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AICTE - NITTT - Module 1 - Orientation Towards Technical Education and Curriculum Aspects

By Dr. P. Malliga   |   National Institute of Technical Teachers Training and Research, Chennai
Learners enrolled: 8922
Technical education contributes a major share to the overall education system and plays a vital role in the social and economic development of the nation.  Hence the Technical Education has the need to create skilled manpower to enhance industrial productivity and to further improve the quality of life.The bridge from human resource development to economic growth has to be built by well trained teachers. The most important ‘agent of change’ in ‘Knowledge Society’ is the teacher. 

The twenty first century presents a radically different economy and society, which is likely to have profound implications on Technical Education and Training. The Technical education system must adapt to the key features which include Globalization & Sustainability, ICT Revolution, Emergence of Knowledge Society Rapid Knowledge Obsolesces. A teacher requires many educational and didactic skills to deal with new situations. Teachers must be curriculum leaders. Ensuring that teachers are central to the reformation of curriculum will enable the development of pedagogy that provides the most favourable condition of learning and the highest quality learning outcomes for all students.The new role of teachers demands a new way of thinking and understanding of the new vision of the learning process.There is enough evidence in different fields of educational practice to understand that learning does not happen in the absence of teacher expertise in what to teach and how to teach it. Strong formal teaching and learning, aided by various educational technologies and premised on an up-to date understanding of the vocational, technical and professional field of practice is what is ‘good enough’ for Technical education. 

This course on "ORIENTATION TOWARDS TECHNICAL EDUCATION AND CURRICULUM ASPECTS" delivers necessary foundations for shaping teacher education and refining the role of teachers and learners in the new, independent and engaging environment that has been created for them.

 The Course outcomes are
  • Identify the issues and challenges in the domain of technical education, especially concerning quality.
  • Formulate Instructional Objectives at different level of cognitive, psychomotor and affective domains using Revised Bloom’s Taxonomy
  • Apply the principles of learning in teaching learning process
  • Interpret the psychological characteristics of adolescent learners to use the relevant motivational techniques
  • Interpret the aspects of curriculum for effective implementation for predetermined outcomes.


Summary
Course Status : Completed
Course Type : Not Applicable
Duration : 8 weeks
Start Date : 02 Mar 2020
End Date : 27 Apr 2020
Exam Date :
Enrollment Ends : 10 Apr 2020
Category :
  • AICTE - NITTTR- Courses
  • Teacher Education
Credit Points : 3
Level : Continuing Education

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Course layout

Week 1: Orientation towards Technical Education


Week 2: Three Domains of Learning

Week 3: Objectives and Learning Outcomes

Week 4: Learning and Instructions

Week 5: Learner Characteristics and Motivation

Week 6: Alternative Modes of Learning

Week 7: Aspects of Curriculum

Week 8: Curriculum Implementation, Monitoring and Evaluation

Books and references

  1. Quality Assurance in Higher Education - An Introduction http://naac.gov.in/index.php/resources#books
  2. Anderson, L.W., & Krathwohl, D.R. (eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Blooms's Taxonomy of educational objectives. New York: Longman.
  3. Aggarwal. J.C. (2014). Essentials of Educational Psychology. New Delhi: Vikas Publishing House
  4. Sharma, R.A. (2007). Psychology of Teaching-Learning Process. Meerut: Surya Publications
  5. Mukhopadhyay, B. (1994). Motivation in Educational Management: Issues and Strategies. New Delhi: Sterling publishers
  6. De Cecco (1973). Psychology of Learning and Instruction. Englewood Cliffs, NJ: Prentice-Hall
  7. Ben-Peretz, M. (1990). The Teachers-Curriculum Encounter. Buffalo: State University of New York Press.
  8. Kelly A.V (1999) Curriculum Theory and Practice Sage Publications 
  9. Sowell, E. (2000). Curriculum: An integrative introduction. Upper Saddle River, NJ: Prentice - Hall. Chapter 1: Overview of curriculum Processes and products
  10. Ornstein, A. and Hunkins. (1998). F. Curriculum: Foundations, principle and issues. Boston, MA: Allyn & Bacon. Chapter 10: Curriculum implementation.

Instructor bio



Dr. P. Malliga

National Institute of Technical Teachers Training and Research, Chennai
Dr. P. Malliga is working as Associate Professor and Head in charge of Centre for Educational Media and Technology, National Institute of Technical Teachers Training and Research, Taramani, Chennai. She has got 28 years of experience in Teaching, Research and Development. Her areas of interest in training include Databases, ICT enabled learning and Teaching, Instructional Design, E-learning and Open Education. She has published 20 research papers in refereed National / International journals and Conferences in the area of Computer Science and Engineering, ICT based Education and Training, Educational Technology. She has contributed to leading consultancy projects for producing multimedia instructional materials on Computer Networks; producing 10 CBTs on 10 different subjects of Computer Science; producing studio based video lectures on Computer Science subjects for satellite based education through Gyandarshan. She has authored a self Instructional Material (Course Material) on Instructional Design for E-learning for MCA Distance Mode program for Anna University. She has conducted around 350 courses for Polytechnic and Engineering College teachers in the areas of Computer Science and Educational Technology. She has trained around 400 Overseas Teachers in the areas of Information Technology, Educational Video Production and Educational Media Production for E-learning.

Course certificate




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