PEDAGOGY OF HIGHER EDUCATION

1. PEDAGOGY OF HIGHER EDUCATION • Pedagogical Thoughts and Practices • • Pedagogy may be defined as the art and science (and maybe even craft) of teaching. • • Teaching is just one aspect of their practice. • • Pedagogy with a new relationship between teacher, students and society. • Scientific Method • The brain to logically examine and process all the information receives. • A scientist follows the same steps each time he employ the scientific method. They are:- • • Ask question • • Do some research • • Formulate a hypotheses • • Test with experiment • • Record and analyze observations and results • • Draw a conclusion. • Pedagogy • • Behaviorism - * Trial & Error (Thorndike) • * Operant conditioning (skinner) • * Mastering leaving and Taxonomy of behavioral objectives (Bloom) • • Cognitivism * Learning by insight (kohler) • * Advanced organizer • * Theory of instruction • • Cognitive constructivism * Theory of cognitive learning Assimilation and Accommodation (Piaget) • Constructivism • • Situated Learning Theory (Lave and Wagner) • Social Constructivism - Collaborative Learning (Vygotasky) • Connectivism - Group Interactivity Dialogue Information Computer Science • • Networked Learning • • Media, Internet, Teleconferencing, Digital Learning, Online Learning -e-learning. • • Open and Distance Education Movement • * Open Learning • * Open Source • * Open Educational Resources • • Humanism

2. Teacher Needs Learner Needs Institutional Needs Professional Body Needs Stake holders Evaluation Mechanisms Module Designs Process Areas of Theory Module Arms Learning Outcomes Underpinning Learning Theory Deep Approach to Learning Module Rationale Constructive Allignment Subject Content Learner Support Assessment Strategies Teaching Strategies * Facilitation than Teaching * Adult Learning * Counseling (Rogers) • General Systems Theory * System Approach to Instruction * Designing Instruction Design Modules for Learning and Teaching

3. 2. Support for Quality Teaching and Learning Pedagogies • The Effective Curriculum Design and Course Content • Inclusion of a variety of learning contexts. • Provision of constructive and Timely Feedback • Effective Assessment of Learning Outcomes Constructive Alignment 3. Assessment : Assisting students to learn as well as certifying their learning outcomes • Formative Assessment • Summative Assessment 4. Learner Involvement in Teaching and learning Process 4.1 Learner Mentoring : A project to give learner during their first semester to support their transition their institution to institutions. 4.2 Learner as change Agents : Learner and staff partners in project the enhance the teaching and learning. 4.3 Students Observers of Teaching 4.4 Observer Feedback 4.4.1 Benefits of learning to give constructive criticism. 4.4.2 Learning to communicate with unfamiliar senior figure. 4.4.3 Preparation for teaching and learning.

4. 5.0 Technology supported Pedagogy in Higher Education 5.1 The challenge Landscape in Higher Education 5.1.1 Demand Surge 5.1.2 Participation 5.1.3 Demographic 5.1.4 Digital literacies 5.1.5 Reach and Scale 5.1.6 Social Media 5.2 Innovating Pedagogy for the Digital Age 5.2.1 Blended Learning 5.2.2 MOOCs 5.2.3 Flipped Classrooms 5.2.4 Web 2.0 supported Pedagogies 5.2.5 Learning Design informed by Analysis Cooperative Learning • Cooperative learning was originally developed in the field of general pedagogy and its often constructed with "Competitive or Individualistic" learning. • Its roots are said in the "Democratic View" of education advocated by John Dewey. • The terms itself connotes various teaching techniques such as Learning Together, student Teams Achievement Division (STAD; Slavin, 1978), Jiysaw (Johnson, 2000). • They define (Johnson and Johnson, 1999); "The instructional use of small groups so that students work together to maximize their own and each other's learning." • Cooperative Learning is often characterized by its "well-defined structure of activities aiming at fostering social skills as well as maximizing learning outcomes." Principles of Cooperative Learning. 1. Positive Interdependence 2. Individual Accountability 3. Interpersonal and Small Group Skills

