Proposed Pedagogic Plan For Analytical And Theoretical Courses

By October 5, 2017 Learn


Adoption of learner-centric approach, problem-based learning and small group collaborative learning, particularly for the higher education is significantly more effective compared to the traditional teacher-centric, expository and passive learning approach.

Use of blended learning methods where instructor-led teaching is combined with e-learning tools can go a long way in adopting learner-centric approach with this through an initiative has been made.

The following activities are proposed to establish learner-centric approach in the department.

Formal Meeting for Course Design and Evaluation Generally this meeting is conducted between faculty members and subject matter experts to make formal changes into an existing course or to design a new course. In this framework, students too become part of the meeting because it is the actual students who need to decide what is good or not good for them because they are the primary customers of education. Students’ suggestions and feedback will be considered in making formal changes to the course.

Informal Meeting between Faculty and Students for Course Evaluation This meeting between the faculty and students takes place during the course to evaluate the current course. Faculty members take the role of developers and students take the role of customers. In the meeting, students will assess whether course goals and objectives have been achieved.

1. Small group collaborative learning: suitable groups are formed, assigning the role of leadership to different members of the group for different assignments/tasks/problems/ projects/learning outcome.

2. Project-based learning Project-based learning (PBL) is a model for teaching problem-solving and is a highly effective approach for engineering pedagogy. This includes initially identifying and defining the problem, developing and evaluating solutions for the problem, and potentially implementing solutions.

3. Formative Quiz: In the delivery of an effective lecture is giving a formative quiz at the end of the lecture. Regular formative assessments, in the form of quizzes, with immediate feedback, are a vital part of effective lectures, helping to promote better learning.

4. Instead of providing readymade fully structured course material, students may be required to consult appropriate learning resources such as chapters in specified books/journals, listen to/view appropriate sections of audio-video resources(if any), refer to appropriate websites suggested by the course designer/ course tutor, study any suggested animation sequence/photographs/datasheets/diagrams and notes provided by the author