Seminar proceedings on multi mode approaches in teaching learning in higher education

April 10, 2023 by Dr C P Rijal 1

Two-Day Workshop/Seminar on Applying Multi-Mode Approaches in Teaching-Learning in Context of

Nepalese Higher Education

Proceeding Notes byC P Rijal, PhD in Leadership

Kasturi College, ItahariNepal

May 14-15, 2014

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The Contents1. Teaching Learning Focus2. Perform Curricular Review3. Use Multi-Mode Teaching Learning Approaches 4. Initiate Student-Centered Teaching Learning System5. Facilitate in Personality Development and Grooming6. Facilitate Interactive Material Development7. Facilitate Team Work8. Promote Effective Communication9. Facilitate Effective Presentation10. Facilitate Case Studies11. Promote Shared Commitment12. Help Celebrate Each Achievement

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The Teaching-Learning FocusOur teaching learning stands for improving skills of our graduates:

Triology ofTeaching-learning

skills

Communication Skills

Leadership Skills

Analy

tical

Reas

onin

g Skil

ls


Help graduates communicate more effectively1. Make the curriculum

demand graduate communication with provision of:

Group works

Class presentations

Class discussions

Industrial exposure


Help graduates communicate more effectively

2. Involve graduates in communication with provision for:

Group works Class presentations Class discussions Industrial studies Research seminar

and workshop Event management


Help graduates communicate more effectively3. Transform yourself as a multi-

modal teacher through: Micro presentation/teaching Role plays Audio/visual displays Class discussions Case presentations Research seminar issue

presentations Thematic group

presentations Discussion forums Peer reviews


Help graduates lead1. Assess their skill competence, maturity, willingness

and ability2. Help them identify their common areas of interest3. Initiate more group and team management

activities4. Help graduates socialize their presence5. Provide them with skill development programs6. What else?

Hersey and Blanchard’s Situational Leadership

Model Defines Relationship

Between Maturity and

Four Leadership

Styles

HighrelationshipLow task

High taskHigh

relationship

Lowrelationship

Low task

High taskLowrelationship

M1

M2M3

M4

Part

icip

atin

g

Del

egat

ing Telling

Selling

High

Low HighTask Behavior

Rela

tion

ship

Beh

avi

or

Style of Leader

ImmatureMaturity

Ability

Willingness

M1M2M3M4High Moderate Low

This person is able(has the necessaryknowledge and skill)

This person is willing(has the necessary confidence and commitment)

Maturity of Followers

Psychological maturity

Job maturity

A great deal4

Quite a bit3

Some2

Little1

Usually4

Often3

On occasion2

Seldom1

© Reserved by Dr. C. P. rijal (2011) 8


Help graduates in analytical reasoning Put them in exploring various problems their

consequences and possible solutions Make research and innovation a regular happening Help them perform case studies Put them in depth observation of issues or

problems in real life setting Provide with argumentation skills Provide exposure to deal with more conflict and

negotiation situations


Equally important thing is…Transform the classroom structural sets:

Change the seating arrangement

Use classroom display materials

Arrange information communication technologies (ICT)

Arrange communication supporting equipment


Above all, transform yourself as a change leader for graduate development


Learning reflection…

Take some time to think and decide which among the above discussed themes you can apply the best while teaching from now onwards and make a reason of doing so and share with the rest of members.

Please remember, graduates can do more than what exactly we can, but they need your hands on support


2. Perform Curricular ReviewStep 1: Determine and collect supplementary

documents, reference materials and basic textbooks.

Step 2: Revisit the course description provided by the university or develop/update.

Step 3: Establish the learning objectives.Step 4: Set the learning outcomes. Step 5: Develop the course blocks or units. Step 6: Develop unit details with overall contents of

delivery.


2. Perform Curricular ReviewStep 7: Allocate unit-wise lecture hours for teaching

learning and assessment activities.

Step 8: Establish the teaching learning methodologies.

Step 9: Establish the assessment criteria.

Step 10: Develop the plan of action.

Please remember: While performing course planning, your works should be guided by the key learning focus discussed earlier, i.e., promoting communication, leadership and analytical skill development in graduates.

Plan of Action


3.Use Multi-Mode Teaching Learning Approaches 1. Class lectures2. Story telling3. Small group teaching4. Question-answer/probing approach5. Problem solving6. Reviews (books, journals, movie)7. Experiments (lab/field)8. Group discussions/brainstorming9. Presentations (individual/group)10.Case studies

Steve Jobs - The Innovator

Steve Jobs.flv

Case Study NotesCase Study ppt


4. Initiate Students-Centered Teaching Learning System

1. Written examinations2. Project works3. Class presentations4. Project works/event management5. Experimentation/practical works6. Participation audit7. Performance beyond the subject/course 8. Applied skill competence tests9. Simulations10.Independent work/optional credits


5. Facilitate Personal Grooming of the Graduates

Another equally important role for you as an effective university teacher is to help graduates for better grooming.

Because personal grooming bears almost 50% of the communication effectiveness.

Microsoft Office PowerPoint 97-2003 Prese


6. Facilitate Interactive Material Development Interactive materials may serve as the instruments

for effective communication.

