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Institute Canteen Website

THE MINOR PROJECT REPORT

Submitted by
Jit Sarkar (D222328048)
Shreya Ghosh (D222328030)
Tannistha Bera (D222328025)
Muskan Singh (D222328045)
Parthib Das (D222328053)
Deep Mouri (D222328008)

in partial fulfilment for the award of the diploma

in

Computer Science & Technology

TECHNIQUE POLYTECHNIC INSTITUTE

HOOGHLY 712 102
SESSION :2023-24
 Institute Canteen Website

THE MINOR PROJECT REPORT

Submitted by

Jit Sarkar (D222328048)

Shreya Ghosh (D222328030)
Tannistha Bera (D222328025)
Muskan Singh (D222328045)
Parthib Das (D222328053)
Deep Mouri (D222328008)

In partial fulfilment for the award of the diploma

In

Computer Science & Technology

TECHNIQUE POLYTECHNIC INSTITUTE

HOOGHLY 712 102
SESSION: 2023-24
 ACKNOWLEDGEMENT

The success and final outcome of this minor project required a lot of guidance and
assistance from many people and we are extremely fortunate to have got this all along the
completion of our project work. Whatever we have done is only due to such guidance and
assistance and we would not forget to thank them.

On the very outset we would like to extend our sincere & heartfelt obligation towards all
the personages who gave us the golden opportunity to do this wonderful minor project on
the topic “Institute Canteen Website”.

Without their active guidance, help, cooperation & encouragement, we would not have
made headway in this project.

We owe our profound gratitude to our project guide Shilpa Polley for conscientious
guidance and encouragement and who took keen interest on our minor project work and
guided us all along, till the completion of our minor project by providing all the necessary
information for developing the project.

We extend our gratitude to Technique Polytechnic Institute, our Principal Mr. Avijit
Karmakar and Coordinator Mr. P.S. Bhattacharya for giving us this opportunity. We also
acknowledge with deep sense of reverence, our gratitude towards our parents and member
of family, who has always supported us morally as well as economically.

We are thankful to and fortunate enough to get constant encouragement, support and
guidance from all Teaching staff of Department COMPUTER SCIENCE &
TECHNOLOGY which helped us in successfully completing our project work. Also, I
would like to extend our sincere regards to all the non-teaching staff of department of
COMPUTER SCIENCE & TECHNOLOGY for their timely support.

At last, but not least gratitude goes to all my friends & seniors who directly or indirectly
helped us a lot in finalizing this project within the limited time frame to complete this
minor project report.

THANKS AGAIN TO ALL WHO HELPED US

 CERTIFICATE OF APPROVAL

The foregoing minor project entitled “Institute Canteen Website

” is approved as a web based project to meet the needs of WBSCTVESD curriculum. The project is quite
interesting as now a day web development has a great demand in various fields. We had gone through the
project requirements and specification, project progress plan, not only that but also we discussed a lot on the
scope of the project. After all the discussion we are satisfied on the project.

…………………………………………. …………………………………………………..

Signature of the In-Charge Signature of the Project Guide

Computer Science & Technology Computer Science & Technology

 DECLARATION

We hereby declare that the minor project work entitled as “Institute Canteen Website” is an authentic
record of our own work carried out at Technique Polytechnic Institute, affiliated to the W.B.S.C.T.V.E. &
S.D. as required for the six months project semester for the award of Diploma in Computer Science &
technology under the guidance of “Shilpa Polley” during the period 2023-24 (4th Semester).

Team Members:

Sl. Name of the Student Roll No. Signature of Student

No.
1 Jit Sarkar 35
2 Shreya Ghosh 31
3 Tannistha Bera 33
4 Muskan Singh 30
5 Parthib Das 34
6 Deep Mouri 32
 PROJECT COMPLETION CERTIFICATE

Minor Project Title: “Institute Cateen Website”

Minor Project Team: Group J

Sl. Name of the Student Council Reg. No.

