Abstract Education enables the individuals to enhance skills, efficiency and productivity in his/her profession. To attain the development goal of education, the education should be planned and implemented in tune with the desired objectives. Curriculum design acts as a means to achieve the goals of education. In the contemporary education constructive theories of education accommodate and assimilate the demands of the changing world. Introduction Curriculum is a broad concept and it consists of the totality of experiences that the learners receive.
Abstract In original usage, student-centric learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students. Student-centric instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student- centric learning puts students ' interests first, acknowledging student voice as central to the learning experience. In a student-centric classroom, students choose what they will learn, how they will learn, and how they will assess their own learning. student-centric learning requires students to be active, responsible participants in their own learning and with their own pace of learning Usage of the term "student-centric learning" may
There is no room for anybody else to dictate what to study and how long to study and what level of knowledge/ skill is required for a particular job. The education should be student centric rather than teacher (or regulator) centric. Let the learner decide what to study in accordance with his/ her aptitude, and let the learner decide, depending upon her capability and time available, as to how long he/ she will take to acquire the required level of skill/ knowledge. In any case, this is their fundamental right. Similarly, the university, being autonomous self regulating body, has the fundamental right to impart education in the manner it deems appropriate to the willing
Preparation for University Education The category of preparation for university education has been analyzed through the issues of knowledge comes from teacher, teachers’ dependent and teachers’ time most effective. These issues generate the aspects of reliance and dependence which are critical for university education. In this category it has been analyzed that students should develop their knowledge by reading books and prepare themselves that how learning take place at universities’ education. The applying of technological application, promoting the culture of reading enhances the learning and adds value to the student teachers interactive sessions in the process of teaching and learning. According to analysis the success of quality teaching and learning, its implementation depends on its acceptance by students and
The process of teaching and learning has the same value as the product, therefore how the children learn has the same significance as what they learn. The lessons the child learns in the process of teaching and learning have greater significance than the final product or result they have to present. The knowledge and skill gained by the learners should equip the learners to apply themselves in a variety of contexts. The systematic instruction received by a learner is important as it should progress from ``simple recall `` according to Bloom`s taxonomy to ``high order thinking skills``. The learner should be viewed in totality thus considering not just the cognitive but the social, emotional, affective,spiritual and moral
In the end, there will always be a place for classic subjects in school. However, it is important that the curriculum is updated with subjects that are imperative to a successful life beyond graduation. School curriculum should reflect the evolution of tech, society, and perspectives. Our students are more likely to stay in school and graduate. Learning valuable skills that is relevant to the workplace allows these students to lead fulfilling and successful
Designing learning programs to sustain and foster Inter-professional Education is a complex operation and many different solutions have been implemented around the world. One starting point can be identified in the definition of the main dimensions which need to be taken into account when designing inter-professional learning. Parsell and Bligh (1999) have organized these dimensions in four key clusters: 1. Relationships between different professional groups (values and beliefs which people hold). This dimension takes into account attitudes concerning professional identity, stereotypical views about each other, and the historical legacy about status and professional knowledge.
Experiential learning, takes the student out of the physical boundaries of the university to engage a different set of “teachers” for teaching undergraduate students. This instruction method does not deliver the required knowledge in a specialized or articulated form, but is tacitly delivered from experience (4). Active learning increases student performance in science, engineering, and mathematics(5). There is a need of redesign the conventional curriculum, which is mostly concept based, in engineering institutes in India. An attempt has been made in this paper to identify the role of curriculum design in the field of engineering to have Outcome Based Education (OBE) in India.
Students as the center of educative process and the one that will benefit most and education is learner centered that focuses on the holistic development in all dimensions of education shall be the utmost priority of any educational purpose of the state. Let me reiterate the underlying principles of foundation in education though technology revolutionized and we can use it effectively together with the concepts of efficient and effective pedagogy. It can be said that curriculum development system is a systematic, developmental process of on-going analysis and improvement of curriculum and instruction in a school for the betterment and attainment of its purpose wherein students will benefit most. These means can then be translated into logical and pedagogical sound series of student experiences and they must engage in the use of technology for lifelong learning. Whereas perception of the term may vary, it must be recognized that curriculum encompasses more than a simple definition, curriculum is a key element in the educational process, its scope is extremely broad, and it touches virtually everyone specially the learners who is involved with teaching and learning.
The present education system has given importance mostly to rote learning by filling the individual with domain knowledge without enabling the learner to think of its applicability in real world contexts. This practice restricts cognitive development. True education requires thinking one’s way to knowledge. Of course, the stage of memorizing the material should not be an end in itself, instead should be a means to an end. By integrating rote learning with cognitive learning, one can recognize that the information memorized is the basis for higher-level concepts & applications and also retain it for a longer period of