepts, data, and theory from the class. They
can work as individuals or in groups or do this as a think-pair-share.
Consider combining this with a brief in-class writing assignment.
Debates These can be formal or informal, individual or group. Allow partici-
pants the opportunity to take a position and provide information to
support that view. Consider asking participants their personal views
on an issue and then make them argue the opposite position.
Review Ask each student to identify at least one question related to the
session material s/he doesn’t understand, and to try to answer a question
raised by another student. Encourage them to ask questions, and
allow others to volunteer answers.
come up with methods for getting feedback on students’ academic progress (Appendix 15).
These three essential elements are covered and integrated in an effective lesson plan:
I Objectives for student learning
I Teaching/learning activities
I Strategies to check student understanding
Setting clear goals for student learning can help you choose the kind of teaching and
learning activities you’ll employ in class, and those activities will help you establish how
to assess whether the goals have been met.
Example Lesson Plan for Online/Blended Teaching & Learning

Course Code: TICT1224
Course Title: Object Oriented Programming (OOP)
Method: Blended Learning Model
Objective:
I To provide the knowledge on Object Oriented Programming strategies in programming
and problem solving.
I To demonstrate principles underlying object-oriented programming.

I To give students experience and confidence in the use of an object-oriented program-

ming language for problem solving activities.
I To convert scientific problems into computational frameworks
Intended Learning Outcome (ILO):
I Describe the basic concepts of structured and object-oriented programming languages.
I Match the real-world objects into programming paradigm.
I Apply object-oriented concept in program development.
I Apply good programming style and understand the impact of style on developing and
maintaining programs.
I Develop object-oriented solutions for small systems involving multiple objects.
ICT Tools:
I Throughout the course, use ‘Perusall’ to track students’ progress in accessing and
participating in study materials and sessions.
I With weekly sessions, all course materials and supporting papers can be uploaded to
the LMS and made available to students.
I Throughout the course, Padlet was used to allows learners to collaborate online by
posting text, images, links, documents, videos and voice recordings.
I Almost all of the internet resources I’ve included in this course were brand new to
me when I was creating it. As a result they can help students feel and understand in
distinct ways.
Lesson Plan: Blended learning lesson plan for the subject Object Oriented Programming
(TICT1224)
Week Lec/ Topic Activities Teaching & Learning

Prac/ Method (C1E1C2E2
Async Component/s)
1st Lecture, Introduction, Presentation, Use of C1: available on LMS
Practical Data Types, ‘Perusall’, Clarifications E1: Zoom
Variables and through final discussion via C2: Zoom, Perusall
Variable Types, zoom E2: Zoom, Perusall
Basic Operators
2nd Lecture, Decision Presentation, Encourage C1 – PP, Oral
Practical Making, Loop the students to engage in E1 – LMS
Control discussion in class, Writing C2 – LMS
Assignment (posted on E2 – LAB
LMS) and Discussion,
Laboratory work
3nd Lecture, Classes, Presentation, Questions C1 – PP, Oral

Practical Objects, posted on ‘Padlet’, E1 – LMS
Constructors, Encourage the students to C2 – Oral, Padlet
Methods, Static engage in discussion in E2 – LAB
Data Members class, Laboratory work
Functions
4nd Lecture String Handling Presentation C1 – PP, Oral
Discussion and E1 – Zoom, Video
clarifications on Zoom C2 – Zoom
E2 – Zoom
5nd Lecture, Inheritance, Presentation, Questions C1 – PP, Oral
Practical IS-A posted on ‘Padlet’, E1 – Oral, Padlet
Relationship, Encourage the students to C2 – LAB
HAS-A engage in discussion in E2 – LAB
relationship class, Laboratory work
6nd Lecture, Abstraction, Presentation, Questions C1 – PP, Oral
Practical Interfaces posted on ‘Padlet’, E1 – Oral, Padlet
Encourage the students to C2 – LAB
engage in discussion in E2 – LAB
class, Laboratory work
7nd Lecture, Polymorphism, Presentation Questions C1 – PP, Oral
Practical Instance of posted on ‘Padlet’, E1 – Oral
Operator, Encourage the students to C2 – Oral, Padlet
Overloading, engage in discussion in E2 – LAB
Overriding class, Laboratory work
8nd Lecture, Virtual Presentation, Encourage C1 – PP, Oral
Practical Methods, the students to engage in E1 – Video, Oral
Runtime discussion in class, Video C2 – Oral
Polymorphism Tutorial, Laboratory work E2 – LAB
9nd Lecture, Encapsulation, Presentation, Encourage C1 – PP, Oral
Practical Access the students to engage in E1 – Oral
Modifiers, discussion in class, C2 – Oral
Access Control Laboratory work E2 – LAB
and Inheritance
10nd Lecture, The Object Presentation, Encourage C1 – PP, Oral

Practical Class, Inner the students to engage in E1 – Oral
Classes, discussion in class, Writing C2 – LMS
Packages Assignment (posted on E2 – LAB
LMS) and Discussion
Laboratory work
11nd Lecture, Exception Presentation, Encourage C1 – PP, Oral
Practical Handling, the students to engage in E1 – LAB
Exception, discussion in class, C2 – LAB
Try-catch Block, Laboratory work E2 – LAB
Finally block,
Throw and
Throws
12nd Lecture, Input and Presentation, Video C1 – PP, Oral
Practical Output, Byte Tutorial, Discussion and E1 – Video, Oral
and Character clarifications on Zoom, C2 – Zoom, Video
Streams, The Writing Assignment E2 – LAB
Predefined (posted on LMS) and
Streams, Discussion, Laboratory
Reading work
Streams,
Writing data
into a file,
Reading data
from a Text file
13nd Lecture, Multithreading, Presentation, Video C1 – PP, Oral
Practical Multitasking, Tutorial, Discussion and E1 – Video, Oral
Thread, clarifications on Zoom, C2 – Zoom, Video
Runnable Encourage the students to E2 – LAB
Interface, engage in discussion in
Priority of a class, Laboratory work
Thread
14nd Lecture, Revision Video Tutorial, Encourage C1 – PP, Oral
Practical the students to engage in E1 – Video, Oral
discussion in class, In the C2 – LAB
form of 50 MCQ Durationu E2 – LMS
15nd Lecture, In-course
Practical Assessment
4.3. MODULE 04 - ASSESSMENT AND EVALUATION 39
4.3 Module 04 - Assessment and Evaluation

This section of my portfolio provides information on the assessment criteria I use to im-
prove students’ learning. It demonstrates how the implementation of improved evaluation
improves learning overall. As a result, the reader will be able to see how using the right
evaluation procedures may improve the teaching-learning process. Finally, the reader will
be able to recognize the crucial quality components that must be considered during an
evaluation and will learn about the several efficient approaches for evaluation and as-
sessment that are now in use. I think evaluations should be honest and impartial. All
students should receive the same treatment. Teachers may determine the strengths and
shortcomings of their students by using the right evaluation method. I firmly think that
the teacher should be well-prepared for the assessment and that the student should get
the appropriate instructions and evaluation standards prior to the assessment activities.
Students shouldn’t have to suffer through assessments; instead, they should be utilized to
drive ongoing growth. Students must take part with dependable. Strong communication
between the teacher and student is essential.
Under this module, I have learned and completed the following sub-topics at the CTHE
Program
I Introduction to Assessment and Evaluation

I Assessment Methods and Types of Questions
I Developing Exam papers and Marking Schemes
I Giving Constructive Feedback to Students and Staff
This section of my portfolio, which gives careful treatment to the aforementioned subtopics,
concentrates on assessment and evaluation methodologies. This part also discusses vari-
ous evaluation and assessment techniques and how they might be used to my academic
career.
4.3.1 Types of Assessment

The cycle of learning-teaching assessments includes assessment as a key component. It
is the process of gathering and analyzing data on students’ learning for a number of ob-
jectives. Assessment in the context of the curriculum serves the overall goal of providing
information about students’ progress and accomplishments in relation to the learning tar-
gets and objectives, assisting students and teachers in understanding students’ strengths
and weaknesses and formulating plans for future improvement. The aims of assessment
might be summative or formative.
Formative Assessment
Formative assessment is a continual evaluation that lecturer carry out to get precise data
about students’ development to inform learning and instruction. It generally takes place
throughout the teaching and learning process and is informal. For the first time, formative
assessment is utilized to prepare lessons. The goal of progress monitoring is to provide
feedback. It helps identify the early shortcomings in my training. Based on this feedback,
I’ll be able to concentrate on what has to be expanded for my training.
Summative Assessment
Summative assessment is a more formal overall evaluation that only occurs seldom (for
example, at the conclusion of a semester) in order to assess achievement and offer a
thorough review of students’ accomplishments at that specific moment. Typically, it
takes the form of a test or examination.
In conclusion, appraisal and assessment mark the conclusion of all scientific investigations.
They depend on one another and help one another. They are also necessary for the sub-
ject’s or person’s progress. Evaluation often occurs at the conclusion of an investigation,
whereas assessment occurs at the beginning. While the evaluation records any changes
or improvements to the data, the assessment aims to record all data, both subjective and
objective.
Bloom’s Taxonomy for Students Evaluation

At the CTHE Program, I received in-depth information on Bloom’s Taxonomy, a multi-
tiered approach of categorizing thought according to six levels of cognitive complexity.
Figure 4.4 shows the graphical representation of the Bloom’s Taxonomy. Since the levels
are sometimes represented as a series of steps, many teachers advise their pupils to “climb
to a higher (level of) cognition.” The knowledge, understanding, and application levels
are the lowest three. Evaluation, synthesis, and analysis are the top three stages.
The two versions’ differing wording is perhaps what stands out the most and can lead to
the greatest misunderstanding. The six main categories of Bloom were switched from noun
to verb forms. Additionally, remembering replaced knowledge as the term for the original
hierarchy’s lowest level. Finally, understanding and creation replaced comprehension and
synthesis. Comparison photos are included below to reduce misunderstanding.
The level of Bloom’s Taxonomy has to be taken into account when the exam material was
developed. We must assess students’ levels in the university system from the first to the
last year. The following is a further explanation of my reflective cycle with reference to
the methods of assessment and evaluation.
4.3.2 My Reflective Cycle for Assessment and Evaluation

Table 4.7 shows my Reflective cycle for Assessment and Evaluation.
Figure 4.4: The evidences of the evaluation method I have learned from CTHE
4.3.3 Assessment and Evaluation before CTHE and after CTHE

The major goal of continuous assessment is to improve cognitive and psychomotor abil-
ities, which are challenging to measure in the final exam. Individual assignments and
individual presentations, which took more time, were the major assessment tools I em-
ployed. And following the CTHE, I’ve come to the conclusion that group assignments,
group presentations, and peer review comments are the most efficient and time-saving
techniques. In our department, the maximum grades for a syllabus assignment are 30
percent for general subjects and 40 percent for special subjects. Individual tasks were
something I practiced before the CTHE Program. There was a severe absence of stu-
dent active engagement, and there were also insufficient opportunities for information
exchange, teamwork, presentation skills, leadership abilities, etc.
After attending the CTHE Program, I discovered and understood the futility of group
projects and tasks for ongoing evaluation. Students have plenty of time and chances to
learn and develop soft skills including teamwork, time management, leadership, commu-
nication, compassion, and decision-making, among others. Every course I teach is open
to the department’s whole student body or is a common subject. Individual presentations
are challenging since there are so many students. Group presentations are encouraged
since I was interested in the students’ presenting abilities. At the conclusion of the pre-
sentation, feedback is offered on the presentation. Figure 4.5 shows the evidences of the
evaluation method I have learned from CTHE
Table 4.7: My Reflective Cycle for Teaching Methods

My previous Previously I have used conventional assessment and

practice evaluation methods.
◦ I used individual assignments for CAs
◦ I have not taken presentations for CAs
◦ did not use collected proper feedbacks from students, peers
◦ I did not consider Bloom’s Taxonomy when preparation
the exam papers
Shortcomings I was ◦ I could not find students perceptions of my lectures

realized in my ◦ There were no opportunities for my teaching improvement
previous practices without proper data analysis of customers feedbacks
◦ Difficult to assess the students properly
◦ Take too much time to evaluate individual assignments
◦ Understand the importance of preparing a practical
manual for assessing CAs
What more do I have changed my assessment and evaluation methods after

have to learn the CTHE program such as,
◦ Used group assignments for CAs
◦ Group presentation used for assessment of CAs
◦ Use proper feedbacks system both students and peers
◦ Use ICT for evaluation
◦ Data were analyzed and use for my teaching improvements
◦ Use Bloom’s Taxonomy when preparation the exam papers
Result and After implementing the new Assessment and evaluation

evidence for new system I have experienced the followings outcomes and
methods evidence
◦ More attractive
◦ Time savings
◦ Can be achieved through continuous improvement and
customer satisfaction.
◦ Teaching quality was improved.
◦ Students are achieved high marks for CAs and end exam
◦ Giving Constructive Feedback on Students’ Assignments
for their improvement
(a) Individual Assessment (b) Group Assessment
Figure 4.5: The evidences of the evaluation method I have learned from CTHE
Giving Constructive Feedback on Students’ Assignments

The level of the tasks has improved. Through the sessions at the CTHE course at RUSL,
I discovered the most effective ways to offer feedback on students’ development. Al-
though they appeared to be knowledgeable about the material, several students struggled
to choose the specific information and order their replies when I was grading their assign-
ments and papers for the semester-end test.
In our prior session, I hadn’t given them specific criticism. I was only assigning them a
grade.But at CTHE, I understood the value of constructive criticism, and I now get it for
student tasks.
Prepare examination papers for final assessments

The most crucial component of assessment and evaluation is the final assessment system.
Therefore, utilizing Bloom’s taxonomy, we must construct high-quality exam papers. To
keep the exam’s standard of excellence and consistency, the marking method is crucial.
I wasn’t ready for a thorough grading system. However, I came to the realization that we
must continue to employ high-quality assessment and examination procedures, as well as
a high-quality marking scheme that will be helpful to both the first and second examiners
throughout the final paper marking process and can be used consistently. Additionally,
I did not take Bloom’s taxonomy into account when composing the exam paper. (Ap-
pendix 16)
However, during the CTHE program, I have come to understand the value of creating
excellent exam papers. Therefore, I will construct a marking system, sample answers, and
the test paper using Bloom’s taxonomy for the next exam.
Prepare Practical Manual

I was create the practical manual to my practical class without considering the guidebook
for evaluated practicals. In the prior of the CTHE, I was understand the importance of
the practical manual based on the guidebook. Consequently, the consistency of practi-
cal evaluations was not maintained. Both faculty and students had certain challenges.
(Appendix 16)
At the CTHE, I’ve come to understand how critical it is to provide high-quality practical
guides that can be used by academic staff members and students alike to uphold the
standard of the practical assessment. Proof for the instructional handbook that will be
utilized in next semesters.
Students feedback system

Customer feedback should be gathered and analyzed for the purposes of customer satis-
faction and ongoing improvement. We have two different feedback options. input from
students that is available both during and after the course. Comments and feedback from
peer reviews that we may utilize to improve our instruction. As a result, client input is
crucial.
I didn’t follow the right procedure for gathering input from the regular students. All I
do is manually gather student input. However, there was no suitable system in place to
analyze them, and I never used them for my aims of continual development. Additionally,
I never compile feedback from peer reviews.
Following the CTHE, I gathered student input utilizing the Zoom chat feature during the
presentation. After every lecture, I collect student comments for the CTHE. The Zoom
app’s chatbox is now being used to get frequent feedback from students. Students are
welcome to offer comments following each lecture, which I may utilize to keep improving
my instruction. Figure 4.6 shows the evidence for feedback getting from zoom chat box.
Figure 4.6: Evidence for feedback getting from zoom chat box
4.4 Module 05 - Curriculum Design and Revision

In this session, we make an effort to draw our new curriculum with the help of our prior
years’ experience with curriculum creation and modification. The workshops participation
for in-corporation of ICT and socio-emotional skill to the curriculum is also help me
to develop a new curriculum with latest technologies and information (Appendix 17).
Moreover the sessions from CTHE is also help me to do the curriculum with proper
format and instructions. For the feature, changes have been made to the department
of information and communication technology’s current curriculum. I was able to get
4.4. MODULE 05 - CURRICULUM DESIGN AND REVISION 45
systematic knowledge of every stage involved in creating and refining a curriculum.

