Abstract
Transformation from a traditional teacher to a learning facilitator is a major change. This change is resisted quite often because of two reasons: lack of strong need to change and loosing the class control. In student-centred instruction (SCI), the teacher still has traditional functions like lecturing, designing assignments and tests, and grading and providing students with opportunities to learn independently and from one another and coaching them in the skills they need to acquire. Good professors may feel awkward when they start using student-centred methods and their course-end ratings initially may drop. It is tempting for instructors to give up in the face of all that, and many unfortunately do. Attempt is being made in this paper to demonstrate the personal transformation of a traditional engineering teacher to a learning facilitator, and various issues concerning the change process are discussed. Faculty Leadership Institute (FLI) of Indo-US Collaboration for Engineering Education (IUCEE) on Effective Teaching during July 2008 is a turning point for change. This workshop had enough influence and strength to dispel all the preconceived ideas about teaching and create an urge to embrace student-centric outcome-based teaching learning. A strong belief was developed in IUCEE mantra “I am teaching, are they (students) learning”. The challenge lies in preparing both self and the students to accept the new learner-centric teaching methodology and facilitate the process of learning. The author experimented the outcome-based teaching for the courses taught and convinced about the positive response and change in classroom dynamics. Once convinced, the author started conducting workshops on the outcome-based education to bring in a change in the process of teaching and learning.
You have full access to this open access chapter, Download conference paper PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
FormalPara AbstractTransformation from a traditional teacher to a learning facilitator is a major change. This change is resisted quite often because of two reasons: lack of strong need to change and loosing the class control. In student-centred instruction (SCI), the teacher still has traditional functions like lecturing, designing assignments and tests, and grading and providing students with opportunities to learn independently and from one another and coaching them in the skills they need to acquire. Good professors may feel awkward when they start using student-centred methods and their course-end ratings initially may drop. It is tempting for instructors to give up in the face of all that, and many unfortunately do. Attempt is being made in this paper to demonstrate the personal transformation of a traditional engineering teacher to a learning facilitator, and various issues concerning the change process are discussed. Faculty Leadership Institute (FLI) of Indo-US Collaboration for Engineering Education (IUCEE) on Effective Teaching during July 2008 is a turning point for change. This workshop had enough influence and strength to dispel all the preconceived ideas about teaching and create an urge to embrace student-centric outcome-based teaching learning. A strong belief was developed in IUCEE mantra “I am teaching, are they (students) learning”. The challenge lies in preparing both self and the students to accept the new learner-centric teaching methodology and facilitate the process of learning. The author experimented the outcome-based teaching for the courses taught and convinced about the positive response and change in classroom dynamics. Once convinced, the author started conducting workshops on the outcome-based education to bring in a change in the process of teaching and learning.
FormalPara KeywordsStudent-centred instruction • Learning styles • Outcome-based education • Course outcomes • Learning facilitator
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer India
About this paper
Cite this paper
Telsang, M.T. (2015). Personal Transformation from a Teacher to a Learning Facilitator: A Case Study. In: Natarajan, R. (eds) Proceedings of the International Conference on Transformations in Engineering Education. Springer, New Delhi. https://doi.org/10.1007/978-81-322-1931-6_67
Download citation
DOI: https://doi.org/10.1007/978-81-322-1931-6_67
Published:
Publisher Name: Springer, New Delhi
Print ISBN: 978-81-322-1930-9
Online ISBN: 978-81-322-1931-6
eBook Packages: EngineeringEngineering (R0)