Paper 4 Mdu Conference

8/6/2019 Paper 4 Mdu Conference

1/15

Activity Based Learning-Change the face of professional education

ABSTRACT

The purpose of this paper is to evaluate the traditional methods of teaching as well as multimedia

teaching and to suggest other useful teaching methods that can be attempted in imparting knowledgeto the students. Basically teaching must include two major components sending and receiving

information. Ultimately, a teacher tries his best to impart knowledge as the way he understood it. So,any communication methods that serve this purpose without destroying the objective could be

considered as innovative methods of teaching. The use of innovative methods in educationalinstitutions has the potential not only to improve education, but also to empower people, strengthen

governance and galvanize the effort to achieve the human development goal for the country.

AUTHORS

*Mr Upender Chawla, Lecturer, Aravali College of Engineering And Management

Faridabad

Mob-9971112834, Email [email protected]

** Ms Isha Arora Assistant Professor Sheela Devi Institute of Management And

Technology.Mob-9811944753, Email [email protected]

*** Dr Jagdeep Singla Lecturer Institute of Management Studies And Research Rohtak,

Mob-09416123938, Email [email protected]


2/15

I.Introduction

Education is a light that shows the mankind the right direction to surge. The purpose of education

is not just making a student literate but adds rationale thinking, knowledgeablity and self

sufficiency. When there is a willingness to change, there is hope for progress in any field.

Creativity can be developed and innovation benefits both students and teachers.

II.Importance of Education:

Education is the manifestation of perfection already in man (Swami Vivekananda)

Education is a light that shows the mankind the right direction to surge. If education fails to

inculcate self-discipline and commitment to achieve in the minds of student, it is not their fault.

We have to convert education into a sport and learning process has to generate interest in the

students and motivate them to stay back in the institution than to run away from it. Education

should become a fun and thrill to them rather than burden and boredom. It is an integral part of

their growth and helps them become good citizens.

Education is an engine for the growth and progress of any society. It not only imparts knowledge,

skills and inculcates values, but is also responsible for building human capital which breeds, drives

and sets technological innovation and economic growth. In todays era information and

knowledge stand out as very important and critical input for growth and survival. Rather than

looking at education simply as a means of achieving social upliftment, the society must view

education also as an engine of advancement in an information era propelled by its wheels of

knowledge and research leading to development.

III.Methodology

The traditional or innovative methods of teaching are critically examined, evaluated and some

modifications in the delivery of knowledge is suggested. As such, the strengths and weaknesses of

each teaching methodology are identified and probable modifications that can be included in

traditional methods are suggested.

IV. Traditional Teaching Method

LECTURE

In the pre-technology education context, the teacher is the sender or the source, the educationalmaterial is the information or message, and the student is the receiver of the information. In terms

of the delivery medium, the educator can deliver the message via the chalk-and- talk method

and overhead projector (OHP) transparencies.

Basically, the teacher controls the instructional process, the content is delivered to the entire class

and the teacher tends to emphasize factual knowledge. In other words, the teacher delivers the

lecture content and the students listen to the lecture. Thus, the learning mode tends to be passive

and the learners play little part in their learning process (Orlich et al.,1998). It has been found in


3/15

most universities by many teachers and students that the conventional lecture approach in

classroom is of limited effectiveness in both teaching and learning. In such a lecture students

assume a purely passive role and their concentration fades off after 15-20 minutes.

Some limitations which may prevail in traditional teaching method are

Teaching in classroom using chalk and talk is one way flow of information.

SENDER MESSAGE RECIEVER

(TEACHER ) MEDIUM (STUDENT)

y Teachers often continuously talk for an hour without knowing students response andfeedback.

y The material presented is only based on lecturer notes and textbooks.y Teaching and learning are concentrated on plug and play method rather than practical

aspects.

yThe handwriting of the lecturer decides the fate of the subject.

y There is insufficient interaction with students in classroom.y More emphasis has been given on theory without any practical and real life time situations.y Learning from memorization but not understanding.y Marks rather than result oriented.