The whole educational system in Sri Lanka is subject to the standards set out by the Sri
Lanka Quality Framework (SLQF) (Appendix 17). Levels 3 through 6 of this SLQF are
suitable for undergraduate study. In our department, I just developed a new curriculum
and was the lecturer in charge of the topic “Object Oriented Programming using Java.”
We must keep our graduating profiles in mind as we build and revise the program.
This portion of my portfolio offers insights into the creation and updating of curriculum.
If we want to sustain high-quality instruction and educational activities, we must have
access to high-quality curriculum and syllabi. In general, the university system’s present
curriculum need to be updated to meet the requirements of contemporary jobs both locally
and globally. In my opinion, curriculum and course offerings should be regularly evaluated
to reflect the demands of the work market today. The following CTHE program subtopics
were taught in this module.
I Pressure to Change, Resistance to Change and Success Factors in Curriculum Devel-

opment Topic
I Graduate Attributes and Graduate Profiles Topic
I Outcome-Based Curriculum Development Model Topic
I Constructive Alignment and Integrated
The curriculum creation, development, and revision of my area are the main subjects of
this portion of my portfolio, with a stronger emphasis on the aforementioned subtopics.
This part also discusses my background and my involvement in the design, creation, and
adjustment of current curriculum. As the person in charge of my core teaching, I made a
significant contribution to the creation of the curriculum for the course Object-Oriented
Programming using Java at the Department of Information and Communication Tech-
nology, Faculty of Studies, University of Vavuniya, Sri Lanka in 2021–2022. I completed
all of the work required to complete the curriculum restructuring process for the goal
of curriculum reform, including reorganizing the materials in the right sequence, locat-
ing the most recent references, and compiling the finalized output. Table 4.8 shows my
contribution to preparing the syllabus in curriculum design process of the Department of
Information and Communication Technology- in the years 2021 & 2022.
Table 4.8: My contribution to preparing the syllabus in curriculum design process of the
Department of Information and Communication Technology- in the years 2021 & 2022.
Course Code: TICT1224
Course Title: Object Oriented Programming (OOP)
Theory Practical Independent Learning
Credit Value: 4:2/2
30 hours 60 hours —
Core/Optional: Core
Course Objectives: To provide the knowledge on Object Oriented Design strategies

in programming and problem-solving.
Intended Learning Outcomes:
• Describe the basic concepts of structured and object oriented programming lan-
guages.
• Match the real world objects into programming paradigm.
• Apply object oriented concept in program development.
• Apply good programming style and understand the impact of style on developing
and maintaining programs.
• Develop object oriented solutions for small systems involving multiple objects.
Course Contents:
• Theory: Java Overview: Introduction, Data Types, Variable Types, Basic Oper-
ators, Decision Making, Loop Control; Classes and Objects: Classes, Objects,
Methods, Constructors and Destructors, Static Data Members Functions, String
Handling; Inheritance: IS-A Relationship, HAS-A relationship, Abstraction, In-
terfaces; Polymorphism: Instance of Operator, Overloading, Overriding, Virtual
Methods, Runtime Polymorphism or Dynamic Method Dispatch; Encapsulation:
Access Modifiers, Access Control and Inheritance, Encapsulation, The Object Class,
Inner Classes, Packages; Exception Handling: Exception, Try-catch Block, Fi-
nally block, Throw and Throws; Input and Output: Byte Streams and Character
Streams, The Predefined Streams, Reading Streams, Writing data into a file, Read-
ing data from a Text file; Multithreading: Multitasking, Thread, Runnable
Interface, Priority of a Thread.
• Practical: Developing object oriented programs using the concepts covered in the
theory
Teaching/Learning Methods: Classroom lectures, self learning & discussion, com-

puter practical demonstration & training.
Theory Practical Final Marks
Evaluation In-course assessment 30% 40% 2×T +1×P
Methods: End semester exam 70% 60% 3
Recommended Reading:
• Sage K. (2019) Concise Guide to Object-Oriented Programming : An Accessible
Approach Using Java, Springer International Publishing, 1st Ed.
• David West, Brett McLaughlin, Gary Pollice. (2011) Head First Object-Oriented
Analysis and Design, 1st Ed.
• Thomas, C. Wu. (2006) An Introduction to Object-Oriented Programming with
Java. 5st Ed. TATAMcGraw-Hill.
4.4. MODULE 05 - CURRICULUM DESIGN AND REVISION 47
I am further explained my reflective cycle regarding the curriculum design and revision.
4.4.1 My Reflective Cycle for Curriculum Design and Revision

Table 4.9 shows my Reflective cycle for curriculum design and revision.
Table 4.9: My Reflective Cycle for Curriculum Design and Revision
My previous ◦ In earlier incomplete syllabus & curriculum was used

practice ◦ The reference book of the subjects was outdated
◦ Existing ILO is not clear
◦ The syllabus used is not comprehensive
◦ No practical manuals have been prepared
Shortcomings I was ◦ Both students and staff have no clear idea of the content
realized in my of the lesson.
previous practices ◦ Teaching will be transferred from one employee to another
◦ There is no proper evaluation and evaluation system
◦ Time is difficult to manage
◦ Lectures were not given properly
◦ Low student performance
What more do I I have learned a lot from CTHE programme regarding the
have to learn curriculum development,
◦ Learned how to create good curriculum
◦ A comprehensive syllabus was prepared
◦ The new syllabus includes the following (syllabus,
syllabus, credit ratings, timeline, syllabus objectives, ILOs,
syllabus content, teaching and learning methods,
assessment methods and recommended readings)
Result and After implementing the new curriculum, I am experienced the

evidence for new followings outcomes and evidence
methods ◦ Students can be adequately prepared for In-Course
Assessments as well as End-of-Course Exams.
◦ It is quite simple for students and staff to write lecture
notes and prepare for the assessment and end of course.
◦ It is possible to preserve instructional quality and
consistency.
◦ It is possible to finish all portions of the course.
◦ Time management is simple.
◦ Assessments are simple to conduct.
Before the CTHE (Previous Practices of Teaching)

I used the following curriculum and syllabi, which were not comprehensive. Through the
CTHE program, I learned that I needed to modify a few of my old behaviors. I actively
participated in the CTHE program and gained the knowledge and awareness necessary
to create a high-quality curriculum and syllabus with detailed descriptions, including
curriculum objectives, ILOs, course content with theoretical and practical components,
specifications, required teaching aids, lecture materials, evaluation methods, and grading
guidelines.
After the CTHE Programme updated the curriculum of Object-Oriented Pro-

gramming using Java subject
The Department of Information and Communication Technology has finished the redesign
of the curriculum. Our current curriculum and syllabus are of a high caliber and very
closely resemble the CTHE program’s lessons in structure. The present syllabus and
curriculum are fairly extensive.
Example for practical lesson plan after the CTHE

A practical guidebook hadn’t before been created as a component of the curriculum.
However, I discovered the value of publishing a top-notch practice manual with a thorough
curriculum. I’ve added the practical portion to the curriculum as a consequence.
Program Outcomes/ Graduate Profile –Information and Communication Tech-

nology
In order to attain higher education goals, University of Vavuniya offers undergraduate
ICT students the information, experience, and opportunities necessary to show achieving
certain learning outcomes. The undergraduate ICT curriculum includes a foundational
set of theoretical studies as well as practical components for the majority of the theoretical
subjects, most of which focus on developing quantitative abilities and applying ICT and
quantitative analysis to important issues within a stream. According to the department,
undergraduates in this program should be able to demonstrate the following learning
objectives. These learning outcomes are used to evaluate undergraduate candidates in
the subject and students.
Students are expected to demonstrate their attainment of the following outcomes:
1. Demonstrate an understanding of importance of ICT concepts, terminologies, and

principles.
2. Explain the capacity to apply logical thinking and critical thinking skills.
3. Demonstrate data collection, manipulation, processing, and interpretation skills, as
well as the computational analysis.
4. Describe the characteristics of ICT tools, evaluation models using the data-set, testing
4.5. MODULE 06 - ICT SKILLS IN HIGHER EDUCATION 49
procedure or prediction.
5. Explain the relationship between the electronical devices and ICT which produce the
real-world system such as automatic car driving, automatic door open, path directing
walking stick for blinds, etc.
6. Raising knowledge of job opportunities and postgraduate study options.
To ensure the project’s further advancement, the Department of ICT at the University of
Vavuniya has undertaken to review the aforementioned learning outcomes. The Depart-
ment plans to use the proper assessment techniques in each module in order to ensure that
the aforementioned learning outcomes are satisfied. Each semester, the undergraduate
lecturer outlines the most crucial learning objectives that students set in the curriculum.
A committee reviews the department’s learning objectives and aims each year, and the
curriculum gives students a good opportunity to master all of the learning objectives be-
fore graduating. The department will take the necessary actions to continue reviewing,
validating, and improving the program based on feedback from students.
4.5 Module 06 - ICT skills in Higher Education

Information and communication technologies (ICTs) are currently a crucial component
of our environment, and how each generation and person uses them differs. The student
body of today is made up of “digital natives,” who grew up in a society dominated by
digital technology and are accustomed to using ICT. ICT may require a sub-discipline of
educational technology when such technologies are employed for educational reasons, i.e.,
to assist and enhance student learning and improve the learning environment. ICTs are
utilized in higher education for a variety of purposes, including curriculum development,
content provision and sharing, student interaction with teachers and the outside world,
conference creation and presentation, educational research, administrative assistance, stu-
dent admittance, etc.
One good example would be the usage of online coding platforms like DataCam, Hack-
erRank, Coderbyte, Perusall, Jamboard, Padlet, Kahoot, and YouTube. I will introduce
the application of ICT skills in higher education in this part. Our prior teaching methods
must be modified in light of the circumstances dating back to the COVID of 19 and the
current economic crisis. As a result, we have switched to new teaching techniques from
traditional ones. In the contemporary method, we introduce online teaching techniques
like zoom and Microsoft teams using very well-liked and secure ICT tools like Virtual
Learning Environment (VLE) and Google Classroom to share the instructional materials
with adequate internet facilities, which resemble distance learning techniques.
Regardless of the tactics we choose, we must continue to employ high-quality educational
and instructional methods while also having a solid understanding of and awareness of
how to apply contemporary information technology in higher education. As we already
established, the current generation is made up of “digital natives,” who are therefore quite
accustomed to contemporary technology-based devices and contemporary ICT tools with

internet capabilities. Therefore, it is essential that academic staff employ adequate ICT
tools and contemporary technology in their teaching-learning processes.
In this module, I have learned more and completed the following sub-topics at the CTHE
Program
I ICT-based Teaching Methods
I ICT-based Assessment Methods
I Role of ICT Tools in Teaching and Learning
The use of ICT in higher education is the main topic of this part, with a stronger emphasis
on the aforementioned subtopics. This part also includes information on my background,
present habits, and how I use ICT in teaching and learning activities.
My current practices in ICT- (WhatsApp, Zoom, LMS Moodle, and e-mail) to conduct
online lectures.
I Create a WhatsApp group for each of my allocated subjects and add all the students
who belongs to this subject.
I Prepared a separate course with subject course code in my VLE accounts which is
already created and enrolment all the students belong to this subject.
I All lecture materials (lecture videos, lecture notes, power point slides for this subject,
Assignments. etc) are shared via VLE and inform the student through WhatsApp
groups. Students can access these lecture materials as they wish.
I Conducted the lectures and discussions using the zoom app. The zoom link also
informs through WhatsApp group.
I Anybody asks any questions after the lecture hours they can send an e-mail with their
questions or share in the WhatsApp group. I will reply as earlier as possible.
I have realized that some way it is a better to deliver the lesson.

