Faculty Development Programme on the Emerging Teaching Learning Trends, Tools and Techniques
The Faculty Development Programme (FDP) on "Emerging Teaching Learning Trends, Tools, and Techniques," organised by the Department of Languages at CHRIST (Deemed to be University), Pune Lavasa Campus, took place from June 3 to June 7, 2024. The FDP was designed to equip educators with the latest methodologies and tools, fostering innovation and adaptability in teaching, and its impact was immediately evident through the enthusiastic participation and feedback from faculty members.
The program kicked off with Dr. Richa Mishra’s session on gamification in education. Dr. Mishra, an expert in the field, introduced participants to innovative strategies that enhance student engagement by integrating game-like elements into educational activities. Her discussion on Classroom Assessment Techniques (CATs) and the challenges posed by the digital divide was particularly impactful, as faculty members gained insights into making learning more interactive and accessible. The tools and frameworks she introduced, such as Octalysis and educational apps like TedEd, Coursera, and Duolingo, alongside generative AI frameworks like PENGUIN Prompting, provided participants with practical strategies to modernise their teaching practices. This session inspired educators to rethink their pedagogical approaches, emphasising the importance of adapting to the needs of digital natives while also addressing the gap for digital immigrants. The exploration of AI tools encouraged educators to integrate emerging technologies into their curricula, fostering a more engaging and inclusive learning environment.
On the second day, Mr. Anuj Gupta led a session on ChatGPT and Prompt Engineering, exploring the role of AI in education. His focus on the critical issue of gender bias in language models was a wake-up call for many participants, prompting them to reevaluate their teaching materials to ensure inclusivity. By illustrating practical AI applications, such as using ChatGPT for coding tasks, Mr. Gupta showcased the transformative potential of AI in educational settings. His insights into prompt engineering were particularly valued, providing participants with new skills to enhance the effectiveness of AI tools in their teaching. The session had a significant impact on participants, deepening their understanding of AI's role in education and equipping them with practical tips for integrating AI into their teaching practices. This newfound confidence in utilising AI technologies promises to lead to more innovative and effective educational experiences for students.
The third day featured sessions by Dr. Snober Sataravala on Collaborative Online International Learning (COIL) and Dr. Devanjan Khuntia on Blended Learning. Dr. Sataravala’s introduction to COIL was eye-opening for many, broadening participants' perspectives on international collaboration and its potential to foster cross-cultural understanding and global competence. The practical strategies shared for overcoming the challenges of online collaboration, such as technological barriers and time zone differences, were particularly appreciated. Dr. Khuntia’s session on Blended Learning further enriched participants' understanding by exploring the integration of synchronous and asynchronous learning approaches. The session’s impact was evident in the feedback from participants, who expressed eagerness to implement these flexible and inclusive learning strategies in their own teaching practices. The exploration of these modern educational approaches will likely lead to more dynamic and adaptable learning environments at the university.
On June 6, 2024, Dr. Dilip Barad conducted a session titled "From Digital Pedagogy to AI: Advancing English Studies Teaching and Research." This session delved into the intersection of technology and education, specifically focusing on English Studies. Dr. Barad discussed the application of digital tools in teaching literature, language, and writing, highlighting innovative approaches such as online forums, multimedia assignments, and digital portfolios. The session provided valuable insights into the transformative potential of digital pedagogy and AI, encouraging educators to embrace these technologies to create dynamic learning environments and foster innovative scholarship. The discussion on ethical considerations and the accessibility of digital tools prompted participants to reflect on the responsible use of AI in education, ensuring that its integration into English Studies is both effective and equitable.
The final day of the FDP on June 7, 2024, featured sessions by Dr. Rajakishore Nath on "The Problems of Technosophy, Realism, and Anti-Realism in Teaching and Research" and Dr. Sayan Dey on "Bringing the Field to the Classroom: Praxis-Based Pedagogies." Dr. Nath’s session provided participants with a deep dive into the philosophical underpinnings of teaching and research, encouraging them to critically engage with these concepts. Dr. Dey’s focus on praxis-based pedagogies offered practical strategies for integrating fieldwork and experiential learning into the curriculum, enhancing the real-world relevance of education. These sessions had a profound impact on participants, broadening their philosophical understanding and providing them with concrete tools to bring the classroom closer to the real world. The integration of these approaches promises to enrich the educational experiences offered at the university, making learning more applicable and meaningful for students.
In conclusion, the Faculty Development Programme successfully equipped participants with innovative tools and strategies to enhance their teaching practices. The sessions on gamification, AI, COIL, blended learning, digital pedagogy, and praxis-based approaches had a profound impact, inspiring educators to adopt new methodologies and embrace technological advancements. The FDP fostered a sense of community and collaboration among educators, ensuring that its impact will resonate within the academic community for years to come.
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