5. 4. Group Processing • 1. Jigsaw Method (Aroson 1978) • 2. Slavin developed STAD (Student Team Achievement Division) • 3. Slavin TGT (Team Games Tournaments) • Options in Cooperative Learning • Issue 1: Student Centered (Learner Centered) • Issue 2: Intrinsic Motivation and Extrinsic Motivation • Issue 3: Knowledge Construction - Knowledge Transmissions • Issue 4: Loose - structured • Collaborative Learning • • Learners automatically assume a work group context, to their own unpleasant experience with work or study groups and dismiss the notions of collaborations, it is an acute misunderstanding. • Collaborative Learning is based upon the following principles:- • i) Working together results in a greater understanding. • ii) Opportunity to become aware, through classrooms experiences, of relationships between social interactions and increased understanding. • iii) Participation is voluntary. Cooperative Learning i) It is similar except that it introduces a more structured setting with the teacher in total control of the learning environment. ii) Interactive learning relies on the application of computer technology as the collaborative medium between student and teacher. iii) Collaborative learning environment strategies are the most open and as essential to successful learning. iv) Some lecturing is necessary either to clarity complex informational ideas or to present material not readily available. Cooperative Learning • Student working together to "attain group goals that cannot be obtained by working alone or competitively. • The main purpose of CL is to actively involve students in the learning process: - A level of student empowerment which is not possible in a lecture method / format. - It is founded in constructivist method.

6. - It is process which requires knowledge to be discovered by students and transformed into concepts to which the student can relate. - The knowledge is reconstructed and expanded through new learning experiences. - Learning takes place through dialog among students in a social setting. Cooperative learning is a methodology the employs a variety of learning activities to improve students' understanding of a subject by using a structured approach which involves a series of steps, requiring students to create analyze and apple concept. Cooperative learning utilities ideas of Vojgotsky, Piaget and Kohlberg in that both individual and the social setting are active dynamics in the learning process of students attempt to imitate real-life learning. It is a teaching strategy which allows students to work together in small group with individuals of various talents, abilities and background to accomplish a common goal. Each individual team member is responsible for learning the material and also for helping the other members of the team learn. Students work initial each group member successfully understands and complete the assignment, this creating an "atmosphere of achievement". As result, they frame new concept by basing their conclusion of prior knowledge. This process results in deeper understanding of the material and more potential to retain the material. Theoretical Framework for Cooperative Learning There are two major theoretical perspectives associated with cooperative learning: i) Motivational ii) Cognitive Cooperative Vs. Collaborative Learning Implementation of Cooperative Learning There are three phases of the implementation of cooperative learning. First Phase: Pre-implementation There are several tasks that a teacher must accomplish before implementing cooperative learning in the classroom. 1. Clarify Instructional Objective (academic and Social) of CL 2. Determine Group size and Assign Students to Group 3. Arrange Room 4. Plan Instructional materials to promote interdependence 5. Assign Group Roles 6. Assign Task 7. Explain Criteria for success 8. Structure Positive interdependence and Accountability 9. Specify desired behaviours

7. Second Phase: Implementation • After the preparation, it is time to begin working during the implementation phase of CL, the students play the most important role. Some of their tasks at this stage include; working together, Listening to one another, Questioning one-another, Keeping Records of their work and progress, producing the assessment task, Assuming Personal responsibility. • 1. Monitor Behaviour • 2. Intervene if needed • 3. Assist with needs • 4. Praise • Third Phase : Post Implementation • 1. Provide closures through summarization • 2. Evaluate students' learning • 3. Reflect on what happened • Helpful Hints for Cooperative Learning • Frequently asked questions about CL • Benefits of Cooperative Learning • 1. Promote Social Interaction • Promote more positive attitudes towards learning • CL Benefits in Classroom • Social: Promote Social Interaction • Skills include -> Leadership, Decision Making, Trust Building Conflict Management • Psychological : Promote positive attitudes towards Learning • Helps to Develop Interpersonal Relationship among Learners • Receive Constructive feedback • Develop Self-esteem • Promote an Encouraging Environment • Cognitive : Learner’s Learning Outcomes to increase • Develop More Clear Concept • Validate and Strengthens Thought • Develop Self Management • Evaluation : Instant Feedback to Learner • Provide Helpful Insight into students abilities and growth • Use variety of Assessment • Teacher use More Authentic Assessment; Observation, Peer Assessment and • Writing Reflection