I The students who did not have much exposure it is difficult to ask question in the
class room but he ask a lot of question in zoom chats and through e-mails after the
lectures.
I Similar like a normal lecture we can ask question to the random selected students with
two-way communication through zoom for keep our students’ attention.
I We upload lecture videos through VLE, if any student did not understand any section
the students frequently see the lecture videos and understand clearly.
I am further explained my reflective cycle regarding the ICT Skills in Higher Education,
which can be explained as follows,
4.5.1 My Reflective Cycle for ICT skills in Higher Education

Table 4.10 shows my Reflective cycle for ICT skills in Higher Education.
Table 4.10: My Reflective Cycle for ICT skills in Higher Education.
My previous ◦ Used PowerPoint slides for my face-to-face class lectures

practice and also for the online lectures
◦ Less use of ICT tools
◦ Only used Zoom, LMS and WhatsApp after starting Covid
19 pandemic
Shortcomings I was ◦ Students are less attraction to the lectures

realized in my ◦ More time consumes
previous practices
◦ The assessment process very difficult
◦ High cost to students takes a photocopy of lecture
materials
What more do I I have learned new additional knowledge of modern ICT tools
have to learn in higher education from CTHE Programme which can be
used in my online lectures. (Zoom, Breakout Room, Google
Classroom, YouTube channel, Kahoot, Moodle, Perusal,
Padlet, WhatsApp .etc )
Result and After CTHE Programme, I am practiced and used the
evidence for new following related to ICT such as,
methods ◦ More attractive compare to previous lectures
◦ Do some class activities using ICT tools such as Kahoot,
Padlet, Perusal, etc.
◦ Do some group works in face-to-face lectures with proper
guidance.
◦ Students concentrate efficiently in the class
◦ Time can be saved using ICT tools for assignments,
classwork, and group work
◦ Very easy and convenient for both students and staff
◦ Distribute lecture materials using ICT tools
◦ Evaluation is very easy when we use ICT tool for in-course
assessments
◦ Very easy to collect students’ feedback through ICT tools
and easy to analyze them also using ICT tools
Before the CTHE

I exclusively utilized PowerPoint presentations to give course materials during in-person
lectures. I also sent materials through email and used a white board and pen to clarify
anything that needed to be written down. In online learning and teaching, I used a variety
of online tools, in addition to PowerPoint presentations, to present lecture materials on
smart boards, share materials via Google Classroom, WhatsApp, and email, and illustrate
anything that needed to be explained in writing using a drawing pad and a smart panel.
The ability to submit lecture videos using Google Classroom is an extra advantage of
online instruction that is particularly beneficial to the students. Figure 4.7 shows the
evidence for the Lectures are conducted via zoom.
Evidence for my current ICT practices

Table 4.8 shows the evidence for the Lectures are conducted via zoom.
Figure 4.7: Evidence for the previous practice
After the CTHE course ICT Usage in teaching

These days, I employ a variety of modern ICT technologies for distant and online learning,
including Zoom, VLE, Kahoot, Perusal, and Padlet. We want to carry out mini-group
activities using Zoom’s breakout rooms under the supervision of a temporary staff member
or a student, raising the pupils’ level of confidence. We are gathering student input via
a google form, and we are processing all of it to enhance our instructional approach.
Using ICT applications like Kahoot, Perusal, and Padlet, we may conduct quizzes in class
to promote student engagement. Students may ask any question at any time, without
reluctance, because we utilize WhatsApp to interact with them. We use the tools in the
VLE for both the assignments and the evaluation of the class.
Evidence for my current ICT practices

Table 4.8 shows the evidence for the Lectures are conducted via zoom.
Figure 4.8: Evidence for Zoom lectures
Prepare VLE Accounts

I have used VLE to upload all lecture material and assignments to each account. There-
fore, students can access easy manner in their convenient time and convenient place. Table
4.9 shows my virtual learning environment account which is created by the universities.
Figure 4.9: Evidence for my virtual learning environment account
Using Kahoot, Perusal, and Padlet to do some class works

The wise use of technology can, in fact, be one of the best tools to meet current and
future challenges. If we continue to work, we can prepare our students for jobs that do
not exist now. We can teach them not only to live in the 21st century but also to thrive.
Here are some of the educational techniques I will plan to incorporate into my online
courses this year:
I Hohoot - My students love Kohoot, This is an interactive quiz game. Instructors

upload questions in advance, and students can sign in individually from their own
devices to answer questions about course content. Winners will be presented with a
platform, complete with digital confetti!
I Perusall - This website allows you to upload documents or read their library - for
course materials. Your students will be able to “study socially” by sketching their
homework as a class or as assigned groups.
I Badlet - This site allows you to share students’ personal posts (such as post-it notes)
on a shared class batlet (or bulletin board). I used the padlet, for example, to share
topics for students sheets or chapter summaries.
Figure 4.10: Evidence for the current practice
4.5.2 Used ICT to collect student’s feedback

One of the finest places to combine helpful verbal abilities with nonverbal cues that give
your message a broad edge is presentation. It enables people to convey their ideas and
opinions in front of a live audience with assurance.
Students use ICT resources to prepare their group presentations as well as their solo
presentations, and they attended both with an interesting note. When preparing a pre-
sentation while discovering new things about themselves, they give it their all. This may
be used to help students acquire soft skills that employers value (communication skills,
teamwork, problem-solving, work on time, planning, decision making..etc). Figure 4.11
shows the evidence for feedback getting from zoom chat box.
4.5.3 Conduct CA - presentation using ICT

Presentation is also one of the best sites that incorporates non-verbal references with
useful verbal skills that add a broad feature to your communication. It allows individuals
to confidently present their thoughts and views in front of a live audience.
Students are preparing the group presentations and also the individual presentations using
ICT tools and attended their group/individual presentations with the interesting note.
They give their best commitments and excitement to prepare presentation with learning
of new things in their life. This can be used to develop students soft skills requested by the
Figure 4.11: Evidence for feedback getting from zoom chat box
labor market (communication skills, teamwork, problemsolving, work on time, planning,

decision making..etc).
Since I can’t do this presentation using ICT as a continuous assessment. But In the final
batch we have project evaluation which contain proposal presentation, interim presenta-
tions, and final presentation. So in future I practice these CA using ICT.
4.5.4 Prepare breakout rooms

When instructing a class of many students, group activities and exercises are crucial.
In a typical classroom setting, teachers frequently split their students into groups. In a
similar way, breakout rooms are used in online classrooms. Online course participants can
cooperate and work in small groups in breakout rooms. Students claim to participate in
breakout sessions and talk with assurance in small groups. Table 4.12 shows tye evidence
of the breakout room.
I have used the breakout room throughout my lectures to help students improve their
knowledge sharing, communication skills, collaboration, and problem-solving abilities.
etc.
Figure 4.12: Evidence for the breakout room
4.5.5 ICT based assessment methods

Information and communication technologies are used in ICT-based assessment to pro-
vide standard assessment forms more effectively and quickly, to alter the way assessments
are conducted, and to design easy forms for evaluating capabilities that are challenging to
capture. ICT may be used to develop tests like computer-based tests, which are frequently
a digital version of conventional paper-based exams, and computer-adaptive tests, which
alter their appearance in response to the input of the learner being assessed. Additionally,
simulation, interaction, and structured answer styles may be used in ICT-based examina-
tions. Effective ICT programs are created in environments like open-level performance,
assessing learners’ logical processes, examining how they approach challenges, and giving
learners feedback.
For a quick evaluation of critical and creative thinking regarding complicated linkages,
computer-based idea mapping with automated scoring can be employed. Teachers can
benefit from the usage of ICT by saving and collecting data on how pupils pick up new
concepts. Additionally, by participating in the evaluation and feedback of their students,
teachers may concentrate on other elements that promote learning. Students do better
while utilizing the same test object after receiving computer feedback while using the test
item. Numerous studies have demonstrated that using a computer stimulates creative
thinking and improves performance.
Currently, we prepare student assessments using more ICT technologies. We used a
variety of ICT technologies to conduct an online test, evaluate assessments, evaluate
certain presentations, and perform viva exams. Following are some of the ICT technologies
we employed in contemporary teaching and learning approaches. Table 4.13 shows the
evidence for the ICT based assessment method.
Figure 4.13: Evidence for the ICT based assessment method
4.6 Module 08 - Research in Higher Education

Our primary responsibility as academic employees is to conduct research and share the
findings with the appropriate parties. The formulation of policies, problem-solving, plan-
ning, and decision-making processes may all benefit from the findings of research.
In this module, I have learned and completed the following sub-topics at the SDC Program
I Role of Research in Career Development
I Ethical Issues in Research
I Research Proposals and Design

4.6. MODULE 08 - RESEARCH IN HIGHER EDUCATION 57
I Scientific Writing/Communication for Publication of Research

I Reference Style
This section of my portfolio, which gives careful consideration to the aforementioned

subtopics, concentrates on research in the higher education industry. And the data in
this area is sufficient to support my active involvement in research. I also describe my
cycle of reflection on the research in higher education, which may be summarized as
follows:
4.6.1 My Reflective Cycle for Research in Higher Education

Table 4.11 shows my Reflective cycle for Research in Higher Education.
4.6.2 My achievements as a Researcher

New information is being created through research, which also uncovers our current un-
derstanding. A university professor is viewed as someone who creates knowledge and
communicates the findings of study. Financial and non-financial resources are available
in the university sector to support this purpose. The following details my involvement in
this.
I have lectured at several conferences and seminars on computer science since being hired
as an instructor in computer technology at the Computer Unit, University of Jaffna, with
effect from 2009 until 2021. In addition, I have a wide range of interests in Deep Learning,
Sallow Learning, Computer Vision, Image Processing, and Machine Learning. Both the
range of the teaching and the research at the university have enhanced my stay there
and the courses I have taught. I make an effort to uphold the same high standards for
“thinking outside the box” that I demand of my students.
My approach to research is to look for the connections between theory and practice. I
finished my first piece of research was carried out when I was a student at the Department
of Computer Science, Faculty of Science, University of Jaffna which was titled “Sri Lankan
Vehicle Numberplate Detection.” Then I finished my Master of Science degree at the Post
Graduate Institute of Science, Peradeniya which was titled as “A Wheel-based Side-view
Car Detection Using Snake Algorithm.” Moreover, I finished My Master of Philosophy at
the Faculty of Graduate Studies, University of Jaffna whic was titled as “Training Images
versus Discriminative Features: On the Construction of Codebook to Recognize Visual
Objects,”. Additionally, I have performed a variety of research projects. (Appendix 04)
4.6.3 Role of Research Supervisor, symposium work, paper review, and

panel chair of research
After joining to Department of Information and Communication Technology, Faculty of
Technological Studies, University of Vavuniya as a Lecturer (Unconfirmed), I have been
worked as a supervisor for an undergraduate students. And also I have given my contribu-
Table 4.11: My Reflective Cycle for Research in Higher Education.

My previous ◦ I have done many types of research and disseminated the

practice outcomes with relevant stakeholders.
◦ I have not practice new software like Mendeley for
reference and citation during my research work
◦ I did not attempt to publish my research on Global
platforms like- Google scholar, research Gate..etc.
◦ There is no proper mechanism to use research outcomes
for policymaking
◦ I did not encourage my students to conduct research other
than their compulsory independence research work
Shortcomings I was ◦ No proper citation for my research

realized in my ◦ No students attraction to do the research
previous practices
◦ No social reputation and acceptance for the research
outcomes
◦ We can’t influence the government and other stakeholders
via our research
What more do I ◦ New software and modern systems for research like
have to learn Mendeley.
◦ Understand of intellectual property act..
◦ Advantages and limitations of the research
◦ How to prepare the Google scholar and research gate
accounts
Result and I have learned from CTHE and gain new knowledge of
evidence for new research such as,
methods ◦ After the collect more knowledge from CTHE, I will be
conducted research most effective way in the future
◦ I have prepared the Research Gate accounts as soon as
possible
◦ I have prepared the Google scholar Accounts and uploaded
my few research studies (see the evidence attached below
tion to students for complete plant or On-the-Job training to get real-world experience.
Engaging with research is interesting task work for my career. Figure 4.14 shows the
evidence for my Google Scholar, Research Gate, and Linked In account.
As the department is with less number of staff members and research work is a compulsory
module for every student of the program, therefore all staff members are required to take
4.6. MODULE 08 - RESEARCH IN HIGHER EDUCATION 59
Figure 4.14: The evidence for my Google Scholar, Research Gate, and Linked In account.
responsibility of students for the guidance. After allocating them, we have to guide them,
motivate them to complete their research works proper level, and also to be monitored
well their attendance. Table 4.12 Guiding for Research Proposal formulation, Research
Project, and Dissertation.
And I was the appointed as the “Chief Editor” of the 01st Undergraduate research confer-
ence which was organized by the Department of Information and Communication Technol-
ogy, Faculty of Technological Studies, University of Vavuniya 2022 (Appendix 20). And
I was complete first round review as the reviewer for the Electronic Letters in Computer
Vision and Image Analysis (ELCVIA) Journal. (Appendix 20)
Table 4.12: Guiding for Research Proposal formulation, Research Project, and Disserta-
tion
Contribution for research No of Credits What I have done and
supervising Students currently doing
AITC4116 Research 05 6 ◦ Guidance is given for

Project - 2016/2017 batch research
Group 05 ◦ lectures – discussion
AITC4116 Research 05 6 ◦ VIVA Examination
Project - 2016/2017 batch ◦ Marking of Research
Group 06 Project
Chapter 5
Honours Related to Teaching
The request by the Dean I was attending a guest lectures as a resource person for the
fist year students from the faculty of graduate studies related to the students discipline.
(Appendix 20)
61
62 CHAPTER 5. HONOURS RELATED TO TEACHING
Chapter 6
Conclusion
The Teaching Portfolio highlights my role as a university lecturer and related to the
teacher’s role, role as a scholar, role as a counselor, role as the administrator, and role
as an examiner..etc. It is also important to prepare a course syllabus by identifying
appropriate exam methods and apply them to the appropriate groups. By identifying the
nature of the learning groups, the lecturer can provide effective education to the groups
by adopting appropriate teaching-learning methods and examination evaluation methods.
And also, as a university lecturer, it is a role to play to guide the students for directions
they wish to achieve. Also, students should be advised on their academic problems and
personal problems, or to direct them to a relevant person. And also, the students should
identify and take the opportunity to capacity building. To pursue a career as a lecturer, it
is important to recognize the strength and weaknesses of it. The feedback of the students
and peers is the most important strategy for continuous improvement of the academic
staff. Identifying the role as a university lecturer is an immense service to the community.
This portfolio documents express my diverse teaching experiences. It is organized as a
collection of disclosure and documents intended to show my ongoing development as a
University teacher as well as to show how I put my teaching philosophy into practice.
In this portfolio, I have comparatively discussed various modules and the reflective im-
plication of my teaching experiences and future goals. The first part of the portfolio
discussed my personal & academic life which expresses a detailed description of my pro-
fessional career in a variety of fields. The second and third parts of the portfolio explained
my teaching philosophy, my teaching strategies, and my teaching responsibilities as an
academic staff member.
The fourth part of my portfolio discussed Reflective sections on the core module such as
module 02 - discussed the program for academic staff of Sri Lankan universities, Module
3 - discussed, teaching and learning methods, Module 4 - discussed, assessment and eval-
uation, Module 5 - discussed, curriculum design and revision, Module 6 discussed, ICT
skills in higher education, and Module 8, discussed research in higher education. Finally,
honors related to teaching and conclusion have been included in the portfolio.
My future goals as an academic staff member of government university can be concluded
as follows. I have to start my Ph.D. degree as soon as possible and then, I wish to be a
professor in computer science to impact knowledge to students and the public in general,
as well as undertake research to empower mankind in Sri Lanka and the world in general.
63
64 CHAPTER 6. CONCLUSION
Reference
1. https://www.nationalsoftskills.org/why-soft-skills-are-so-difficult-to-teach
2. https://www.conceptdraw.com/solution-park/resource/images/solutions/swot_analysis/Strategy-
management-diagram-SWOT-Analysis-Color-Arrow-Blocks.png
3. http://www.coahomacc.edu/programs/academics/academic-resources/counseling/index.html
4. https://www.stthomas.edu/academiccounseling
5. Wright, Gloria Brown. “Student-centered Learning in Higher Education.” Interna-

tional Journal of Teaching and Learning in Higher Education, vol. 23, no. 1, pp.
92-97, 2011.
6. https://www.edglossary.org/student-centered-learning
7. https://poorvucenter.yale.edu/Formative-Summative-Assessments
8. https://tips.uark.edu/using-blooms-taxonomy
9. http://dbfriend.blogspot.com/2020/11/sri-lanka-qualifications-framework-slqf.html
10. https://cft.vanderbilt.edu/guides-sub-pages/team-based-learning
65
67
Appendixes
Appendix 01 - Lecturer (Unconfirmed) Appointment Letter
69
Appendix 02 - Educational Qualifications

