Teaching-Learning Process & Technology
NIIT University believes in leveraging technology for:
- Higher Order Complex Thinking
- Making Meaning of the Study for Students
- Improved students experience and
- Preparing students for Futures’ work
With above in view, the teaching-learning processes at NU aim to achieve the following objectives:
1. To achieve learning outcomes from those of “world of work of present” to those of “world of work of futures” which operate on information and learning processes:
Today’s classrooms routinely use digital resources for teaching-learning. With the rise of Internet and communication technologies, however, there is exponential increase of information and high speed telecommunications-driven information processing. This makes it impossible both for teacher and student to focus on “taking as much information as possible”. Instead, a focus on teaching-design and on learning-outcomes by way of learning in the context of individual situation of learning, learning to think, learning to learn, learning to collaborate and learning to regulate becomes significant. Further, the learning outcomes that operate on the above learning processes should deliver ‘value creating’ knowledge progression as demanded by futures’ work performance. Teaching-Learning interplay thus becomes more important than having many factual details in memory.
2. To bring in teaching-learning interplay that transforms a traditional classroom into a connectome:
It goes without saying that in “interplaying” student plays multifarious roles; namely, a researcher; technology user and expert; observer of one’s perceptions of learning practice; team and peer support-seeking; learning environment changer; etc., and so does the teacher; namely, a goal-setter and questionnaire; strategist; situation builder and context provider; monitor for enhanced performance. In other words, in most lessons teaching logistic is still simple as yesterday – a teacher and a student, but effective information processing through the connectome dictated by the teaching-learning interplay is what delivers the effective learning.
3. To address instructional implications of a connectome
When it comes to investigate instructional implications of connectome characterizing complexities of learning, cognitive literature, systems science, and advances in brain science inform that human brain is unique. Accordingly, based on educational technology (ET) research and education at NU, it is recognized that uniqueness of human brain means it is important to “know your learner”. NU experiments with T-L process innovations for adherence to pedagogy of brain-aligned Team based Learning through choice and design of projects, which are driven by students’ learning themes. At NU, the learning complexity is addressed pedagogically in course teaching by incorporating, where meaningful and possible, a value creating activity-based project in which a team of students with mixed ability levels are challenged, while providing scaffolds and positive environment to be successful. NU recognizes well-designed team projects pedagogically allow differentiated instruction as well as assessment. Literature also provides connectome implicating insight that the brain is changed by experience. In accordance with this, where feasible, NU encourages faculty to orient a value creating team activity and engaging students in experiential learning through information origination in research & discovery mode. Yet another insight that research provides is that brain is highly plastic. Given this, NU also encourages faculty to design team engagements that are planned under courses so that students can practice self-directed learning. Last but not the least, another significant connectome implicating insight, that literature reports, is that the brain connects new information to old. In pursuance of this, NU has experimented with brain aligned pedagogic initiatives for team as well as individual learning from real world projects that make ‘meaning’ to students. This makes learning effective for students.
Pedagogic Initiatives Implemented at NU:
Within the above framework, NU has pursued and proposes to pursue following pedagogic initiatives for implementing value-creating teaching-learning (T-L) interplay processes in classrooms for effective student experience.
Pedagogic Initiative |
Value Creation in T-L Processes |
Before the starting of B.Tech 1st semester under NU’s Resonance Programme:
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Acclimatization to NU education processes
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1st Year B.Tech
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On knowing one’s own learning styles, students in a value-creating collaborative work- flow group, improve their understanding of difficult concepts/topics from the course constructing differentiated instructional and assessment pathways using convergence technology (CT)-enabled ET as information delivery system and further publish the understanding developed through a digital portfolio. |
3rd Year B.Tech
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On knowing one’s own learning styles, students in a value-creating collaborative work-flow group, against given course concepts/topics identify an application for a real world customer and benefit/value creation for that customer. Students then develop and implement the collaborative work-flow project using convergence technology (CT)-enabled ET as information delivery system so as to satisfy the customer by delivering the benefit, and further publish the product developed through a digital portfolio. |
3rd Year B.Tech
Regulation Processes with Work
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OR
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Student empowerment:
T-L interplay through pedagogic initiatives of U2K, and PBL in identified courses across four years of degree programme and Learning Technologies Project course engages students in originating new information and processing it in a new way. Learning then is huge and learning outcomes contribute to improved student experience. These are the ingredients of student empowerment for futures’ employability skills.
