Traditionally, teachers are not trained to teach professional courses. Thus, they learn even the essential principles of teaching through experience, ‘on the job’. This leads to a less than satisfactory in-class learning experience for most students in many courses, except if the teacher has a natural orientation to teaching. This course is aimed to introduce the essentials of facilitation of student learning (‘teaching’) in an interesting way to any teacher of professional courses, with a special focus on engineering. Further, education is a vast, old area of research, with rigorous, evidence-based knowledge that is useful for the facilitation of learning. However, the knowledge is not in an easily accessible form for teachers without experience in education research. This course also aims to begin bridging that gap, by appropriately introducing research in education to engineering teachers.
INTENDED AUDIENCE:All engineering teachers and aspiring teachers.PREREQUISITES : NILINDUSTRY SUPPORT : Any industry or start-up interested in education.
COURSE LAYOUT Week 1
1. An inexperienced engineering teacher’s view (GK)
2. From traditional lecturing to helping students learn (GK) 3. Better learning (Bloom’s taxonomy) (GK) 4. Problem based learning (PBL) and problem solving (GK)
5. Learning outcomes (TLC – E. Prasad) 6. Active learning (GK) 7. Co-operative group learning (GK)
8. Flipped classroom (GK) 9. Lab courses (GK) 10. Evaluations/assessments (TLC – Richa Verma)
11. How can we use research in education? (GK) (a) Class composition (b) Psychological type and learning (c) Models of cognitive development (d) Learning theories
G. K. Suraishkumar, Richa Verma and E. Prasad