BSc Degree Certificate
MSc Degree Certificate

71
MPhil Degree Certificate

Appendix 03 - Previous Experience

Service Letter for Temporary Period
73
Service Letter for Instructor in Computer Technology

Appendix 04 - Research Articles

Posters
Sequentially Constructing Discriminative Codebook with

Classifier Training for Object Recognition
V. Vinoharan and A. Ramanan
Department of Computer Science, University of Jaffna, Sri Lanka.
{vinoharan, a.ramanan}@jfn.ac.lk
I NTRODUCTION O BJECTIVES M ETHODOLOGY ... R ESULTS ...
The bag-of-features approach is a popular • Does all training images contribute to the Table 1: Classification rate with codebook size and number of
Algorithm 1: Sequentially constructing codebook training images for the standard RAC and proposed sequential
technique for representing image content. discriminative power of a codebook?
image-by-image learning method with r = 0.89.
In such a system a visual codebook plays a • To propose an incremental way of constructing Input: Training images (trImgs), Testing images (teImgs) RAC Ours
Object
crucial role. Researchers cover a large-scale a compact codebook while maintaining its Output: Visual codebook (CB), Classification accuracy (rate) #imgs CB rate #imgs CB rate
of training image set to construct a codebook. discriminative power. Process: Aeroplane vs Bird 568 499 0.83 34 279 0.87
for all imgi ∈ {trImgs, teImgs} do Aeroplane vs Boat 419 471 0.80 22 236 0.80
An important issue of the visual codebook Aeroplane vs Horse 525 535 0.87 58 341 0.90
interestPts ← detectPts(image)
representation is its discriminative power and M ETHODOLOGY descriptors ← describePts(interestPts) Aeroplane vs Sofa 467 473 0.87 90 356 0.88
dimensionality. This higher dimensionality end for Bicycle vs Motorbike 488 493 0.67 22 274 0.68
curses the subsequent classifier training • Figure 1 and Algorithm 1 describe the process r ← predefined value Bird vs Cat 667 449 0.73 72 315 0.75
// Initialise the codebook CB Boat vs Bus 367 429 0.82 46 303 0.84
procedure. of sequentially constructing a codebook using Boat vs TVmonitor 437 402 0.88 14 165 0.89
D ← descrips(img1 ) //where img1 ∈ trImgs
an extended resource allocation codebook CB ← D1 Bottle vs Pottedplant 489 380 0.64 110 348 0.65
In this work we investigate whether the
(RAC) technique [1]. SIFT descriptors [2] were i←1 Bus vs Train 447 464 0.70 86 392 0.71
use of increased number of training images for all imgi ∈ trImgs do Cat vs Dog 758 465 0.65 30 247 0.65
used in our experiment.
will contribute significantly to improve the D ← descrips(imgi ) Chair vs Dog 866 484 0.81 32 255 0.81
• The incremental approach of constructing a j←1 Cow vs Sheep 237 300 0.63 42 233 0.65
performance of classification or is it worth to
codebook is halted either all training images while (j ≤ size(D)) do Diningtable vs Pottedplant 445 384 0.61 34 263 0.64
focus on the selection of discriminative features
are processed or a desired classification rate is if mink Dj − CB k2 > r2 then Pottedplant vs TVmonitor 501 398 0.68 132 373 0.70
and the development of better object models. Create a new hypersphere of r such that, Train vs TVmonitor 517 437 0.85 46 293 0.86
achieved.
CB ← {CB ∪ Dj }
end if
M ETHODOLOGY ... j←j+1 D ISCUSSION AND CONCLUSION
end while
trainHist ← computeHist(CB, descrips(trImgs)) • We optimise the process of constructing
testHist ← computeHist(CB, descrips(teImgs)) codebooks with less memory requirement and
ratei ← classify(trainHist, testHist) speeding-up the approach while maintaining
i←i+1
end for compactness and discriminative power in
recognition.
E XPERIMENTAL S ETUP • Testing results shows that not all images
are needed for constructing a discriminative
• We tested our approach on PASCAL VOC 2007 codebook.
Challenge dataset [3]. It consists of 9963 images • Thus, this work suggests an alternative view
from 20 categories. to the research community working with the
• SIFT features were clustered independently patch-based object recognition to emphasize
using K-means with K = 250 and extended RAC retaining of more discriminative descriptors
with r = 0.89. rather than the reminiscent of the ’BIG data’
hypothesis.
R ESULTS
In our proposed technique: R EFERENCES
• on average about 13-22% of the training images [1] A. Ramanan and M. Niranjan. A one-pass resource-allocating
codebook for patch-based visual object recognition. pages
is only needed to construct a discriminative 35–40, 2010.
codebook. [2] D. Lowe. Distinctive image features from scale-invariant
• constructs a compact codebook which is keypoints. International journal of computer vision, 60(2):91–110,
2004.
Figure 1: The overall framework of the proposed technique to sequentially constructing visual codebook for a around 60% size of the codebook constructed [3] M. Everingham et al. The pascal visual object classes challenge.
object-specific category (e.g.horse) either by K-means method or RAC technique. International journal of computer vision, 88(2):303–338, 2010.
75
Constructing Discriminative and Compact Codebook

Using Statistical Measures
Veerapathirapillai Vinoharan and Amirthalingam Ramanan
Department of Computer Science, Faculty of Science, University of Jaffna
{vinoharan,a.ramanan}@jfn.ac.lk
Introduction Methodology ... Experimental Setup Results ...
In this work, we propose a two-stage approach ? The intra-category confidence of the i code- th > We tested our approach on Xerox7, UIUCTex, Table 1: Mean Average Precision (mAP) rate with code-
book size using categorical confidences obtained by the
to create a discriminative and compact BoF rep- word is represented as follows: and Caltech101 image datasets. proposed method
resentation for visual object recognition. 1 > SIFT features were clustered using RAC with Before FS After FS
Cintra,i = PN Approach Dataset
j=1 var(hij ) r = 0.85, 0.825, 0.86 for Xerox7, UIUCTex, CB mAP CB mAP
> Eliminate ambiguous patch-based descriptors
Caltech101 dataset, respectively. We used the Xerox7 987 67.64 659 69.07
using an entropy-based filtering approach to where K - is the size of the codebook. Traditional UIUCTex 1032 93.40 617 95.04
reduce the features causing false positives in N - number of object categories in classification. linear OVA-SVMs in classification. Caltech101 958 74.71 753 78.36
object classification. hij - ith codeword value of each image belonging to the > Training keypoints were selected from the ini- Xerox7 803 65.77 546 70.11
j th category in the BoF histogram domain, Inter-category
> Select the informative subset of codewords i = 1, 2, .., K., j = 1, 2, .., N.
tially extracted descriptor with an entropy Confidence
UIUCTex 835 93.70 496 95.84
Caltech101 742 75.34 603 76.23
based on categorical confidence measures to th
value E(F)>4.1, 4.4, and 3.8 for Xerox7,
? Combined confidence of the i codeword is Xerox7 740 67.63 494 69.03
enhance the discriminative power of the code- UIUCTex and Caltech101 datasets, respec- Intra-category
UIUCTex 774 93.78 463 93.95
shown as follows: tively. Confidence
book and make it more compact. Caltech101 694 75.53 565 77.32
Ccom,i = αCinter,i + βCintra,i > In the inter-category confidence, the selection Xerox7 833 65.71 598 70.32
Combined confidence UIUCTex 842 93.73 501 95.60
criteria is: Caltech101 850 75.16 564 76.41
Methodology where α and β are constant values. ? Cbinter = 0 having a single category, or
? Cbinter > 20thP ercentile1≤i≤K (Cinter , i)
> A compact visual codebook has advantages in > The overall framework of the proposed method
> In the intra-category confidence, the selection Discussion and Conclusion
terms of computing efficiency and storage re- in this work is illustrated in Figure 1.
criteria is:
quirement [3, 4].
? Cbintra > 25thP ercentile1≤i≤K (Cintra, i) > The central idea of the proposed algorithm is
> Keypoints are selected using an entropy-based Discriminative
and Compact > In the combined confidence, the selection cri- to select representative keypoints and informa-
filtering method. Codebook tive codewords, so that the cluster structure of
teria is:
> A visual codebook is constructed using re- Feature the image dataset can be best respected.
Selection ? Ccom > αCbinter + β Cbintra, 0 ≤ α, β ≤ 1.
source allocating codebook (RAC) algorithm. Feature > The proposed method provides an effective
Extraction
? Entropy of SIFT descriptor F is computed ... ... ... ... ... (Patch-based way to reduce the BoF representation to low-
Codebook
as, Descriptors,
e.g., SIFT) Construction
Results dimension while maintaining the BoF model
P255 to be efficient with stable performance.
E(F ) = − i=0 pi(F )log2pi(F ) > The performance comparison of BoF approach
Training Set Codeword
where pi(F ) = |{k|fk =i}|
; k = 0, 1, 2, · · · , 255. Selection
with entropy-based filtering, the technique
128
with both filtering and codeword selection is References
F = [f1, f2, · · · , f128].
shown in Table 1.
Compact and [1] C. Csurka, R. Dance, L. Fan, J. Willamowski, C. Bray,
> In-distinctive codewords are eliminated based Discriminative > The entropy-based filtering technique elimi- Visual Categorization with Bags of Keypoints, In Workshop on
Feature
on categorical confidence measures. Codebook Statistical Learning in Computer Vision, Pages 1–22, 2004.
Extraction nates around 45% of the descriptors that out-
... ... ... ... ... (Patch-based [2] A. Ramanan, M. Niranjan, A One-pass Resource-Allocating
? The inter-category confidence of the ith Descriptors, performs traditional BoF approach. Codebook for Patch-based Visual Object Recognition, In pro-
e.g., SIFT) ceedings of the IEEE International Workshop on Machine Learn-
codeword is represented as follows: Image > On average 80% of the codewords were se- ing for Signal Processing, Pages 35–40, 2010.
Representation
PN fij

1

(Histogram) lected using inter-category, intra-category con- [3] J. Cui, M. Cui, B. Xiao, G. Li, Compact and Discrimina-
j=1 max ni − mi , 0
Cinter,i = Testing Set tive Representation of Bag-of-features, In Neurocomputing,
fidence, and combined confidence from the ini-
Vol. 169, Pages 55–67, 2015.
where K - is the size of the codebook. tially constructed codebook. [4] W. C. Lin, C. F. Tsai, Z. Y. Chen, S. W. Ke, Keypoint Selec-
N - number of object categories in classification. Classification tion for Efficient Bag-of-words Feature Generation and Ef-
> Our proposed technique yields on average 45% fective Image Classification, In Information Sciences, Vol. 329,
fij - number of j th category training keypoints in the
ith codeword, i = 1, 2, ..., K., j = 1, 2, ..., N.
of reduction in the initially constructed code- Pages 33–51, 2016.
Fig 1: The overall framework of the proposed technique. [5] A. Nasirahmadi, S. H. M. Ashtiani, Bag-of-feature Model
ni - total number of keypoints in ith codeword book while maintaining comparable perfor- for Sweet and Bitter Almond Classification, In Biosystems
mi - number of object categories in ith codeword mance with the traditional approach. Engineering, Vol. 156, Pages 51–60, 2017.
An Efficient Approach for Patch-based

