Category: Pedagogy

Perception vs Facts | Does it matter for teaching and learning in HEIs?

Perception plays a vital role in determining our life-satisfaction and the way we tend to live in real time. Our decisions are strongly influenced by our perception irrespective of the facts of life. Does this also happen in teaching and learning in higher educational institutions (HEI)? The evidences tend to suggest that perception of teaching by faculty do influence their teaching style and decision on pedagogy, while the perception of learning by students tend to affect the learning outcomes. Read more to know how and why…

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Resume Readiness for Job 2025 | Lessons for Curriculum and Pedagogy

The management of workplaces is likely to undergo profound changes due to compounding effect of technological transformation preceded by the turn of event such as COVID 19. This will necessitate ‘resume-readiness’ for our students to cater to the changing requirements. Academic fraternity must gain a few insights from this perceived ‘resume-readiness’ and incorporate changes in curriculum and pedagogy, before it gets too late.

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Assessing the Assessments

How we assess students in our course is diligently linked to how we teach the course. Assessment is a testimony to our teaching. Any assessment devoid of its link with ‘what to assess’, is likely to go haywire. Then comes the question of ‘how to assess.’ Our ability to link it with how we teach determines ‘assessment-of-learning’ vis-à-vis ‘assessment-for-learning.’ 

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Stockholm Syndrome in ‘forced’ online learning during COVID-19 | The hate and love story of HEIs

COVID-19 pandemic forced teaching and learning to go online in a big way. Teachers and students both embarked upon a journey into several unchartered territories of online world. It all started with difficulties and subtle sense of negation. Then started the phase of explorations, experimentations and adaptation. Finally, as it got extended further, there started a third phase wherein both teachers and students admitted their love for online teaching and learning. This empirical story of exploration through the three phases of negation, adaptation and falling in love with the online teaching and learning reveals perfect demonstration of ‘Stockholm Syndrome’.

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4 Pillars of building Academic Culture | Passionate, Purposeful and Participative Campus

Passion and purpose are central to building an academic culture and they are also interchangeably depending upon each other. Without passion, no purpose can travel a long way, while without purpose, passion alone cannot produce desired results. If we continuously work on these 4 precepts, it is possible to build an academic culture which delivers, thrives and resonate with students and faculty in equal measures.

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Appreciative Inquiry | Building on our best of teaching experiences

Indeed, there are bad days in our teaching experience, but, we also have several wow-moments in our teaching. A day to reckon with and a day to remember forever, for many things we did in creating such a wonderful experience in the classroom. Appreciative inquiry allows focusing on positive and happy experiences towards building better teaching plans and of course our future as an effective teacher.

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Flip your class | Achieve greater student engagement and learning

Flipped class entails a highly productive pedagogy in ways more than one. It helps engaging students better, reduces the burden of time-crunch for faculty and facilitates better learning experiences. It becomes icing on the cake, if we really know how to bring innovations in flipped class methodology. Here is an account of few experiences in experimenting with innovative ways to flip a class.

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Learn to stay happy | Teach your students to be happy!

Leading universities have already taken to teaching happiness or positive psychology as part of curriculum. Happiness courses are seemingly oversubscribed and participants have acknowledged benefits in terms of distinct improvements in life-satisfaction. Such individuals are bound to spread the message and contribute positively and enthusiastically at workplace, family and society. Positive education agenda is the need of the hour and educational institutions must create a ‘center for happiness learning & practice’ to drive this agenda for faculty and students. This write up explores the contours of happiness teaching in educational institutions based on authors own experience of teaching, researching and practicing happiness.

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