No.
1. Jit Sarkar D222328048
2. Shreya Ghosh D222328030
3. Tannistha Bera D222328025
4. Muskan Singh D222328045
5. Parthib Das D222328053
6. Deep Mouri D222328008

This is to certify that the Project Team consisting of the above students have successfully completed the
minor project work titled “Institute Canteen Website” in partial fulfilment of requirement for the award
of DIPLOMA IN COMPUTER SCIENCE & TECHNOLOGY prescribed by the DEPARTMENT OF
COMPUTER SCIENCE & TECHNOLOGY, TECHNIQUE POLYTECHNIC INSTITUTE, HOOGHLY.

This project is the record of authentic work carried out during the academic year (2023 – 2024).

__________________ ___________________________
(Mr. Debasish Hati) (Shilpa Polley)
In Charge,
Department of Computer Science and Technology Project Guide
 Table of Contents
Page no.

1.
2.
3.
3.1.
Gender
3.2.
Choice
3.3.
4.
4.1.
4.2.
5.
5.1.
5.1.1.
5.2.
5.3.
5.4.
5.4.1.
6.
7.
8. Reference
Introduction
Overview
Target
Goals
Design
Competitors
Conclusion
References
Table Target
Goal:
Planning
Brainstorming
Developing
Website
Purpose
Technical
2 2
of and
Audience
Process
Promoting
Building
Audience’s
of
Development
Objectives
Stage
Contents 18
1the
15
of Visual
Aspects
theClient
Ideas
5the
2 5 aProject
brand
Mockups
Service
Age
Platform
Location3
361
13 9
1. Abstract----------------------------------------------------------- 1
and
5
4 4 6
2. Introduction------------------------------------------------------ 2
3 Background------------------------------------------------------- 3-4
3.1 Constructivism

3.2 Project-Based Learning

4. Design of an Institute Website-----------------------------------4-6

4.1. Web-Based Project-Based Learning

4.2. Web-Based Project-Based Learning Model

5. Implementation of the Website-------------------------- 6-9

5.1 Beginning

5.2 Developing Module

5.3. Concluding Module

6. Conclusions and Further Work-------------------------------- 10

7. Reference------------------------------------------------------------ 11
 Abstract

The use of the Web (World Wide Web) has had many positive effects on education. It overcomes time and
space limitations in traditional institutions. Teachers and students are now using the web to access vast
amounts of information and resources in the cyberspace. Also, learning via the Web enables both
synchronous and asynchronous communication. Despite of many benefits of the Web, it may weaken
students’ motivation due to lack of face-to-face communication. In this report, we provide a learning model
called Web Project Learning, which is based on the principles of constructivism, to provide motivation and
collaborative learning for students in the Web environment. The model is based on the Project-Based
Learning model and is revised for use on the Web. The model can also encourage the participation of parents
as well as students, and be applied to any subject.

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 Introduction

Recent advances in the Web have rapidly changed our life in various ways. These advances provide
new ways for people to communicate on a global scale and assess vast amounts of information. The Web
provides educators with opportunities to implement a range of new teaching and learning practices, which
redefine classroom learning experiences. The Web enables a so-called WBI (Web-Based Instruction) system
as a teaching aid. The WBI system, which integrates a hypertext information network with communication
and collaborative tools, presents two important innovative features: first, it provides specific tools to
manipulate the multimedia information contents of the Web pages; second, authorized users can modify the
information network in the system.

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 Background
Constructivism

Constructivism is an idea that has been embraced by educational researchers and is defined as follows
Each individual must create anything he or she knows using his or her own mind. There are two basic
sources of raw material from which new knowledge is created. One is already known thought, and the other
is new information available from the senses. New information combined with existing ideas can create
modifications to current improvements. On reflection, an idea that we must all create in our own knowledge
seems obvious. The value of this idea is in its corollaries. The first of these is that the more one understands,
the more readily one can learn new ideas. Or conversely, the less one knows, the harder one can learn new
things. The second is that a good learning situation enables us to try out ideas repeatedly, making
modifications, seeing what works and what does not, and using this experience to refine our conceptions.
The third is that the learner must be an active participant, who is mixing, matching, and trying ideas
together. It is not enough to just allow ideas to enter our mind; they must be integrated into existing
structures and thought patterns. And this means that for learning to occur, we must be motivated to become
engaged in the learning activities.