Visual Object Classification
Veerapathirapillai Vinoharan and Amirthalingam Ramanan
Department of Computer Science, Faculty of Science, University of Jaffna
{vvinoharan,a.ramanan}@univ.jfn.ac.lk
J
Entropy-based feature selection (EBFS)
Introduction Methodology... 255
X Experimental setup
E(F ) = − pi (F )log2pi (F ) (1)
Discriminative
i =0
In this work, we propose a two stage and Compact For the image sets: Xerox7, UIUCTex, and
Codebook where, pi (F ) - |{k|f128
k =i }|
, descriptors are treated as 128 samples
approach to optimize the process of building One-pass FS
of discrete random variable k in {0, 1, 2, · · · , 255}. Caltech101 we used 70% for training and
Feature
visual codebooks with discriminative power Selection One-pass & 30% for testing from each class.
Entropy-based FS
J
Feature Statistical Measures
and compactness in the classification of visual ... ... ... ... ... Extraction
N For PASCAL VOC 2007, the training was
(e.g., SIFT)
Codebook
X fij 1
objects. Construction
Cinter,i = max − ,0 (2) performed on the provided ‘trainval’ set and
ni mi
Cinter j=1
1 evaluated on the testing set.
Contribution Training Set Statistical
Cintra Cintr a,i = PN (3)
Measures
Codeword
j=1 v ar (hij )
We used SIFT descriptors in extracting the
A one-pass feature selection which is Selection Visual-bit
Ccombined
Feature Representation Ccombi ned,i = αCinter,i + βCintr a,i ; 0 ≤ α, β ≤ 1 (4) features from those image sets.
followed by an entropy-based feature ... ... ... ... ... Extraction where,
(e.g., SIFT) fi j - number of training features in the i th codeword & j th category. The codebook is constructed by using the
selection approach is proposed to filter
Image hij - i th codeword value of each image belonging to the j th category K-means algorithm with K = 500 for all
out ambiguous descriptors from initially Representation in the BoF histogram domain, i = 1, 2, . . . , K, & j = 1, 2, . . . , N.
(Histogram)
Testing Set ni - is the total number of features in the i th codeword. datasets.
extracted large descriptors set. mi - is the number of object categories in the i th codeword.
N - is the number of object categories in classification.
The OVA-SVMs with RBF kernel was used
Statistical-based measures and Visual-bit K - is the size of the codebook.
Classification for classification and the reported classifica-
representation of codewords is proposed Figure 1: Overview of the proposed framework J
Visual-bit representation of codewords tion rates are of average precision (AP) [3].
to select informative codewords from an
J
One Pass Feature Selection (OPFS)
1 : if Ci ≥ t0
? Input: tr ai ni ngF eatur es hi = ∀i = 1, . . . , K (5)
initially constructed large codebook. 0 : otherwise
Discussion and Conclusion
? Output: selectedF eatur es
λp0 + p1
? r ← radius of the hypersphere, t1 = (6)
λ+1 The proposed ideas in this paper are to gen-
Methodology ? selectedF eatur es ← tr ai ni ngF eatur es{1},
eleminate Ci : if Ci ≥ t0 erate a compact and discriminative code-
? for all f eatur e ∈ tr ai ni ngF eatur es do CompactCB = (7)
retain Ci : Otherwise
Unambiguous descriptors are selected from if mink f eatur e − tr ai ni ngF eatur es k2> r 2 then book, that can be obtained by selecting rep-
where,
initially extracted SIFT descriptors using a Create a new hypersphere of r such that, p0 is mi n1≤i ≤K (SBi ), p1 is max1≤i ≤K (SBi )
selectedF eatur es ← {selectedF eatur es ∪ f eatur e} resentative keypoints and eliminating indis-
SBi - sum of visual bits associated with the i th codeword.
one-pass feature selection (OPFS) method end if λ - weighting parameter for a rare informative word. tinctive codewords.
which is then followed by an entropy-based end for ti - level of significant activation of a codeword in a codebook.
These processes not only reduces the over-
feature selection (EBFS) method to increase
Test Results all computational complexity but also main-
the discriminative power of the codebook. tains the BoF model to be efficient with sta-
Comparison of average precision (AP) with number of training features and codebook size: Traditional BoF approach and
A codebook is then constructed by means of ble performance.
proposed feature selection method with and without codeword selection (CS)
K-means approach. As a near future work we will incorporate
Without Statistical Measures with CS Visual bit
Indistinctive codewords are eliminated Approach Dataset #Descriptors CS inter intra combined with CS another set of detector-descriptors: SURF
based on statistical measures (inter, intra, CB AP CB AP CB AP CB AP CB AP
and ORB.
and combined category confidence) [1] or Traditional 4,046,578 987 84.21 803 83.68 740 87.89 902 82.41 286 83.85
OPFS Xerox7 212,294 500 94.11 400 93.31 375 94.69 409 93.72 191 93.42
visual-bit representation of codeword to OPFS+EBFS 172,006 500 94.04 400 93.40 375 94.79 406 93.41 201 94.13
References
obtain a compact codebook [2]. Traditional 4,543,590 1032 82.73 835 81.94 774 86.40 842 81.53 387 90.25 [1 ] V. Vinoharan and A. Ramanan, “Keypoints and Codewords Selection
for Efficient Bag-of-Features Representation”, In IEEE International
A histogram representation is created for OPFS UIUCTex 314,724 500 93.73 400 94.56 375 95.51 401 94.27 264 92.45 Conference on Future of Information and Communication Confer-
OPFS+EBFS 157,094 500 94.17 400 92.95 374 94.08 404 92.88 257 93.48 ence (FICC), pp. 203-208, 2018.
each descriptor set of images and linear
Traditional 1,760,400 1049 71.78 847 72.41 787 73.71 953 71.99 421 71.69 [2 ] T. Kirishanthy and A. Ramanan, “Creating Compact and Discrimina-
SVM classification algorithm is applied to PASCAL tive Visual Vocabularies Using Visual Bits”, In Proceedings of the IEEE
OPFS 245,327 500 72.93 400 73.16 375 73.47 405 73.91 262 72.88 Digital Image Computing: Techniques and Applications (DICTA), pp.
VOC 2007
those fixed-length feature vectors. OPFS+EBFS 181,248 500 72.58 400 72.90 375 73.64 414 72.71 252 72.20 258–263, 2015.
The overall framework of the proposed Traditional 5,659,137 925 84.72 742 82.87 694 84.80 850 82.30 336 84.32 [3 ] K. H. Brodersen, C. S. Ong, K. E. Stephan, and J. M. Buhmann,
“The Binormal Assumption on Precision-Recall Curves”, In Proceed-
OPFS Caltech101 393,024 500 86.01 400 85.17 375 85.97 408 85.83 289 85.48 ings of the International Conference on Pattern Recognition (ICPR),
method is illustrated in Figure 1. OPFS+EBFS 286,925 500 86.02 400 85.36 375 86.34 407 85.50 249 85.35 pp. 4263–4266, 2010.
77
Research Publications
ICIAfS'12 1569625201
A Wheel-based Side-view Car Detection using

Snake Algorithm
Veerapathirapillai Vinoharan∗ , Amirthalingam Ramanan† , and Saluka R. Kodituwakku‡
∗ Computer Unit, University of Jaffna, Sri Lanka
† Department of Computer Science, University of Jaffna, Sri Lanka
‡ Department of Statistics and Computer Science, University of Peradeniya, Sri Lanka
{vinoharan, a.ramanan}@jfn.ac.lk, salukak@pdn.ac.lk
Abstract— Car detection is a challenging research area where (SURF) [8] to identify the two wheels and reject the rest
the appearance has various changes due to different models, of the circles that have been detected in the previous step.
poses, scales, lighting conditions, background, occlusion and Then car statistics such as wheelbase distance, wheelbase-to-
various image sizes. Amidst these external challenging factors,
car side-views have obvious and consistent characteristics in their hood ratio, and oblique lines that makes up the front and rear
structure such as wheels, oblique windows and bumpers, which windows are used in finding the bounding box of a car. This
provide crucial cues for detection. In this paper, we describe bounding box is passed as the initial contour for the Snake (or
a novel side-view car detection technique which constructs an active contour) algorithm for finding the outline of the car by
initial contour for the Snake using the detection of wheels. Our an iterative process. Using the final contour obtained by the
approach is subdivided in to three stages: wheel detection, bound-
ing box detection, and segmenting the car from its background. snake method is used to perform the foreground-background
In the first step, we use Hough transformation to detect circles in segmentation in order to locate the car.
an image and validate the wheels with a learnt visual vocabulary. The rest of this paper is structured as follows. Section 2
In the second step, we construct an initial contour with the summarises various car detection algorithms that have been
aid of the detected wheels and the width-to-height statistics of carried out in the recent years. Section 3 briefly describes
different types of cars. This initial contour forms the bounding
box of the car. In the third step, the Snake algorithm proceeds the needed background for our work. Section 4 explains in
with the initial contour to fit the boundary closer to the car. detail the proposed methodology in achieving detection and
Hence, the foreground, car, is separated from the background. We segmentation. Section 5 describes the experimental setup and
empirically evaluated our method on 100 side-view cars and the testing results which supports our claim. Finally, section 6
testing results shows that this approach has good performance. concludes the paper.
Index Terms— Car detection, Circular Hough Transform,
Snake algorithm, SURF, Visual Vocabulary II. R ELATED W ORK
Many related side-view car detection research has been
I. I NTRODUCTION
carried out in recent years. This section briefly describes them
Visual object detection is the task of finding a specific object with their merits and demerits.
in a given digital image or video sequence. Recently, most of In [2], the authors proposed a vehicle detection system for
the research works [4]–[6] on object detection cover the car cars with different direction perspectives: front, back, side,
detection problem. Car detection is a growing research area and oblique. For the front or back-view cars, the knowledge
which has important applications, such as intelligent traffic of horizontal structures are used to generate the hypothesis
surveillance, driver assistant and vehicle parking systems. area, and for oblique car, a template matching technique
In this paper, we address side-view car detection and seg- is applied to generate the vehicle hypothesis. Using these
mentation not as separate entities, but as two closely collab- hypothesis, line features are extracted from each sub-part of
orating processes. We also address the detection problem in the designed template. The method used to detect side-view
static images that can be gray-level or colour images and focus cars in [2] has been revisited in 2011 by the same authors [1].
on local features that describe these structural characteristics They reported that side-view cars can be detected based on
in particular. There are few approaches that specially consider a template matching technique. The template is constructed
the structural characteristics of cars [1]–[3]. All side-view cars using the shape knowledge of a car which mainly consists of
have two wheels and similar boundary shapes but little bit of wheel positions, horizontal and oblique lines of a car. They
variations. In our approach, bounding boxes of a car in its use Hough transformation to detect circles of an image and
side-view is detected by means of wheel detection, set of then the wheels are detected by using some assumptions such
line detection, and then the detected box is passed as the as the two wheels are of the same size, exist in the same
initial contour for the Snake algorithm [10], [11]. We use horizontal line, and not in the top of the image. They estimate
the Hough circle detection algorithm [9] to find the possible the approximate width and height of a car, where the height is
circular-like structures that are present in a given image. We about two-third and width is about three-fifth of the distance
create visual vocabularies using speeded up robust features between two wheels. According to this assumption, the initial
978-1-4673-1975-1/12/$31.00 ©2012 IEEE ICIAfS’12

Are Large Scale Training Images or Discriminative Features Important

for Codebook Construction?
Veerapathirapillai Vinoharan1 and Amirthalingam Ramanan2

1 Computer Centre, University of Jaffna, Jaffna, Sri Lanka
2 Department of Computer Science, Faculty of Science, University of Jaffna, Jaffna, Sri Lanka
Keywords: Bag-of-Features, Object Recognition, Incremental Learning, Discriminative Features, Visual Codebook.
Abstract: Advances in machine learning and image feature representations have led to great progress in pattern recog-
nition approaches in recognising up to 1000 visual object categories. However, the human brain solves this
problem effortlessly as it can recognise about 10000 to 100000 objects with a small number of examples. In
recent years bag-of-features approach has proved to yield state-of-the-art performance in large scale evalua-
tions. In such systems a visual codebook plays a crucial role. For constructing a codebook researchers cover
a large-scale of training image set. But this brings up the issue of scalability. A large volume of training data
becomes difficult to process whereas the high dimensional image representation could make many machine
learning algorithms become inefficient or even a breakdown. In this work we investigate whether the dominant
bag-of-features approach used in object recognition will continue significantly to improve with large training
image set or not. We have validated a one-pass clustering algorithm to construct visual codebooks for object
classification tasks on the PASCAL VOC Challenge image set. Our testing results show that adding more
training images do not contribute significantly to increase the performance of classification but it increases
the overall model complexity in terms of increased storage requirement and greater computational time. This
study further suggests an alternative view to the community working with the patch-based object recognition
to enforce retaining more discriminative descriptors rather than the reminiscent of the BIG data hypothesis.
1 INTRODUCTION easily recognise different sized objects, orientation,

illumination, and perspective objects. Whenever an
The bag-of-features approach (Csurka et al., 2004), object is seen, the human brain extracts the features
(Karmakar et al., 2015) is a popular technique for without considering the size, orientation, illumina-
representing image content. In such a system a vi- tion, perspective, and the object is remembered by
sual codebook plays a crucial role. An important is- its shape and inherent features (Kim, 2011). More-
sue with the visual codebook representation is its dis- over, an incremental learning method is adapted by
criminative power and dimensionality. Most of the the human visual processing system. When a new in-
visual codebooks that are used in larger evaluations stance of an existing object category is seen the pre-
consist of 10,000 codewords. This higher dimension- vious knowledge base is updated using new invari-
ality curses the subsequent classifier training proce- ants. It has been proposed by (Ullman et al., 2002),
dure. Thus, most of the object recognition systems ex- the human visual system encoded features of inter-
pect the histogram representation of a bag-of-feature mediate complexity that are class-specific is selected
approach to be more compact while maintaining the for encoding images within a class of related images.
discriminative power. The popular approach in artificial visual object recog-
The long-term goal of computer vision in object nition is to use local information extracted at sev-
recognition is to achieve near human levels of recog- eral points or patches in the image. In such a sys-
nition. Changes in pose, lighting, occlusion, clutter, tem the construction of a visual codebook is often
intra-class differences, inner-class variances, defor- performed from thousands of images and each im-
mations, background that varies relative to the viewer, age averagely contains hundreds or even one thousand
large number of images and several object categories patch-based interest points described in a higher di-
make the problem of recognition highly challenging. mensional space of at least one thousand codewords,
Humans develop the invariance of an object so as to in order to capture sufficient information for efficient
193
Vinoharan, V. and Ramanan, A.
Are Large Scale Training Images or Discriminative Features Important for Codebook Construction?.
DOI: 10.5220/0005676201930198
In Proceedings of the 5th International Conference on Pattern Recognition Applications and Methods (ICPRAM 2016), pages 193-198
ISBN: 978-989-758-173-1
Copyright c 2016 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
79
Future of Information and Communication Conference (FICC) 2018

5-6 April 2018 | Singapore
Keypoints and Codewords Selection for Efficient

Bag-of-Features Representation
Veerapathirapillai Vinoharan Amirthalingam Ramanan