A lecture is the method learners often most commonly associate with college and secondary

education. Yet, it is also considered one of the least effective methods to use for adult learners. In

this method, one person (the trainer) does all of the talking. He or she may use handouts, visual

aids, question/answer, or posters to support the lecture. Communication is primarily one-way: from

the instructor to the learner.

Pros: Less time is needed for the trainer to prepare than other methods. It provides a lot of

information quickly when it is less important that the trainees retain a lot of details.

Cons: Does not actively involve trainees in training process. The trainees forget much information

if it is presented only orally.

SEMIN

ARS

Seminars often combine several group methods: lectures, discussions, conferences,

demonstrations.

Pros: Group members are involved in the training. The faculty can use many group methods as part

of the seminar activity.

Cons: Planning is time-consuming. The faculty must have skill in conducting a seminar. More time

is needed to conduct a seminar than is needed for many other methods.


4/15

CONFERENCE

The conference training method is a good problem-solving approach. A group of students

considers a specific problem or issue and they work to reach agreement on statements or solutions.

Pros: There is a lot of student participation. The student build consensus and the faculty can use

several methods (lecture, panel, seminar) to keep sessions interesting.

Cons: It can be difficult to control a group. Opinions generated at the conference may differ from

the each others ideas causing conflict.

Panel

A panel provides several points of view on a topic to seek alternatives to a situation. Panel

members may have differing views but they must also have objective concerns for the purpose of

the teaching. This is an excellent method for using outside resource faculties from difeerent areas.

Pros: Students often find it interesting to hear different points of view. The process invites

employees to share their opinions and they are challenged to consider alternatives.

Cons: It requires a great deal of preparation. The results of the method can be difficult to evaluate.

ROLE PLAYING

Role play is a simulation in which each student or selected students is given a role toplay.Students are given with some information related to description of the role, concerns,

objectives, responsibilities, emotions, etc. Then, a general description of the situation, andthe problem that each one of them faces, is given. For instance, situation could be strike in

factory, managing conflict, two parties in conflict, scheduling vacation days, etc. Once the

student read their role descriptions, they act out their roles by interacting with one another.

Role Plays helps in

y Developing interpersonal skills and communication skillsy Conflict resolutiony Group decision makingy Developing insight into ones own behavior and its impact on others

There are various types of role plays, such as:

Multiple Role Play In this type of role play, all students are in groups, with each group acting

out the role play simultaneously. After the role play, each group analyzes the interactions andidentifies the learning points.

Single Role Play One group of participants plays the role for the rest, providing

demonstrations of situation. Other participants observe the role play, analyze their interactionswith one another and learn from the play.

Role Rotation It starts as a single role play. After the interaction of participants, the faculty


5/15

will stop the role play and discuss what happened so far. Then the participants are asked to

exchange characters. This method allows a variety of ways to approach the roles.

Spontaneous Role Play In this kind of role play, one of the student plays herself while theother student play people with whom the first participant interacted before.

During a role play, the students assume roles and act out situations connected to the learningconcepts.

Pros: Students can learn possible results of certain behaviors in a classroom situation. They get an

opportunity to practice people skills. It is possible to experiment with many different approaches to

a situation .

Cons: A lot of time is spent making a single point. Faculty must be skilled and creative in helping

the class learn from the situation. In some role play situations, only a few people get to practice

while others watch.

CASE STUDY

Case Studies try to simulate decision making situation that students may find at their work place.It reflects the situations and complex problems faced by industrial managers, staff, HR, CEO, etc.

The objective of the case study method is to get students to apply known concepts and ideologiesand ascertain new ones. The case study method emphasize on approach to see a particular

problem rather than a solution. Their solutions are not as important as the understanding ofadvantages and disadvantages.

Procedure of the Case Study Method

The student is given with some written material, and the some complex situations of a real orimaginary organization. A case study may range from 50 to 200 pages depending upon the

problem of the organization.

A series of questions usually appears at the end of the case study.

The longer case studies provide enough of the information to be examined while the shorter onesrequire the student to explore and conduct research to gather appropriate amount of information.

The student then makes certain judgment and opines about the case by identifying and giving

possible solutions to the problem.

In between students are given time to digest the information. If there is enough time left, they arealso allowed to collect relevant information that supports their solution.