Such materials may include hand-worked display materials, case studies, audio-visuals, any other physical materials that are linked to thematic teaching learning.

Ample use of such materials helps improve communication with affection.


7. Facilitate Team Work Team work synergizes communication

effectiveness.

It creates feeling of belongingness.

Team-based working system promotes interpersonal relationship and interdependence.

Package

Types of work teams that can be promoted in colleges

Based on purpose and nature of works performed, the graduate work teams may be classified in many forms. A few of them are:

1. Problem solving teams, e.g., SQC

2. Self managed work teams, e.g., Kasturi Basketball Club

3. Virtual teams, e.g., Kasturi College Alumni at US

4. Group presentation teams, and so on…

April 10, 2023 20individual presentation by Urusha

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8. Promote Effective Communication Communication serves as a two-way traffic for the

following functions:

1. Control member behavior.

2. Foster motivation for what is to be done.

3. Provide a release for emotional expression.

4. Provide information needed to make decisions.

The Communication Process Model

Communication Process

The steps between a source and a receiver that result in the transference and understanding of meaning.


Information Richness of Communication Channels

Low channel richness High channel richness

Routine Nonroutine


Direction of Communication

Upward

Downward

Lateral


Three Common Formal Small-Group Networks

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Good Talking is Essential for Effective Communication

1. Quality of voice: Good voice quality helps one communicate with effective and adequate emphasis on level of pitch, speed of delivery and volume of tone.

2. Style of talking: Talking style serves as a blend of pitch, speed and volume to form a unique talking personality.

3. Choice of words: Choose the words from the listeners’ vocabulary. Select those that appropriately convey the morality and courtesy you intend and respect the listeners’ knowledge.


4. Adaptation: Adaptation refers to lifting the message to the listener. It includes word selection, voice and style as per listeners’ capacity to understand.

Barriers to Effective Communication1. Filtering: A sender’s manipulation of information so that it will be seen more favorably by the receiver.

2. Selective Perception: People selectively interpret what they see on the basis of their interests, background, experience, and attitudes.

3. Information Overload: A condition in which information inflow exceeds an individual’s processing capacity.


4. Emotions: How a receiver feels at the time a message is received will influence how the message is interpreted.

5. Language: Words have different meanings to different people.6. Communication Apprehension: Undue tension and anxiety about oral communication, written communication, or both.


10. Facilitate Case Study Approach Case study approach has been recognized as one of

the powerful tools of teaching-learning in different disciplines today.

Many universities do not solicit people for teaching learning, if they have not developed their own case studies for teaching-learning facilitation.

This is an areas in which our higher education has been lagging behind compared to that of European and American way of teaching learning.

Case study approach does not only improve communication skills, but also improves one’s critico-analytical thinking.

Microsoft Office PowerPoint 97-2003 Prese

Microsoft Office Word 97 - 2003 Document

Microsoft Office Word 97 - 2003 Document


11. Facilitate Effective Presentation Communication will improve if we put our

graduates in more presentation and discussion works.

Presentations can be facilitated in individual as well as group forms.

Presentation should be supported with adequate interactive materials and adequate communication skills.

Presentation serves as a venue to sell the graduate competence.

Use ppt slides, flip charts, metacards, and placards


12. Facilitate Shared Commitment

Creation of feeling of we

Taking responsibility

Being accountable

Taking initiatives

Being the first to take up challenging assignments


13. Help Celebrate Each Achievement Culture of celebration brings in shared happiness

and joy among the members.

It helps groom positive thinking about good reason for hard work, commitment and enthusiasm.

Celebrating mind and soul will bring in smile in faces.

Celebration culture opens up the closed mindsets.


14. How to conduct classroom discussions

1. Clearly explain the issue for discussion2. Provide with required resources3. Allow each member to make his/her idea on

the issue assigned 4. Facilitate member brainstorming in work

groups5. Facilitate them generate group consensus 6. Ask them to make a presentation to the

class


15. Participant Expectations

1. What do you want to learn?

2. Why are you interested to learn so?

3. How do you confirm you would implement in real life what you learn here?

4. What, if your expectations remained unmet after attending this program?


16. Questions for group thought

1. A business school should be distinct from other schools basically in THREE respects. Can you guess what they could be?

2. What does it mean by Federalism?


17. A few concerns for group discussions1. Should we continue operating newer universities by

deputing there the officials from other existing universities?

2. Is it fair to have foreign managers with much higher pay for taking up key positions of our organizations?

3. Have the Nepalese top political parties been really able to prove the significance of the removal of monarchy system in the country?

4. Has Purbanchal University in Nepal really been able to perform as an institution running on its own?


18. Ask for the self…What have I learnt so far? Any thing new?

How can I use it in my career?

Will it help improve my personal relations?

How can I help others now?

Is it feasible for me to continue these things?

Is it really important for me that my graduates should be more effective in communication?

To what extent have I been able

…


Thank You !


If you need my help in the days to come…

[email protected]

9851105671

mailto:[email protected]

Seminar proceedings on multi mode approaches in teaching learning in higher education

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