Computer Centre Department of Computer Science
University of Jaffna University of Jaffna
Jaffna, Sri Lanka Jaffna, Sri Lanka
Email: vvinoharan@univ.jfn.ac.lk Email: a.ramanan@univ.jfn.ac.lk
Abstract—Bag-of-features (BoF) representation is one of the the detected features are not helpful for better classification;
most popular image representations, that is used in visual object and 2) the model complexity is high that may overfit to the
classification, owing to its simplicity and good performance. distribution of codewords in an image. The increase in the
However, the BoF representation always faces the difficulty of number of object categories, increases the computational cost
curse of dimensionality that leads to huge computational cost and it makes the classification of histograms challenging due
and increased storage requirement. To create a discriminative
to its diverse range in object classes.
and compact BoF representation, it is desired to eliminate
ambiguous features before the construction of visual codebook
and to select the informative codewords from the constructed Most of the object recognition tasks that are reported in
codebook. In this paper, we propose a two-staged approach to the literature have employed sufficiently large-sized codebook
create a discriminative and compact BoF representation for object at the order of 1000 to 10000, typically resulting in hyper-
recognition. In the first step, we eliminate ambiguous patch- dimensional and sparse histogram representations. The use of
based descriptors using an entropy-based filtering approach to such large-sized codebook will in turn make each BoF vector
retain high-quality descriptors. In the subsequent step, we select to require huge storage space and the efficiency of computation
the informative codewords based on statistical measures. We in large scale datasets will yield to the well-known “curse-
have tested the proposed technique on Xerox7, UIUC texture, of-dimensionality”. Therefore, the discriminative power and
PASCAL VOC 2007 and Caltech101 benchmark datasets. Test- compactness of a codebook are important to control the com-
ing results show that more training features and/or a high-
dimensional codebook do not contribute significantly to increase
plexity of the model. A straightforward way to create compact
the performance of classification but it increases the overall model codebooks is to reduce the dimensionality, that will quickly
complexity and computational cost. The proposed preprocessing weaken the discriminative power and degrade classification
step of descriptor selection increases the discriminative power of a performance. Simply selecting most discriminative codewords
codebook, whereas the post-processing step of codeword selection or linearly combining the bins will not work well either [12].
maintains the codebook to be more compact. The proposed In this regard we formulate and contribute the following:
framework would help to optimise BoF representation to be
efficient with steady performance.
• Choose unambiguous patch-based descriptors prior to the
Keywords—keypoint selection; codebook; codeword selection; construction of a codebook in order to reduce the features
image representation; Bag-of-features causing false positives in object classification. In this regard
we present an entropy-based filtering approach to eliminate
ambiguous patch-based descriptors (e.g., SIFT).
I. I NTRODUCTION • Select the best subset of codewords from an initially con-
The bag-of-features (BoF) approach [3], [15], [17], [18], structed codebook to enhance the discriminative power of
[20] is a well known technique for representing the image the codebook and make it more compact. To achieve this we
content and has proved state-of-the-art performance in large present an inter-category and intra-category confidences to
scale evaluations. In the BoF approach, features are usually select the informative codewords that generates a discrimi-
based on the utilisation of tokenising keypoint-based features, native and compact codebook for the BoF representation.
e.g., scale-invariant feature transform (SIFT) [2], to generate
a codebook. The BoF representation of an image conveys the The proposed method provides an effective way to improve
presence or absence of the information for each visual word the object categorisation performance when using the BoF
in the image. In a BoF framework, the codebook plays a model with very low dimensional representation.
crucial role. An important issue of the codebook representation
is its discriminative power and compactness. The size of a The rest of this paper is structured as follows:
codebook controls the complexity of the codebook model and Section II briefly describes the background needed for our
the discriminative power of a codebook determines the quality work. Section III summarises related work that has been used
of the model. The number of features extracted from training to construct a discriminative and compact codebook for object
images to construct a codebook and the dimensionality of a recognition. Section IV explains the proposed methodology
codebook causes two sets of problems: 1) the computational in detail. Section V describes the testing results. Finally,
cost during the vector quantisation step is high and some of Section VI concludes this paper.
978-1-5386-2056-4/18/$31.00 2018
c IEEE 203 | P a g e
One-pass Keypoint Selection to Construct

Codebook for Patch-based Object Classification
Veerapathirapillai Vinoharan Amirthalingam Ramanan
Computer Unit Department of Computer Science
University of Jaffna University of Jaffna
Jaffna, Sri Lanka Jaffna, Sri Lanka
vvinoharan@univ.jfn.ac.lk a.ramanan@univ.jfn.ac.lk
Abstract—In a patch-based object classification system, one of state-of-the-art performances in visual object classification. In
the most popular image representation approach is the bag-of- such BoF approach, the codebook plays an important role in
features (BoF) representation. However, the number of patch- determining the discriminative power and the compactness of
based features extracted from images to create the BoF vector
is usually very large, which causes two problems: (i) Increased the feature vector representation. The discriminative power of
amount of computational needs during the vector quantisation a codebook determines the quality of the codebook model,
step, and (ii) Ambiguous descriptors from training images whereas the size of a codebook controls the complexity of the
increase false positive rate in the classification. To overcome model. We optimize the process of building codebooks with
these issues we introduce a one-pass feature selection approach less memory requirement and accelerate the approach while
followed by an entropy-based filtering technique to eliminate
the ambiguous features from initial large feature set. In this maintaining the discriminative power and compactness in the
work, a discriminative BoF representation for object recognition classification of visual objects.
is constructed using patch-based descriptors that are informative
in distinguishing object categories. Following the construction of a The main contribution of this paper is summarised below:
codebook a subset of codewords which is not activated enough in
images is eliminated based on statistical measures and visual-bit
representation of codewords. The proposed technique is evaluated • A feature selection technique referred to as one-pass
on (i) Xerox7, (ii) UIUCTex, (iii) PASCAL VOC 2007, and feature selection (OPFS) which is followed by an entropy-
(iv) Caltech101 image datasets. The proposed feature selection based feature selection (EBFS) approach is proposed to
step increases the discriminant power of a codebook, while the
codeword selection method maintains the codebook to be more
filter out ambiguous descriptors from initially extracted
compact. The proposed framework would help to optimise the large descriptors set.
BoF representation to be effective with stable performance.
• Two distinct codeword selection algorithms are pre-
Index Terms—Bag-of-features, Keypoint selection, Codeword
selection, Image representation. sented: (i) Statistical-based measures to compute the
inter-category, intra-category, and combined confidences,
I. I NTRODUCTION and (ii) Visual-bit representation of codewords to select
informative codewords from an initially constructed large
Object classification is a process of predicting the presence codebook.
or absence of a specific object in a digital image or video
sequences. There are lot of applications available based on
object classification such as pose estimation [9], describing In particular, we show that retaining too many similar fea-
photos [16], driver assistance system [11], intruder detection tures per image category and less informative codewords per
system [12], etc. Moreover the object classification tasks codebook not only increases the computational cost to generate
face lot of challenges owing to different lighting conditions, the BoF vector, but also degrades the classification rate. The
background, clutter, occlusion, poses, scales, and variety of proposed method provides an effective way to improve the
image sizes. Over the last decade the object classification object categorisation performance when using the BoF model
with the use of bag-of-features (BoF) approach has shown with low-dimensional representation.
promising results in large scale evaluation such as PASCAL
The rest of this paper is organised as follows.
VOC Challenge [7], Caltech256 [5], and ImageNet [17].
Section II briefly describes the background needed for
The BoF representation of an image conveys the presence our work. Section III summarises the related work that
or absence of the information of each codeword in the image has been used to construct a discriminative and compact
with respect to a visual codebook constructed using a set codebook for object recognition. Section IV explains the
of descriptors extracted from training images. The mid-level proposed methodology in detail. Section V describes the
representations of BoF approach [15], [18]–[20] computed experimental setup followed by testing results. Finally,
from dense sampled local descriptors of an image have shown section VI concludes this paper with discussion.
237
81
Journal Article
Electronic Letters on Computer Vision and Image Analysis 20(2):51-68, 2021
An Efficient Bag-of-Feature Representation for

Object Classification
V. Vinoharan∗ and A. Ramanan+
∗
Computer Unit, University of Jaffna, Jaffna, Sri Lanka
+
Department of Computer Science, University of Jaffna, Jaffna, Sri Lanka
Received 01 March 2021; accepted 07 October 2021
Abstract
The Bag-of-features (BoF) approach has proved to yield better performance in a patch-based object
classification system owing to its simplicity. However, often the very large number of patch-based descrip-
tors (such as scale-invariant feature transform and speeded up robust features, extracted from images to
create a BoF vector) leads to huge computational cost and an increased storage requirement. This paper
demonstrates a two-staged approach to creating a discriminative and compact BoF representation for object
classification. In the first stage, ambiguous patch-based descriptors are eliminated using an entropy-based
and one-pass feature selection approach, to retain high-quality descriptors in constructing a codebook. In
the second stage, a subset of codewords which is not activated enough in images are eliminated from the
initially constructed codebook based on statistical measures. Finally, each patch-based descriptor of an im-
age is assigned to the closest codeword to create a histogram representation. One-versus-all support vector
machine is applied to classify the histogram representation. The proposed methods are evaluated on bench-
mark image datasets. Testing results show that the proposed methods enables the codebook to be more
discriminative and compact in moderate sized visual object classification tasks.
Keywords: Bag-of-Features, Compact codebook, Codeword selection, Feature selection.
1 Introduction
Visual object classification is a process of predicting the presence of a specific object in a digital image or
video sequence. Visual object classification, scene classification, and image searching have posed a great chal-
lenge for computer vision. A number of factors render the problem of recognition highly challenging: changes
in pose, lighting, occlusion, clutter, intra-class differences, inner-class variances, deformations, background
that varies relative to the viewer, large numbers of images and several object categories.
The bag-of-features (BoF) approach [1], [2], [3], [4], [5], [6], [7], [8], [9] is a popular technique, used
for more than a decade to represent the image content, and has proved to yield better performance in many
computer vision tasks. The BoF approach is a multi-step process, with each step presenting many options, and
Correspondence to: vvinoharan@univ.jfn.ac.lk. The authors contributed equally.
Recommended for acceptance by Angel D. Sappa
https://doi.org/10.5565/rev/elcvia.1403
ELCVIA ISSN:1577-5097
Published by Computer Vision Center / Universitat Autònoma de Barcelona, Barcelona, Spain
Appendix 05 - Extra Curricula Activities

Sports Participation
83
85
Sports Judge
Blood Donation
87
Appendix 06 - Professional Certificates
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E-mail
Qru6TTl~ITL@ 6l.16TT~ ~ffi6"G"Olffiffi6TTLO The Secretariat, (3rd Floor)
cclal qD5c!l ~LLL!ilui.J &1611llD8'6t <ll,.co. 277 6tllJGiil 00100

l'J)~Jmui } www.erd.gov.lk Department of External Resources ~ - Ou ti}w. 277 011,n@L04 00100
Web Site Ministry of Finance and Planning P.O. Box 277, Colombo 00100
27 th November 2013
Secretary
Ministry of Higher Education Attn: Officer In-Charge of Foreign Training
Dear Sir
Certificate Course in Advaned Web Technology (Using Core & Advance JAVA)
- from 16th December 2013 to 07th February 2014, CMC Ltd., New Delhi, India
This refers to your letter No. FA/05/142 dated 07 th October 2013 forwarding a nomination for the above
programme.
We wish to inform you that the following officer has been selected to participate in the above
programme.
Mr. V Vinoharan Instructor - Grade II

University of Jaffna
Please request him to contact the Embassy of India for his travel arrangements at the earliest. A copy of
letter received from the Embassy of India in this regard is attached for your information and necessary
action.
Please be informed that the officers who go for overseas training should submit a report on the training
to the respective Ministry with a copy to this Department, within a month after returning to the country.
r
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Yours faithfully
I,
A. Kumarasiri ', L
Director General
·,, ,I 'i
Cc: 1. Chairperson, University Grants Commission } ·-, I j
2. Vice Chancellor, University of Jaffna
.
3. Mr. V Vmoharan, Instructor (Grade II),
for your information & necessary
actions please
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Appendix 08 - Conference/Workshop Presentation

At International Conference
97
99
At Workshop
101
Appendix 09 - Research Grant
A
B 6a>. 38~97 .
{gsr,c9ln ,%[JITWB'.,P cFWU
Qu61TWC:GUrrs t.006\115'1>~. G.&IT(!9Wl.f 07, 8a:i~&Jl5
NATIONAL RESEARCH COUNCIL

No. 380/97, Bauddhaloka Mawalha, Colombo 07, Sri Lanka
~clirom qo""" } c, 1d ei qo""-' } 0-<>®d } <>fl@ }

Q11>n =Cudl {iiJ<u. +94 11 2695060 Q11>•"""'~""" iiiJ<u. +94 11 2675136 ulm-d;e•ru nrc@sltnet.lk www.nrc .gov.lk
Telephone No. Fax No. E-mail Web
l0'h September 2015
Dr. A. Ramanan
Department of Computer Science
Faculty of Science
University of Jaffna
Jaffna
NRC Grants 2015- NRC Grant No. 15-128
Your application for the project entitled:
"Training images vs discriminative features on the construction of Codebook to

Recognise_Visual Objects"
is funded to the extent set out in the table below;
Approved funding (RS) for 24 months commencing September 2015
Rs. .
Maior eauipment -Nil-
Minor eauioment . 320,000.00
Consumables -Nil-
Local Travel 3,000.00
Publication Cost 73,000.00
Stipend 4,000.00
Total 400,000.00
Any changes to the above approved votes need Council approval. This grant is
subjected to your institutional audit.
Names of co- investigator: Mr. V. Vinoharan, University of Jaffna.