Once the individuals reach the solution of a problem, they meet in small groups to discuss theoptions, solutions generated.

Then, the students meets with the faculy, who further discusses the case.

Case Study method focuses on: Building decision making skills


6/15

Assessing and developing Knowledge, Skills and Attitudes (KSAs)

Developing communication and interpersonal skillDeveloping management skills

Developing procedural and strategic knowledge

Pros: A case study can present a real-life situation which lets students consider what they would

do. It can present a wide variety of skills in which applying knowledge is important

Cons: Cases can be difficult to write and time-consuming to discuss. The faculty must be creative

and very skilled at leading discussions, making points, and keeping students on track.

Projects

Projects require the trainees to do something on the job which improves the business as well as

helps them learn about the topic of training. It might involve participation on a team, the creation

of a database, or the forming of a new process. The type of project will vary by business and the

skill level of the trainee.

Pros: This is a good training activity for experienced employees. Projects can be chosen which

help solve problems or otherwise improve the operation. Trainees get first-hand experience in the

topic of the training. Little time is needed to prepare the training experience.

Cons: Without proper introduction to the project and its purpose, trainees may think they are doing

somebody elses work. Also, if they do not have an interest in the project or there is no immediate

impact on their own jobs, it will be difficult to obtain and maintain their interest.

Movies/videos/computer-based training

Some of the benefits ofComputer Based Training are:

According to a recent survey, about 75% of the organizations are providing training to employees

through Intranet or Internet. Internet is not the method of training, but has become the technique


7/15

of delivering training. The growth ofelectronic technology has created alternative training

delivery systems.

CBT does not require face to face interaction with a human trainer. This method is so varied in its

applications that it is difficult to describe in concise terms.

Content for the training experience comes primarily from a videotape or computer-based program.

Pros: It is easy to provide this training and the trainer can follow-up with questions and discussion.

It is also easy to assure that the same information is presented to each trainee.

Cons: It is expensive to develop. Most trainers choosing this option must purchase the training

from an outside vendor, making the content less specific to their needs.

Mentoring

A mentor can tutor others in their learning. Mentors help employees solve problems both through

training them in skills and through modeling effective attitudes and behaviors. This system is

sometimes known as a buddy system.

Pros: It can take place before, during, or after a shift. It gives the trainee individual attention and

immediate feedback. It also helps the trainee get information regarding the business culture and

organizational structure.

Cons: Training can be interrupted if the mentor moves on. If a properly trained mentor is not

chosen, the trainee can pick up bad habits.

.

Business games are the type of simulators that try to present the way an industry, company,

organization, consultancy, or subunit of a company functions. Basically, they are based onthe set of rules, procedures, plans, relationships, principles derived from the research. In the

business games, trainees are given some information that describes a particular situation andare then asked to make decisions that will best suit in the favor of the company. And then the

system provides the feedback about the impact of their decisions.

Again, on the basis of the feedback they are asked to make the decisions again. This processcontinues until some meaningful results do not came out or some predefined state of the

organization exists or a specified number of trails are completed.

As an example, if the focus is on organization's financial state, the game may end when the

organization reach at desirable or defined profitability level.

Some of the benefits of the business games are:

y It develops leadership skillsy It improves application of total quality principles


8/15

y It develops skills in using quality toolsy It strengthen management skillsy It demonstrates principles and conceptsy It explores and solves complex problem

V.INNOVATIVE TOOLS

(A)MULTIMEDIA LEARNING PROCESS

I hear and I forget.

I see and I believe.

I do and I understand. - Confucius

Multimedia, is the combination of various digital media types such as text, images, audio and video, into

an integrated multi-sensory interactive application or presentation to convey information to an audience.Traditional educational approaches have resulted in a mismatch between what is taught to the students

and what the industry needs. As such, many institutions are moving towards problembased learning as asolution to producing graduates who are creative; think critically and analytically, to solve problems. In

this paper, we focus on using multimedia technology as an innovative teaching and learning strategy in aproblem-based learning environment by giving the students a multimedia project to train them in thisskill set. Currently, many institutions are moving towards problem-based learning as a solution to

producing graduates who are creative and can think critically, analytically, and solve problems. Since

knowledge is no longer an end but a means to creating better problem solvers and encourage lifelonglearning. Problem-based learning is becoming increasingly popular in educational institutions as a tool toaddress the inadequacies of traditional teaching. Since these traditional approaches do not encourage

students to question what they have learnt or to associate with previously acquired knowledge (Teo &Wong, 2000), problem-based learning is seen as an innovative measure to encourage students to learn

how to learn via real-life problems (Boud & Feletti, 1999).

