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Pedagogical Initiatives
Innovative teaching techniques for better learning outcomes
The pedagogies of the past are slowly making way for a learner-centred mode of teaching and learning. The focus today is on active learning, the active processing of information, the use of technology and specifically, an emphasis on real-world training.
NIIT University (NU) deploys dynamic teaching-learning practices to arm students with knowledge that allows them to stay in sync with a changing professional and technological landscape. As technology constantly and rapidly evolves, a static and fixed curriculum can make it challenging for a student to transfer academic learning to practical application. NU’s innovative pedagogic techniques give academic curriculum the relevance and rigour that prepares students for their professional journeys.
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NIIT University (NU) deploys dynamic teaching-learning practices to arm students with knowledge that allows them to stay in sync with a changing professional and technological landscape. As technology constantly and rapidly evolves, a static and fixed curriculum can make it challenging for a student to transfer academic learning to practical application. NU’s innovative pedagogic techniques give academic curriculum the relevance and rigour that prepares students for their professional journeys.
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There are very good reasons for this shift in the teaching-learning framework. Students today, are unwilling to be passive participants in the exchange of knowledge. Employers demand a more holistic portfolio of skills from graduates seeking employment, apart from technical knowledge – soft skills such as communication, leadership, teamwork and digital expertise are the need of the hour. NU has long believed that learning is not limited to the classroom. Armed with the mission to create problem-solvers and not just rote learners, NU embarked on a pedagogical journey that:
- Focuses on the application of brain-aligned pedagogic mechanisms
- Facilitates teaching design and learning outcomes through a research and discovery mode of instruction
- Encourages students to apply general domain principles (always in operation) to specific principles (in operation during certain contextual and individual situations)
- Uses Educational Technology as an information delivery system for the entirety of involved processes
- Customer, customer requirements and benefit
- Integrating realistic business problems with realistic classroom/laboratory engagements through a Value Stream Model-based experiential learning that, in turn, creates value
Masters in Residence
At NIIT University (NU), learning is not limited to the curriculum. In keeping with its motto ‘Anadi Anant’, NU believes in fostering continuous and contiguous learning. The ‘Masters in Residence’ programme was launched in order to anchor academic knowledge to real-world experience, as well as to offer students the opportunity to acknowledge different world views, thus opening their minds to the diversity of knowledge.
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Through formal and informal interactions, students learn to combine academic rigour and professional applications, allowing them to go beyond a traditional curriculum to learn and evolve.
The day may begin with a trek, and a sharing of knowledge over meals. Stimulating conversations can take place in the cafeteria or under the Listening Tree or at Astachal at sunset.
The Masters’ knowledge of diverse subjects, their distinct subjective experiences, and the mentorship and guidance they offer, give our students the opportunity to grow intellectually and holistically.
Masters in Residence is an innovation that endeavours to help young minds, trained to absorb the perspectives of time and spatial dimensions, to relate their learning to contemporary challenges.
The Masters’ knowledge of diverse subjects, their distinct subjective experiences, and the mentorship and guidance they offer, give our students the opportunity to grow intellectually and holistically.
Masters in Residence is an innovation that endeavours to help young minds, trained to absorb the perspectives of time and spatial dimensions, to relate their learning to contemporary challenges.
Our Masters’ Voices
Additive Curriculum
In a traditional curriculum model, content is identified beforehand, fixed for a period, subsequently broken into courses and finally segregated into semesters for each year of the study programme. This model of education does not address the changing work environment.
NU’s Additive curriculum model considers value-adding experiential learning through a real-time industry project an integral part of the course. Faculty mentors plan student engagements by pedagogically linking the classroom with industry for part of a course through project work. Hence the term Additive Curriculum in contrast to the subtractive curriculum of the traditional model.
The projects are drawn from industry with industry mentors working closely with university faculty. The projects cut across different courses and different years of a programme. Students from the first to the third years of engineering work in teams to deliver project outcomes as defined by the industry mentor.
The role that I performed during the LPL gave me an insight into my potential future paths and helped me discover my innate strengths.” — Venkatachalam Reddy
Team 14, winners, LPL, 2017
The role that I performed during the LPL gave me an insight into my potential future paths and helped me discover my innate strengths.”
Learning Premier League
The Learning Premier League, modelled on the lines of the marquee Indian Premier League, is a game-like competitive structure to engage first-year undergraduate students to work in interdisciplinary domains with an industry connect. They are involved in dynamic decision-making and teamwork.Read More
Students undertaking different courses such as Chemistry, Physics, Electronics, Communications, etc., form teams of 11 students each to work on cutting-edge challenges in domains such as Nanotechnology, IoT, etc., that are part of advanced courses. They are assisted by a network of buddy, associate and learning mentors.
Benefits of LPL
- Gaining first-hand experience of writing and publishing research papers.
Students draft mini research papers that go into an e-journal. - Learning to identify industry needs, managing teams and work pressure
- Learning to apply theoretical knowledge to solve industry problems by identifying requisite technologies and processes, becoming expert learners in the process
- Getting an insight into future career paths they might want to explore based on their innate strengths
Industry Practice
Cognisant of the benefits of imparting an industry-linked education that is in step with the needs of, and advancements in, industry, NU developed its flagship programme called Industry Practice.
Peer-to-Peer Learning
Senior students with a superior academic record may tutor their juniors through the Peer-to-Peer Learning programme. While the programme is free of cost to first-year students, NU pays student tutors a modest stipend for their services.
Stories
Team 14 won the first-ever Learning Premier League held in 2017, which had Nanotechnology as its theme.