103
Appendix 10 - Conference/Workshop Participation

At Conference
105
At Workshop
Staff Development Centre

University of Vavuniya, Sri Lanka
Email: sdc@vau.ac.lk Tel: 024 2228230
27/07/2022.
CERTIFICATE OF ATTENDANCE
This is to certify that Mr.V.Vinoharan- Lecturer (unconfirmed) / Department of

Information Communication Technology, Faculty of Technological Studies,
University of Vavuniya participated the Workshop on "Stakeholders
responsibilities in Examinations" conducted by the Staff Development Centre of
the University of Vavuniya on 2ih July 2022 from 2.00pm - 4.00pm .
.......... . .ryJ~·················
Dr.Poongotha1 Selvarajan
Director
Director
University ofVavuniya,
Sri Lanka.
107
109
111
113
Appendix 11 - Administrator Roles
,..,~·-... ""
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Yom \"umher
l 29.08.2022
Dr.S.Wijeyamohan, Senior Lecturer Gr.II, FAS
Mr.N.Edwin Linosh, Senior Lecturer Gr.II, FAS
Dr.N.Ravinthirakumaran, Senior Lecturer Gr.II, FAS
Dr.M.Kayanan, Senior Lecturer Gr.II, FAS
Mr.S.Thirugnanasampanthar, Senior Lecturer Gr.II, FBS
Dr.A.Rukshan, Senior Lecturer Gr.II, FBS
Mrs. S. Mathivathany, Senior Lecturer Gr.II, FBS
Mr.V .Vinotharan, Lecturer (Unconfirmed),Jl.S
Mr.S.A. Jude Leon, Lecturer (Unconfirmed), FBS
Mr.K.Arjunan, Lecturer (Probationary), FAS
Ms.H.K.Nimalka Sanjeewani, Lecturer (Probationary), FAS
Ms.P.Rukshani, Lecturer (Probationary), FTS
Ms.J.Niroshi, Lecturer (Probationary), FTS
Mr.G.Vijayakanthan, Lecturer (Probationary), FAS
Ms.M.R.Fathima Aqeela, Lecturer (Probationary), FBS
Ms.S.Kajanthy, Lecturer (Probationary), FBS
Ms.P.Premisha, Lecturer (Probationary), FTS
Ms.P.Shorubika, Lecturer (Probationary), FTS
Ms. P.Amritha, Lecturer (Probationary), FTS
Mr.S.Suman, Marshal, Student & Welfare Division
Appointment of Team Managers for the Sports Teams of the University of Vavuniya
This is to inform you that the Sports Advisory Board at its 61h meeting held on 29.07.2022 appointed you as
Team Managers to the following sports teams of the University of Vavuniya.
No. Games Team

Men Women
01. Football Mr.N.Edwin Linosh FAS -
02. Netball - Ms. P.Amritha, FTS
03. Cricket Dr.S.Wijeyamohan, FAS -
04. Volleyball Dr.N.Ravinthirakumaran, FAS Ms.P.Shorubika, FTS
05. Basketball Dr.M.Kayanan, FAS Ms.P.Premisha, FTS
06. Badminton Mr.K.Arjunan, FAS Ms.S.Kajanthy, FBS
07. Carom Mr.G.Vijayakanthan, FAS Ms.M.R.Fathima Aqeela, FBS
Trkphonc ~o : 024-2222264 ( Yicc Cl.wn<'l'llor) Fax : 024-2222264 ( \'ic1) Cham·dlor) \Y,,t, sit<•: www.vau.ac.lk
024-2222265 ( Gem·111l) 024-2222265 ( C..:em,i,iJ)
115
No. Games Team

Men Women
08. Chess Dr.A.Rukshan, FBS Mrs. S. Mathivathany FBS
09. Track & field Mr.V.Vinotharan, FTS Ms.J.Niroshi, FTS
10. Table Tennis Mr.S.A. Jude Leon, FBS Ms.H.K.Nimalka Sanjeewani, FAS
11. Rugby Mr.S.Suman, Student & Welfare
Division
12. Karate Mr.S.Thirugnanasampanthar FBS
13. Elle Mr.N.Edwin Linosh, FAS Ms.P.Rukshani, FTS
The responsibilities of your duties are,

1. Motivating students to participate in sports team
2. Coordinating students and coaches
3. Monitoring the team perfonnance
4. Providing necessary advice and guidance to the team players
5. Providing administrative support for participating in the competitions
Dr.T. Manaalesw~-'11"1
..J:. .1110~:i. _Vice~Chancell~~"
Dr.7.Mangaleswaran 'University of Vavuniya
Vice Chancellor - Vavuniya, Sri Lanka. '
CC: Dean/Faculty of Applied Science

Dean/Faculty of Business Studies
Dean/Faculty of Technological Studies
Registrar
Bursar
Director/Physical Education Unit, UOJ
Coordinator/Department of Physical Education Unit
PF
j\~ /i
el~Slc:n e)cs)e)e)~ziJ@al. ® @o!5>Jel

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University of Vavuniya, Sri L'UJ.ka
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Ln001uu:Q,. &)}f\)j4afllu. B,,.t.U lh \> r,
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I
06.06 .2022
Mr. V. Vinoharan,
Lecturer,
Department of Information Communication Technology,
Faculty of Technological Studies,
Dear Mr. Vinoharan,
Post of Deputy Proctor
I am glad to inform you that you have been appointed as Deputy Proctor to the Faculty of
Technological Studies for a period of one year with effect from 06'" June 2022.
You are expected to work closely to maintain and impose discipline among students of the
Faculty by assisting the Dean and the Proctor of the University.
You will be paid Rs.500.00 p.m. as an allowance for this assignment.
Kindly indicate your willingness in accepting this appointment.
Yours Sincerely,
VICE-CHANCELLOR
..,+,; \-'o •. University of Va vuniya,
Vavuniya, Sri Lanka.
Dr.T.Mangaleswaran
Vice Chancellor
CC: Dean/Faculty of Business Studies

Dean/Faculty of Applied Science
Dean/ Faculty of Technological Studies
Bursar
Assistant Registrar/ SWD
PF
'frl<-plwul' ;\0 : 024 -2222264 ( \ "il'<.' U iam·1·\lur) Yax : 024-2222264 ( Yit~• Cliam·l'llor) Wd.1 $-ill': WWW. vau.ac.lk
024 -2222265 ( ( ;t·m·ml ) 024-2222265 ( (;,,m•ni l)
117
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5116l(611wtro ud>a;Q>6l>d;a;~a;d>, ~6lltmSD5
University oC Vavuniya, Sri Lanka
Pampaim:i<lu, Vanm.iya , Sri L:udw
UI.lW>iutr.(b, 6l.16l.J6"ft1wr. ~ 11',i91w,
~qo151Cl}
8.o"CJ
6T61Jle;I
°'oae~. ~ -
~I)· Xumher
Academic Affairs & Publication,
&lomCJol:l)Q}
~&'CJ
Your Xnml><-r 23.08.2022
Dr.S.Wijemohan, Senior Lecturer Gr.II,

Dr.G.Jeyaseelan, Senior Lecturer Gr.I
Mr.V.Vinoharan, Lecturer
Dr.P.Sathiyalingam/ UMO
Mr.K.Gnanabasharan, DR/ Exams
Appointment of Members to the Committee for Medical Certificate & Mercy Chance
The Senate at its I o•h meeting held on 18.07.2022 appointed you as the Chairman/ Member to the above
committee to prepare a policy document to handle the Medical Certificate & Mercy Chance as early
as possible and it should be placed to the forthcoming Senate.
No Name & Designation Role

01 Dr.S.Wijemohan, Senior Lecturer Gr.II, Chairman
02 Dr.G.Jeyaseelan, Senior Lecturer Gr.I Member
03 Mr.V.Vinoharan, Lecturer Member
04 Dr.P.Sathiyalingam/ UMO Member
05 Mr.K.Gnanabasharan, DR/ Exams Convener
.:+,.- .2.2.\og-\..A>i.1.
Dr.'Y.Mangalekwaran, r;.~.!1 l~r'.LJ:3 /sswar. .in
' - ... ·. ,,.·31[r.,·
Vice Chancellor, :.__,. ,: , \/:_'; vur :~
,, ,,. ,
1 -:· ,
University ofVavuniya. 1, ,•- : ' I
CC:
Dean/ Faculty of Applied Science.
Dean/ Faculty of Business Studies.
Dean/ Faculty of Technological Studies.
Head/ Department oflnformation and Communication Technology.
Registrar.
DR/Academic Affairs & Publication.
felrphoue Xo : 024-2222264 ( \"i"" Chaurellor) Fa.x : 024-2222264 ( \'ice Ch.U1edlur) Web site : www.vau.ac.lk
024-2222265 ( t: r nl'i.d) 024-2222265 ( Ur m•ral) E111a il : tmangalcs@ yahoo.com
119
121
123
125
127
129
Appendix 12 - Inter-faculty Teaching

Teaching Experience as an Instructor under IRQUE
131
Teaching Experience in Computer Unit

133
Teaching Experience from Faculty of Arts

Appendix 13 - Teaching for other HEIs

135
Appendix 14 - Teaching in my Department
Department of Information and Communication Technology

Faculty ofTechnological Studies
University ofVavuniya
Tel : 0242228240 Facsimile: 0242228240 Email : headict@vau.ac.lk
21.02.2022
Mr.V.Vinoharan,
Lecturer,
Department of !CT,
Faculty ofTechnological Studies
Dear Mr.Vinoharan
Appointment as a Lecturer in charge of Academic Year 2020/2021- First Semester
I am pleased to inform you that you have been assigned as the Lecturer in charge of the
following course module in the Academic programme of Department of Information and
Communication Technology under Faculty of Technological Studies, University ofVavuniya
for the Academic Year 2020/2021- Second Semester.
Course Code Course Title Hours
TICT 1224 Object Oriented Theory 30 Hrs

Programming
Practical 60 Hrs
TICT3253 Digital Image Processing Theory 30 Hrs
Practical 60 Hrs
Your cooperation in teaching and demonstrating theory with practical modules at the
Department is greatly appreciated.
V.Senthooran
Head/Department of !CT HEAD

DEPT. OF INFORMATION & COM M
TECHNOLOGY UNICATION
FACULTY OF_TECI_INO LOGI CAL STUDIES
UN!V i:HSI I y OF VAVUN !YA
SH I LJ\N KA.
Appendix 15 - Teaching and Learning Method
University of Vavuniya
Faculty of Technological Studies
Department of Information anti Communication Technology
Students' Evaluation - Theory Lesson
Course Code ;2\\ C T \'.)_')..4
Title
obi ec1- 0 -r\ 0nliJ '\)yo'h°"'"""' ll" '\
V '-'
Teacher U'i , v. v,"oh.o,-a n

Activity (Lecture, Tutorial, Lab class, Other) : l- ~ruftn
Teaching Mode (Online, Physical): phy~.i e« I
Date 61 9, o<J,:io-:1 '.l...
(3 • c,O - C\ •<.0
Time
I
5 3 2 1
a) The lectures helped to improve knowledge
b) The lecture materials were useful and understandable.

5 .I 3 2 1
c) The methods of teaching adopted were good. 5 4 j 2 l

(Lectures, discussions, vresentations, tutorials, case studies, etc )
d) The teaching aids were used effectively during the lecture
(Chalkboard, overhead vroiector, handouts, slides, soecimens, etc)
/ 4 3 2 1
e) The lectures were structured and well organized 5 j 3 2 1
f) The teacher encouraged questions by students and discussed them vi 4 3 2 l
g) The lectures were clear and interesting. ./ 4 3 2 l
h) How helpful were the homework/assignments to your

understanding of the lecture material?
5 4 I 2 l
i) The lectures were prescheduled and timely conducted 5 _J 3 2 l
j)
The course outline/syllabus given at the beginning was covered. 5 I 3 2 l
Instructions: Please answer all questions by circling one out of numbers I - 5 against
each statement
The numbers 1 - 5 correspond to the statement:
5 - Strongly agree 4 - Agree 3 - Neither agree nor disagree
2 - Disagree l - Strongly disagree
1
137
The overal l grading of the course:

Very good Good Satisfactory Poor Very poor
GJ [ZJ 0 0 0
Any other comments :
1
I -v?NrL aJ.,.,~ b~ c, Q.i+f.it .sc.0n-eol '° f rt-;,.;, 9-u~· e e..i-_,
bu 1-- ev'k 6'-in <'.-0 _:;ow, U, ,·!. rLU f-«--1 L,1t4...
r
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2
Appendix 16 - Assessment and Evaluation

In Course Assessment Exam Paper and Scheme

First Examination in ICT - 2019
Second Semester
(In-Course Assessment - I)
TICT1224: Object Oriented Programming (Theorey)
40 Minutes
1. What do you mean by Java IDE’s? Give three example for Java IDE’s.
2. Describe the main different between two similar iteration blocks (while loop and do..while
loop) in Java. Give suitable examples of these iteration blocks with output.
3. Write a Java program that allows the user to enter exactly twenty floating-point values. The
program then prints the sum, average (arithmetic mean), maximum, and minimum of
the values entered.
4. Write a Java program that allows a user to enter any number of non-negative integers. When
the user enters a negative value, the program no longer accepts input, and it displays the sum
of all the non-negative values. If a negative number is the first entry, the sum is zero.
5. The fibonacci sequence is the set of steadily increasing numbers where each number is equal
to the sum of the preceding two numbers (1, 1, 2, 3, 5, 8, 13, . . . ). Write a java program that
display first twenty fibonacci numbers.
6. Convert the program given in the question 5 with the help of recursive idea.
7. Explain in brief what do you mean by Object Oriented Programming?
8. What are the OOPs concepts?
9. What do you meant by the Local variable and Instance variable in Java?
10. What do you understand by Constructor? Give two examples which is come under same class
with the help of java codes.
End
139

(In-Course Assessment - I - Marking Scheme)
40 Minutes
1. What do you mean by Java IDEs? Give three example for Java IDE’s.
Solution:
Java IDE (Integrated Development Environment) is a software application that enables
users to write and debug Java programs more easily.
The following are the best Java IDEs that are mostly used in the world: Eclipse, Net-
Beans, IntelliJ IDEA, BlueJ, JCreator, JDeveloper, MyEclipse, Greenfoot, DrJava, Xcode,
Codenvy
2. Describe the main different between two similar iteration blocks (while loop and do..while
loop) in Java. Give suitable examples of these iteration blocks with output.
Solution:
while do-while
Condition is checked first then statement(s) Statement(s) is executed atleast once,
is executed. thereafter condition is checked.
It might occur statement(s) is executed zero At least once the statement(s) is executed.
times, If condition is false.
No semicolon at the end of while. Semicolon at the end of while.
while(condition) while(condition);
If there is a single statement, brackets are Brackets are always required.
not required.
Variable in condition is initialized before variable may be initialized before or within
the execution of loop. the loop.
while loop is entry controlled loop. do-while loop is exit controlled loop.
3. Write a Java program that allows the user to enter exactly twenty floating-point values. The
program then prints the sum, average (arithmetic mean), maximum, and minimum of
the values entered.
import java.io.*;
class Q3{
public static void main(String args[]){
Console cnsl = System.console();
1/4

Department of ICT
TICT1224(P) - Object Oriented Programming (Practical)
In-course Assessment Examination – 03
Duration: 02 Hours January 2022
You are requested to submit your answers in a folder named with your registration number(Eg:
2017ICTS##) only with the .java files.
Consider the following class diagram.
:String
:void
Figure 1:UML Class Diagram
You are required to map the above class diagram into a computer programming using Java programming
language in order to automate a Student Management System of “The Techzie Acdemy”. Please note that +
indicates the public class members and - indicates the private class members.
Create 4 separate classes Student , Course , NonCredit and Academy.
Class Student:
(a) Inside the Student class create separate getters and setters to get and set the values of the instance
variables name , gender, regNumber and academicYear to accomplish encapsulation.
(b) The academicYear should be read-only.
(c) Create a default constructor.
(d) Create another constructor to get only the Academic Year as the parameter and initialize the value
within the constructor.
(e) Create another parameterized constructor with the parameters name , gender , registration number and
academic year to initialize the instance variables.
(NOTE: The Gender should be marked as ‘M’ if the student is a Male and ‘F’ is the student is a Female)
141
1 //importing scanner class

2 import java.util.*;
3
4 //define class Student
5 class Student
6 {
7 //declaring instance variables
8 private String name;
9 private char gender;
10 private String regNum;
11 private int academicYear;
12 //default constructor
13 Student(){}
14
15 Student(int acYear){
16 this.academicYear=acYear;
17 }
18 //parameterized constructor
19 Student(String name,char gender,String regNum,int academicYear){
20 this.name=name;
21 this.gender=gender;
22 this.regNum=regNum;
23 this.academicYear=academicYear;
24 }
25 //getters and setters
26 //name
27 public void setName(String name){
28 this.name=name;
29 }
30 public String getName(){
31 return name;
32 }
33 //gender
34 public void setGender(char gender){
35 this.gender=gender;
36 }
37 public char getGender(){
38 return gender;
39 }
40 //registration number
41 public void setRegNum(String regNum){
42 this.regNum=regNum;
43 }
44 public String getRegNum(){
45 return regNum;
46 }
47 //academic year - readonly
48
49 public int getAcYear(){
50 return academicYear;
51 }
52 }
53 //define class course
54 class Course{
55 //declaring instance variables
56 private String courseName;
57 private int credits;
58 private String inCharge;
59 private int totalHours;
60 //default constructor
61 Course(){}
62 //parameterized constructor
63 Course(String courseName,int credits,String incharge,int totalHours)
64 {
65 this.courseName=courseName;
66 this.credits=credits;
67 this.inCharge=incharge;
68 this.totalHours=totalHours;
69 }
End of Course Exam Paper and Scheme

First Examination in Information and Communication Technology - 2019
Second Semester June/July 2022
(End of Course Examination)
Answer 4 questions only.