The teacher uses multimedia to modify the contents of the material. It will help the teacher to represent

in a more meaningful way, using different media elements. These media elements can be converted intodigital form, modified and customized for the final presentation. By incorporating digital media elements


9/15

into the project, the students are able to learn better since they use multiple sensory modalities, which

would make them more motivated to pay more attention to the information presented and retain theinformation better.

Chart 1 - MULTMEDIA ELEMENTS

Creating multimedia projects is both challenging and exciting. Fortunately, there are many multimediatechnologies that are available for developers to create these innovative and interactive multimedia

applications (Vaughan, 1998). These techologies include Adobe Photoshop and Premier to create editgraphics and video files respectively, SoundForge and 3D Studio Max to create and/or edit sound and

animation files, respectively. They can also use an authoring tool such as Macromedia Director orAuthorware to integrate and synchronise all these media elements into one final application, add

interactive features, and package the application into a distributable format for the end-user. Anotheradvantage of creating multimedia projects in the classroom setting is that when students create

multimedia projects, they tend to do this in a group environment. By working in a group, the studentswould have to learn to work cooperatively and collaboratively, using their group skills and a variety of

activities to accomplish the projects overall objectives.

TRADITIONAL AND MULTIMEDIA LEARNING THE DIFFERNCE

Chart 2 - TRADITIONAL METHOD A ONE WAY FLOW

Chart 3 - MULTIMEDIA LEARNING AN INTERACTIVE LEARNING PROCESS


10/15

(A) BOOK BASED TEACHING.

(B) OTHER INNOVATIVE TOOLS SUGGESTED

The researchers suggest some of the methods can very well be applied by the modern teachers. As theresearchers feel that basically the core objective of teaching should never be deviated by the use of an

innovative method. The following methods which are suggested are an extension to the traditionalmethods of teaching.

(1) MIND MAP

Mind maps were developed in the late 60s by Tony Buzan as a way of helping students make notes that

used only key words and images, but mind map can be used by teachers to explain concepts in aninnovative way. They are much quicker to make and much easier to remember and review because of

their visual quality. The nonlinear nature of mind maps makes it easy to link and cross-reference differentelements of the map. Mind Maps are also very quick to review, as it is easy to refresh information in your

mind just by glancing once. Mind Maps can also be effective mnemonics and remembering their shapeand structure can provide the cues necessary to remember the information within it. They engage much

more of the brain in the process of assimilating and connecting facts than conventional notes. The key

notion behind mind mapping is that we learn and remember more effectively by using the full range ofvisual and sensory tools at our disposal. Pictures, music, color, even touch and smell play a part in ourlearning armory will help to recollect information for long time. The key is to build up mind maps that

make the most of these things building on our own creativity, thinking and cross linking between ideasthat exist in our own minds. As the recent research point that any particular information explained with

the help of graph charts make a high impact in the minds of the people and keeping this as the core aspectthe teachers may try to picturize the concepts and show the same to the students

Chart 4 - AN EXAMPLE OF MIND MAP FOR SCALAR QUANTITIES

This would bring very high impact on the minds of the students about a concept

y Creates clear understandingy PowerPoint can be used widely.y Innovative thinking improves