Project-Based Learning

A project is an in-depth investigation if a topic worth learning more about. The investigation is usually
undertaken by a small group of students within a class, sometimes by a whole class, and occasionally by an
individual child. The key feature of a project is that it is a research effort deliberately focused on finding
answers to questions about a topic posed either by the children, teacher, or the teacher working with the
children. The goal of a project is to learn more about the topic rather than to seek the right answers to
questions posed by the teacher.

Project-Based Learning refers to a set of teaching strategies which enable teachers to guide children
through in-depth studies of real-world topics. The Project Based Learning is not unstructured. There is a
complex but flexible framework with features that characterize the teaching-learning interactions. When
teachers imp lament Project-Based learning successfully, students can be highly motivated, feel actively
involved in their own learning, and produce work of a high quality.

The values of Project-Based Learning include the following:

a). Project-Based Learning is a model for classroom activities that shift away from the traditional
classroom practices of short, isolated, teacher-cantered lessons, and instead, emphasizes learning activities
that are long-term, interdisciplinary, student entered, and integrated with real-world issues and practices.

b). One immediate benefit of practicing Project-Based Learning is the unique way that can motivate
students by engaging them in their own learning. Project-Based Learning provides opportunities for students
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to pursue their own interests, questions and make decisions about how they will find answers and solve
problems.

c). Project-Based Learning also provides opportunities for interdisciplinary learning. Students apply and
integrate the content of different subject areas at authentic moments in the production process, instead of in
isolation or in an artificial setting. In the classroom, Project-Based Learning provides many unique
opportunities for teachers to build relationship with students. Teachers may fill the varied roles of coach,
facilitator, and co-learner. Finished products, plans, drafts, and prototypes all make excellent “conversation
pieces” around which teachers and students can discuss the learning that is taking place.

d) In the institution and beyond, Project-Based Learning also provides opportunities

For teachers to build relationships with each other and with those in the larger community. Student’ work,
which includes documentation of the learning process as well as the students’ final projects, can be shared
with other teachers, parents, mentors, and the business community who all have a stake in the students’
education.

Design of an institute Website

Web-Based Project-Based Learning

One of the most promising ways the Internet is being utilized in school is to have students participate in
global collaborative Internet projects. In this section, we propose a learning model called the Web-Based
Project-Based Learning (hereinafter called ‘Web Project Learning’) for the Web environment. The Web
Project Learning is defined as problem-oriented learning within the framework of a small group, a whole
class, or an individual project and using web support for the project activities.

In teaching, the Web fits very well with the Project-Based Learning Model. The Web can be an
organizer, a research tool, a ready source of data, a means for people to communicate with each other, and a
repository for artefacts. Because the Web is a part of the real world, and artefacts on the Web can readily be
placed in the world beyond school, projects have a scope for authenticity not usually found in the school
environment.

The Web Project Learning can motivate both students and teachers as it provides an appealing way for
students to gain Internet skills while being engaged in regular classroom activities. Through the projects,
students are encouraged to develop a range of skills relating to reading, writing and researching as well as
developing their abilities in selecting, presenting and communicating information. When students work on
their project, they strengthen research and organization skills while being responsible and self-motivated all
skills they will need in the information age. Students feel a sense of engagement because they work with
topics that they have chosen for themselves.

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 Web-Based Project-Based Learning Model

Getting ready

Deciding topic

Planning activities

Investigating and Representation

Investigation Discussion

Representation

Finishing

Evaluating

Fig. 1. Web Project Learning Model

The Web Project Learning Model is divided into the following six phases instead of only three phases,
which are Getting Started, Field Work and Culminating and Debriefing Events, as in the existing Project-
Based Learning models [7,8,9].