This paper has 5 questions on 4 pages.
Time allowed: Two Hours.
Start a new page for each question.
Allocate your time wisely, the point value of each part is shown in square brackets.
At the bottom of the front page of your answer book, write the question numbers in the order
you answered.
1. (a) Breifly describe what is Encapsulation and Polymorphism in the context of Object-
Oriented Programming (OOP) [15%]
(b) Identify the Object-Oriented technology for each of the following features:
i. The entry point of any Java program.
ii. The process of exposing all the necessary details and hiding the rest.
iii. The statements that are not executed by the compiler and interpreter. [15%]
(c) State the usage of underlined keywords in the Java main method shown below:
public static void main(String args[])
[20%]
(d) Explain why Java is called as “Write once and run anywhere?” Explain briefly. [10%]
(e) Explain the term Declaration, Initialization, and Assignment using the suitable Java code
example. [25%]
(f) Identify the difference between Primitive ans Non Primitive data types. [15%]
[50%]
1/4 TICT1224
143
First Examination in Information Communication
Technology - 2019
Second Semester - June/July 2021 (Held in February/March 2022)
TICT1224 Object Oriented Programming (Theory)
Marking Scheme
1.
(a). Encapsulation
Encapsulation in Java is a mechanism of wrapping the data/attributes (variables) and

code/behaviors acting on the data (methods) together as a single unit. It keeps safe from outside
misused and interference. Encapsulation can be considered as a protective wrapper. It prevents
code and data from being arbitrary accessed by other code defined outside the wrapper.
In Java the basis of the encapsulation is the class. Each method or variable in a class may be marked
as public, private or protected. This provides the access control.
Polymorphism
Polymorphism means “Many forms”. It is a feature that allows one interface to be used for a
general class of actions. The concept of the Polymorphism is expressed by the phrase “One
interface multiple method”.
[15%]
(b).
i. Main Method
ii. Abstraction
iii. Comment
[3*05%=15%]
(c).
Static: Static allows main method to be called without having to instantiate the particular instance
of the class. This is necessary because main method is called by the JVM before any objects are
made.
(String args[]): This is the command line argument. Any information that need to pass to the main
method is received by this String array.
[10%+10%=20%]

First Examination in Information and Communication Technology - 2019
Second Semester June/July 2022
(End of Course Examination)
TICT1224: Object Oriented Programming (Practical)

TICT1224(P) – Final Exam Paper Model
You are requested to submit your files in a folder named with your index number
(Example: TS4001) consisting all your .java files.
A movie production company named “The Zee Studio” has planned to automate their Movie
Details Management System and they have requested your help to accomplish it. The class
diagram and other necessary details are given below.
Consider the following class diagram.
Figure 1:UML Class Diagram
You are required to map the above class diagram into a computer programme using Java
programming language in order to full fill the request of “The Zee Studio”. Please note that +
indicates the public class members and - indicates
1/2the private class members. TICT1224
Create the parent class Movie and inherit 2 child classes Actors and Technicians.
Implement the following classes with the following properties.

145
1 //import scanner class

2 import java.util.Scanner;
3 //class movie
4 class Movie
5 {
6 //decalre instance variables
7 private String mName;
8 private int id;
9 private int year;
10 private double review;
11 private String director;
12 String[] songList; //array
13
14 //constructors
15 Movie(){
16 this.mName=null;
17 this.id=0;
18 this.year=0;
19 this.review=0;
20 this.director=null;
21 }
22 Movie(String mName,int year ){
23 this.mName=mName;
24 this.year=year;
25 }
26 Movie(String mName,int id, int year,double review,String director){
27 this.mName=mName;
28 this.id=id;
29 this.year=year;
30 this.review=review;
31 this.director=director;
32 }
33
34 //getters and setters
35 public String getName(){ return mName;}
36 public void setName(String mName){ this.mName=mName;}
37
38 public int getId(){ return id;} //readonly
39
40 public int getYear(){ return year;}
41 public void setYear(int year){ this.year=year;}
42
43 public double getReview(){ return review;}
44 public void setReview(double review){ this.review=review;}
45
46 public String getDirector(){ return director;}
47 public void setDirector(String director){ this.director=director;}
48
49 public String[] getSong(){return songList;}
50 public void setSong(String []songs){this.songList=songs;}
51
52 //methods
53 void printSongs()
54 {
55
56 System.out.println("Songs List of the Movie:");
57
58 for(int i=0;i<songList.length;i++)
59 {
60 System.out.println((i+1)+"."+ songList[i]);
61 }
62 }
63
64 void printDetails(){
65 System.out.println("Movie Name: "+mName+"\nId: "+id+"\nYear: "+year+"\nRe
"+ review+"\nDirector: "+director);
66 System.out.println("---------------------------------");
67 printSongs(); //calling method into method
68 }
Practical Manual
Department of Information and Communication Technology
First Semester - Academic Year 2019/2020
1. Course of Study : BICT (Hons)

2. Code : TICT1224(P)
3. Credits : 2 Credits
4. Course Title : Object Oriented Programming(Practical)
5. Course objective : To understand the Object Oriented Design strategies
in programming and problem solving.
6. Learning Outcomes :
• Explain the basic concepts of structured and object-oriented languages.

• Match the real world objects into programming paradigm.
• Apply object oriented concept in program development.
• Apply good programming style and understand the impact of style on
developing and maintaining programs.
• Design polymorphic objects to improve the reusability of programming.
• Develop object oriented solutions for small systems involving multiple
objects.
7. Duration: 60 Hours
8. Mode of study: Physical/VLE (Zoom, Google Suite. LMS……)
9. Laboratory: Not Applicable
10. Software/Tools/Devices: Notepad ++ , Eclipse
11. Course Contents: Developing Object Oriented Concepts covered in the theory.
12. Tentative Lecture schedule with effect from: 17/01/2022
Tutorials/Assignme
Week Date Topics to be covered nts/Quizzes/Present
No. ations/Discussions
From To
• Introduction to Java
• Program basics using Java
1 17/01/2022 21/01/2022 01 Tutorial
programming language
• Introduction to classes in Java
• Introduction to Scanner class and
user input
2 24/01/2022 28/01/2022 • Understanding methods
• Types of methods
• Static method
3 31/01/2022 04/02/2022 • Introduction to objects 01 Tutorial
147
• Object creation and non-static

methods
• Constructors
4 07/02/2022 11/02/2022 • Types of constructors
• Introduction to OOP
• Introduction to inheritance
5 14/02/2022 18/02/2022 • Types of inheritance 01 Tutorial
• Super keyword
• Overloading
6 21/02/2022 25/02/2022
• Overriding
• Access modifiers
7 28/02/2022 04/03/2022 Discussion
• Encapsulation
8 07/03/2022 11/03/2022 • ICAE 01
• Abstraction
9 14/03/2022 18/03/2022 • Abstract class
• Abstract method
• Interface
10 21/03/2022 25/03/2022 01 Tutorial
• Static modifier
11 28/03/2022 01/04/2022 • ICAE 02 Discussion
• Command line argument
12 04/04/2022 08/04/2022
• Type conversion
• Array data structure
13 11/04/2022 15/04/2022 • Array of objects 01 Tutorial
• Object initializers
14 18/04/2022 22/04/2022 • ICAE 03
15 25/04/2022 29/04/2022 • Introduction to Eclipse IDE 01 Tutorial
16 02/05/2022 06/05/2022 • Revision
13. List of References :
14. Evaluation criteria:

i. In-course Assessment – 40%
ii. End of course – 60%
15. Final evaluation – Refer the Hand book – Year
16. Lecturer in Charge:
Mr.V.Vinoharan Miss.P.Amrithaa Mr.V.Senthooran .

Lecturer- in-charge Demonstrator Head/ Dept of ICT
Appendix 17 - Curriculum Design and Revision

SLQF Frame Work
149
Workshop Participation
151
Appendix 19 - Research in High Education

153
Appendix 20 - Honour Related Teaching

University ofVavuniya
Vavuniya, Sri Lanka
Tel: 0242228240 Facsimile: 0242228240 Email: deanfts@vau.ac.lk
Office of the Dean

September 16, 2022
Mr. V. Vinoharan,
Deputy Proctor,
Dept. of Information and Communication Technology,
Faculty of Technological Studies.
Appreciation for serving as a Resource Person for the Orientation Programme 2022.
I hereby certify and appreciate that you served as a resource person for the Orientation
Programme conducted for the first year students of the academic year 2020/2021 at the
l?~
----~ ----- . -----
Dean
DEAN
FACULTY OF TECHNOLOGICAL STU DIES
UNlVERSlTY OF VAVUNlYA
SRl LANKA.

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Executive Summary vii

1 Biography and an Updated Resume 1

2 Teaching Philosophy Statement 13

3 Teaching Responsibilities and Strategies 17

4 Reflective Sections on the Core Module 21

5 Honours Related to Teaching 61

Appendix 02 - Educational Qualifications . . . . . . . . . . . . . . . . . . . . . . 69

1.2 Personal details

1.3 Self – Introduction

1.4 Extra-Curricular Activities and Awards

1.5 Curriculum Vita - V. Vinoharan

1.5.1 Carrier Objective

4. G.C.E. (A/L) – 2000, Index No: 3138380

1.5.3 Professional & Work Experience

2. Approximately nine months experience as an Instructor in Computer Technology,

3. Twelve years’ experience as an Instructor in Computer Technology, Grade II at Com-

4. Approximately six-month experience as an Assistant Lecturer (On Contract) at De-

5. Approximately sixteen-month experience as an Instructor (On Contract) at Computer

1.5.4 Certificate Courses

6. Certificate in Diploma in Computer Programming, Institute of Informatics Studies,

1.5.5 Theses, Journals, Publications, and Posters

4. Vinoharan, V., Ramanan, A. and Kodituwakku, S. R.: “A Wheel-based Side-view Car

2. Vinoharan, V. and Ramanan, A.: “Constructing Discriminative and Compact Code-

3. Vinoharan, V. and Ramanan, A.: “Sequentially Constructing Discriminative Code-

shop on Computer Science (SLSWCS’15), Jaffna, Sri Lanka, 07 November 2015.

2. “A Wheel-based Side-view Car Detection using Snake Algorithm”, Postgraduate In-

1.5.6 Articles for Newspaper and Book

2. ,yf;fKiw G+u;tPfk; (Digital Natives), gpuNahf tpQ;Qhdr; Rlu;> aho;g;ghz tpQ;Qhdr;

3. ghJfhg;ghd fzdp (Computer) gad;ghl;bw;F. . .> E}w;whz;L tpoh kyu;> ah/Gw;wis

2. “Keypoints and Codewords Selection for Eﬀicient Bag-of-Features Representation”,

2. “Constructing Discriminative and Compact Codebook Using Statistical Measures”,

3. “Sequentially Constructing Discriminative Codebook with Classifier Training for Ob-

1.5.8 Research Grant

Title: “Training images vs discriminative features on the construction of codebook

1.5.9 Attend Conferences, Workshops & Training Programs

2. Fourth Jaffna University International Research Conference (JUICe-2018), 27-28 Septem-

4. IEEE International Conference on Future of Information and Communication Confer-

5. Fifth International Conference on Pattern Recognition Applications and Methods

6. SEARCC2013 International Conference in Partnership with National IT Conference

7. Sixth IEEE International Conference on Information and Automation for Sustainabil-

8. Jaffna University International Research Conference (JUICe-2012), 20-21 July 2012,

1.5.10 Administration Roles

2. Treasurer of the Science Teachers Common Room (STCR), 2020/2021

2. TICT1224: Object Oriented Programming (OOP), for the students in Department

6. BBAD1152: Introduction to Information Technology, for the students in the Faculty

9. COM105GA2, COM106GA2: Computer Literacy, for the students in the Faculty of

I AITC12033 - Practical II (Python)

2. Visiting Lecturer in the Faculty of Arts, University of Jaffna, 2019 – 2020:

I AITC32022 - ICT Project Management (Appendix 12)

Teaching to other HEIs

I CSU3301 - Database design and implementation

I CSU3302 - Data Structures and Algorithms (Appendix 13)

1.5.12 Other Activities

1.5.13 Extra-Curricular Activities

3. Member of the Science Faculty Student Union, University of Jaffna, 2005.

4. Member of the Computer Society (ComSoc), University of Jaffna, 2004.

8. Half Colours in Athletic, University of Jaffna, 2003.

1.5.14 Personal Information