Pedagogy

Pedagogy - Asian College of Teachers

What is the procedure of ACT’s adult online learning higher education?

When we apply the kind of mental process that is experienced while extracting information from a text, and we have to reprocess and express it in writing, it makes learning successful. The activity of studying involves reading, data collection, participating in concept hierarchy and interrelation finally leading to data organization and writing accordingly. Traditional memorization no longer remains the process of learning according to the newly acquired thinking structure which helps in amplifying our ability to reason and problem-solving skills. This intellectual enhancement one acquires is a permanent and ongoing by nature. Learning at Asian College of Teachers is not just mere training but is a journey to acquire fresh materials and skills.

Learning levels

Bloom's taxonomy will be the best to assess the academic goals. ACT's online learning higher education pedagogy opens up ways to achieve the learning outcomes which are assessed on the basis of Reports, Project and Thesis.

LEARNING OUTCOMES - LEVELS

LEVEL 1. Knowledge and Understanding

This is accomplished as a consequence of the inclusive reading and index preparation (Table of Contents): After thoroughly reading the textbooks referred in the program, learners will gain the knowledge to recognize and extricate the main ideas behind a program. The particular notions will have to be sorted and grouped to prepare a coherent structure or a framework to accomplish the set goals. Thus, this index will exhibit the learner’s competency in understanding the interrelationships, hierarchy, and significance of the program's main elements as a whole.

LEVEL 2. Analysis, Synthesis and Growth

This demonstrates the route towards textbook analysis, content selection, and penning your initial draft. The learner is required to go through the provided textbook and make notes of the chosen excerpts of the text contents as per the above-mentioned index (table of contents). The specified text excerpts must be according to the required format. Alternatively, the learner is required to look for information all through the textbook, for several times, to broaden or make an essence of the information, when required. This continuous procedure of adjusting the text contents will benefit the learner in categorizing the information read to produce an apto come up with an initial draft of allocated work. Alternatively, the reading material is required to be reorganized and put into a fresh written format. This procedure may need some reshuffling and change of graphic and numeric data into verbal (and vice versa) from time to time; along with its interpretation, explanation, and summary.

LEVEL 3. Preparation and Evaluation of the Final Assignment

This result from the ultimate production of the assignment: report, project or thesis. After completion of the initial draft of the academic work, the learner requires to go through the work meticulously to notice any potential mistakes. The curated subject matter should echo a logical style, content, and structure and disclose suitable subject knowledge. The ultimate analysis of the presented work will be based upon the student's capability to comprehend the various parts of the text and produce a fresh and clear format. The learner is allowed to use illustrations, charts, and instances to define the content.

LEVEL 4. Knowledge Application and Significant Thinking

This will take place as a consequence of case study analysis, problem solving, conclusions and applying skilled expertise to use. ACT expects its trainees to: assess the learning material with his/her knowledge and understanding; offer his/her opinion on the topic; exhibit hands- on applications of the assimilated theoretical concepts; and clarify those in a meaningful way in his/her written assignment. The separate conclusions provided by the learner need to be explained clearly with valid evidence. Trainees normally gain critical thinking learning outcomes from such projects and research work of these levels. There may additionally be reports that embody acute judgment based on clearly outlined criteria from where the scholars draw decisions from profound case study analyses.