1. Getting ready. First of all, a teacher designs a project outline. The outline’s purpose is to provide
the information necessary for students to envision their own project within the scope of the outline, and
provide resources to help them carry it out. It must provide goals of the whole project for students, and
sufficient guidance for students to choose appropriate questions, activities, and products. The outline will be
mainly read and used by students. A teacher analyzes and integrates curriculum, lists questions, researches
Web sites or resources that can be helpful for students to investigate during the course of the project, and
post on the Web.

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2. Deciding topic. Students read the Web Project outline and search for resources. References to
resources consist of URLs to relevant Web materials so that students can be directed immediately to high
quality materials that match the project needs. Students recall their own past experiences related to the
project, make topic map and exchange their ideas. During preliminary learning, the students decide
subtopics of the project for themselves.
3. Planning activities. Students work on individual student projects, in-class collaborative projects, or
class-to-class projects. They determine the activities and events that will take place at each stage of their
subtopics, plan appropriate timelines for all their subtopics, and post on the Web. If they work on a
collaborative learning project, each team member must have specific roles and responsibilities. Teachers
communicate contents of project planning to parents so that they can help and support their children work
on the projects.
4. Investigating and Representation. Investigation includes activities such as interviewing experts
through e-mail, investigating Web sites, and sharing exchange new experience and knowledge and doing a
survey through the Web. In addition, it includes observations, experiments and field trips. Discussion
includes both synchronous and asynchronous communication through the chatting or bulletin board system.
Representation includes drawing, painting, writing, math diagrams, maps, etc. to represent new learning.
Regularly, parents report the children’s condition to teachers.

5. Finishing. Students produce reports, presentations, Web pages, images, pictures, construction, etc.
as a result of the activity, share their end products, and celebrate them on the Web. Teachers have students
write down their reflections on the project and things to remember for next time.
6. Evaluating. Teachers evaluate the whole process of the project and arrive at grades based on
participation and products.

Implementation of the Institute Canteen Website

The system is to make teachers and students carry out projects wherever and whenever they may work.
It helps teachers and students begin developing an overall plan for managing their project. For Project-
Based Learning to be ensured as student entered learning, the system must give students experience in
planning for the project and in working in team or class, and have students create their assignments as form
of HTML documents or reports. Normally the environmental education of elementary schools has to be
authentic in that it is concerned with a real-world situation or problem because of cognitive development
process of students. Our model will be an alternative of environmental education in classroom. As a result,
we expect that students will recognize the importance of environmental protection and have motivation to
practice environmental conservation.

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 Table 1. Development environment and tool

Elements Options
CPU Pentium II
333MHz
Hardware
RAM 64MB
Secondary storage 10GB

Web Server IIS 4.0

Software Brower Internet Explorer

5.0
Programming Active Server
Language Page

Beginning Module Developing Module Concluding Module

Project Outline Web Helper Report Submission

Learni ng Site Web Survey Web Publication

Brainst orming BBS Reflection

Mind Map Chat Room

Proposal Report Material Room

Looking f or Partner E-mail

News for Parents Project Diary

Fig. 2 . The structure map of the system

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Beginning
Identify the target audience and their needs.Research existing canteen websites and identify their strengths and
weaknesses.Determine the features and functionalities required for the website.Create a project timeline and
allocate resources.Establish a project management and communication plan.This beginning point emphasizes the
importance of planning and research in ensuring the success of the project. By defining the purpose and goals of the
website, identifying the target audience and their needs, and researching existing websites, you can ensure that
your website meets the needs of your users and stands out from the competition. Additionally, by creating a project
timeline, allocating resources, and establishing a project management and communication plan, you canyou can
ensure that the project stays on track and that all stakeholders are informed and engaged throughout the
development process.Fig. 3 presents an example of a project outline form. So students can read it and
understand the central questions of their project, what they are going to do and what products they are
going to produce.