11/15

(2 ) TEACHING WITH SENSE OF HUMOUR HUMOUR AN EFFECTIVE MEDIUM OF

TEACHING

Everyone loves a teacher with an infectious sense of humor. Looking at the lighter side of life not only

fosters cordial relations between professors and students, but also provides welcome relief while trying tofollow a difficult lecture on a complicated subject. When there is a willingness to change, there is hope

for progress in any field. Teaching is a challenge. Learning is a challenge. Combining both effectively isa challenge. Being humorous is a challenge. However, laughing is easy. We are convinced both by

experience and research that using humour in teaching is a very effective tool for both the teacher andstudent. Humor strengthens the relationship between student and teacher, reduces stress, makes a course

more interesting and if relevant to the subject, may even enhance recall of the material. Humor has theability to relax people, reduce tension, and thereby create an atmosphere conducive for learning and

communication. Numerous studies in the field of advertising have noted that humor is the most effectivetool for enhancing recall of advertisements. It is easy to create a humor in the classroom by reading

books of jokes and to listen to professional comics. The students should be encouraged to take notes,especially to learn about the professionals use of such techniques as exaggeration, pauses, and timing.

Observe reality and exaggerate it - much humor lies in observations about real life and truthfulsituations. In conclusion, humor not only plays an important role in the healing process but is also veryimportant in education.

(3) Z TO A APPROACH

This approach attempts to explain the application part of a particular concept first. The teacher shouldexplain the application of a particular concept first and explain the effects of such applications. For

example in management subject - motivation is explained in a manner that the organization get extensivebenefits out of using some techniques like promotions and awards. So here the use of promotion is

explained first and later students would get interest in knowing what are promotions and awards. Theteacher starts explaining what is promotion and explains what motivation theory in management

is.Another example we can try is that in accounting the Income statement and Balance Sheet can beexplained first and later drawing their attention to double entry system of book keeping.

Strengths

y Makes a particular concept cleary Students develop interest to know exactly the concept.y Creates long lasting memory/correlation of a concept. Weaknessesy Take quite long time for a teacher to introduce a concepty Initial difficulty in understanding a particular concept will be encountered.


12/15

Chart 5 - LEANING TOWER OF PISA EXPERIMENT EXAMPLE TO Z A APPROACH

Source: vision learning


13/15

Z A approach is explained in the following two charts. In the first chart a man drops cannonball and

lead weight from the top of the building. Hypothesis for this experiment is both the object will fall at thesame rate In the second chart the cannon ball and lead weight have reached the ground. Source: vision

learning Concept Simulation - reenacts Galileo's experiment of two different objects falling at the samerate. The above chart explains the application of that Gallileos theorm. Here the teacher explains how

two objects reach the ground if they are put from a particular distance from ground level. Traditionalway of teaching method will be explaining the theorem first and followed by its application. But this Z-A

approach goes opposite in a manner that the proof or application is explained first and later the theory.Then it is explained that this the concept developed by Galileo. The above example of tower depicts a

(possibly mythical) experiment in which Galileo dropped two objects from the leaning tower of pisa todemonstrate their comparable rate of descent.

(4) MNEMMONICS WORDS- WORDS WORDS APPROACH

Here the teacher is not supposed to talk on a particular concept for a quite long time. But to make itclear to the students he can just go on saying mnemonics or its associated meaning in words. Here he

goes on saying only words instead of sentence, and once they come to a basic understanding of themeaning of a particular concept then the teacher will explain in sentences. For example in teaching

language courses this technique can be used as an effective medium by the teacher to develop wordpower.

y Dictionary must be used widelyy Word power increasesy Teacher also gets to know many words pertaining to a particular concept.

(5) ROLE PLAYING AND SCENARIO ANALYSIS BASED TEACHING

Role playing and scenario analysis is mostly used in organizations that try to analyze a problem

pertaining to the organization, and this is also used in management institutions. But the similar kind ofpractice can be tried in other specialization too like science and engineering. Science and engineering

courses have practical but in support of those practical if students are given a scenario and other optionsto solve a particular issue, then the students are exposed to decision making in a given environment.

For example, in teaching accounting the role of accountant can be explained by role playing technique.

Invoice and bills can be given to students and asked them to assume the role of accountant. Here the realentries pertaining to transactions are made by the student and this is more practical approach to teaching

where theory is supplemented by proper practical knowledge. Similar kind of technique can be applied inmanagement, engineering and science courses.