Fig.3. An example of a project outline form

Developing Module

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 Utilize the web to communicate with experts and gather information about canteen operations and
management.Use email, chat rooms, or BBS to collaborate with team members and stakeholders.Conduct
surveys to gather data and insights from canteen customers and staff.Create a project diary to document
progress, challenges, and solutions

Share resources and information with team members through a material room or other
collaboration tools.Regularly seek feedback from parents and stakeholders to ensure the website
meets their needs and expectations.These points will help you create a solid foundation for your
project and ensure that all stakeholders informed and are engaged throughout the development.

Fig. 4. Main picture of the developing module

Concluding Module
Students present reports of results in the form of Web pages, presentations, construction, document
files, etc. to the entire class and discuss or write about suggested future improvements. Fig. 5 presents an
example of a project report form.
Students use this form to report the results of a project.

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 Conclusions and Further Work

In this report, we proposed a model called Web Project Based on the context provided, the TPI Canteen
website is a platform for students, faculty, and staff to view menus, order food online, and contact the
canteen.The website is easy to navigate, with clear options for ordering and viewing menus.The website is
also visually appealing, with a clean and modern design.Overall, the TPI Canteen website is a valuable
resource for theTechnique Polytechnic Institute community. Consider adding more payment options for
online ordering, such as credit/debit cards or mobile wallets.Explore the possibility of integrating the
website with the institute's student management system for seamless ordering and payment.Add a feedback
mechanism for users to report issues or provide suggestions for improvement.Consider offering promotions
or discounts to encourage repeat orders and increase sales.Regularly update the website with new menus,
specials, and events to keep users engaged and informed.These conclusion and further work points
summarize the key aspects of the TPI Canteen website and provide suggestions for improvement. By
implementing these recommendations, the website can become even more user-friendly, functional, and
engaging for the Technique Polytechnic Institute community.

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 Reference

[1] Seryn, W. & John, E. (1997), A case Study of communication technology within the elementary
school, Australian Journal of Educational Technology, 13(2), 144-164
[2] Giovanni, F. & Rosella, C. (1999), A Web-Based Instruction System to support design activities in
Architecture, Paper presented to AusWeb 99, Fifth Australian World Wide Web Conference.
[3] Mason, R. (1991), Moderating Educational Computer Conferencing in DEOSNEWS Vol. 1 No. 19.
[4] Richard, C & Barbara L. M. (1997), The Role of motivation in Web-Based Instruction, Web-Based
Instruction, 93-100,
[5] Marv, W. (2000), Learning with the Web, Paper presented to Korea Association of Educational
Information & Broadcasting, 2000, November, 7-36
[6] Katz, L.G. and S.C. Chard. (1989), Engaging children’s minds: the project approach, Norwood, NJ:
Able.
[7] Katz, L. G. (1994), The Project Approach, ERIC Digest; EDO-PS-94_6,
[Online] http://ericps.crc.uiuc.edu/eece/pubs/digests/1994/lk-pro94.html
[8] http://teacher.scholastic.com/professional/teachtech/usinginternet.htm
[9] http://www.project-approach.com/definition.htm
[10] http://pblmm.k12.ca.us/PBLGuide/WhyPBL.html
[11] P. Duchesse, “A Motivational Framework for Web-based Instruction”, in Web Based Instruction,
edited by B. H. Khan, Educational Technology Publications, New Jersey, USA, 1997.
[12] E. Cho, “Distance Instruction”, The Journal of KIPS, Vol. 4, No. 3, May 1997, pp. 20 – 28.
[13] Y. Son and K. Kim, “Evaluating Instructional Web Pages with Web Evaluation Model”, Proceedings
of the 4th KAIE Winter Conference, 1999, pp. 320 - 328.

[14] S. Song, Providing Motivation in Web-Based Instruction, in Web-Based Instruction, edited I. Na,
Educational Science Press, May 1999, Seoul, Korea.
[15] W. Jun and L. Grunewald, “An Evaluation Model for Web-Based Instruction”, will appear in IEEE
Trans. on Education, May issue, 2001.

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