VI.CONCLUSION

Across the world, information technology is dramatically altering the way students; faculty and stafflearn and work. Internet-ready phones, handheld computers, digital cameras, and MP3 players are

revolutionizing the college life. As the demand for technology continues to rise, colleges and universitiesare moving all sorts of student services, from laundry monitoring to snack delivery online. At Columbia

University, a real-time Web-based service called Laundry View lets students log on to a Web- basedsystem to see which washing machines are free before they head to the laundry room. They can monitor

their wash and can even program the service to e-mail them when their load is done. Technology is alsochanging the classroom experience. The classrooms at New York Universitys Leonard N Stern School

of Business feature all sorts of conveniences for students and teachers. For instance, the room is wired


14/15

with cameras for photographing whiteboards, so students can receive the images as digital files. In

addition, tablet PCs, compact computers that allow you to write notes directly onto the screen with aspecial pen, replace the archaic projector. With the tablet technology allow professors to make notes on

charts and spreadsheets and send them directly to their students' PCs and he will get a feed back fromeach student. From the above, we can make out that the Information and communication technology has

made many innovations in the field of teaching and also made a drastic change from the old paradigm ofteaching and learning. In the new paradigm of learning, the role of student is more important than

teachers. The concepts of paperless and penless classroom are emerging as an alternative to the oldteaching learning method. Nowadays there is democratization of knowledge an the role of the teacher is

changing to that of facilitator. We need to have interactive teaching and this changing role of education isinevitable with the introduction of multimedia technology and the spawning of a technologically-savvy

generation of youths. The analysis reveals some of the suggestions that the teaching community canpractice in the classrooms. Ultimately the teaching people are satisfied when he could reach the students

community with his ideas and views. So, teaching depends upon successful mode of communication andInnovation though we mean the changes that we propose to be included in our medium of communication

or even inclusion of some other elements in communicating information. The researchers recommendthat the teaching would be highly effective if the teacher start to use the recent multimedia technologies

like usage of computers extensively or some modifications in the conventional mode of teaching. The

use of computers may be very well practiced in the environment where the use of such technology ishighly possible, but there must be some sort of innovation which can also be practiced in an environmentwhere such use of technology is on its way to growth. In those environments use of humor, role playing,

words words approach, Z-A approach are the ideas that can very well be practiced. The researchersbelieve that the core objective of teaching is passing on the information or knowledge to the minds of the

students. Any method using computers or modifying the existing conventional chalk-talk method areinnovative if they ultimately serve the attainment of core objective of teaching.

VII. Research limitations

As the weaknesses that are explained in this research work are purely the views and perceptions of theresearchers and which could not be generalized. Even the modifications suggested might suffer from

other limitations. The researchers try to suggest some useful modifications which could be tried byteachers as innovative to get maximum results.


15/15

REFERENCES

Agnew, P. W., Kellerman, A. S. & Meyer, J. (1996). Multimedia in the Classroom, Boston: Allyn and

Bacon.

Boud, D. & Feletti, G. (1999). The Challenge of Problem-Based Learning, (2nd Ed.), London: Kogan

Page.

Hofstetter, F. T. (1995). Multimedia Literacy, New York: McGraw-Hill.

Jonassen, D. H., Peck, K. L., and Wilson, B. G. (1999). Learning With Technology: A ConstructivistPerspective, New Jersey: Merrill/Prentice Hall.

Lindstrom, R. (1994). The Business Week Guide to Multimedia Presentations: Create DynamicPresentations That Inspire, New York: McGraw-Hill.

Tapscott, D. (1998). Growing Up Digital: The Rise of the Net Generation, New York: McGraw-Hill.

Teo, R. & Wong, A. (2000). Does Problem Based Learning Create A Better Student: A Refelection?

Paper presented at the 2nd Asia Pacific Conference on Problem Based Learning: Education Across

Disciplines, December 4-7, 2000, Singapore.

Vaughan, T. (1998). Multimedia: Making it Work (4th Ed.), Berkeley, CA:

Osborne/McGraw-Hill

BPP (2000), Success in your Research and Analysis Project.

CFA Level 2 Book Edition 2000

Dunn, Philip (2001) Interpretation of Accounts. Uk, Student Accountant January 2001Innovative

Methods of Teaching

Paper 4 Mdu Conference

Documents

Transcript of Paper 4 Mdu Conference