Teaching & Learnig Activities
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Teaching & Learnig Activities
1. Learning Through Case Studies:
The case method of learning is one of the most used pedagogical approaches at DYPUSM. Almost all courses have sessions structured around case studies. Learning through the case method entails discussion of real-life decision scenarios faced by business executives. The Faculty acts as a lead discussant and facilitator. Students learn from their peers who add to discussion through their varied experiences. In addition to the concepts that are learned through the discussion, students also learn key managerial skills such as analytical thinking, listening, and persuasion through this method. On average, a student of the Under Graduate and Post Graduate Programme in Management undergoes 100 case studies of real managerial situations during their time at DYPUSM.
2. Learning In Groups:
We learn better in groups than as individuals. Most courses have a Group Evaluation Component, which may be a group submission, project, exercise, etc. This enables students to learn from one another. We also learn better when we share our learning with our peers. At DYPUSM faculty members have group internal exams, where students present their presentation topics in the group or take part in quizzes in groups. It is found that such a group exercises are not just an evaluative exercise to check students’ level of learning, but a learning opportunity for them to learn new things from their peer groups.
3. Learning from Practical Exercises:
At DYPUSM, practical exercises are used as part of the courses in addition to other pedagogical tools. Courses on Quantitative Methods are taught with spreadsheets that improve improves student engagement as they are actively involved in the learning process. The use of spreadsheets to visualize information and to analyse different scenarios enhances conceptual understanding and will enable the students to make decisions based on data and careful analysis.
4. Learning from Real-Life Applications:
We learn more from practice. Most courses have submissions that require students to apply their learning to real-life Company or managerial situations. Some of these submissions require our students to go out on the field and interact with companies to understand how the concepts they study in class unfold in practice. For example, students worked on a live project under the guidance of course instructors and company professionals. Another example is students conducting research projects on real-life scenarios.
5. Learning from Guest Lectures, Webinars:
DYPUSM invites practicing professionals from the industry to deliver Guest Lectures and Webinar sessions as part of courses and share cutting-edge industry knowledge and practice. Most courses have one to two sessions delivered by Industry Experts. This is in addition to the other opportunities students have to learn from practicing managers. On average, a student of the Under Graduate and Post Graduate Programme in Management has an opportunity to listen to 20 – 30 such talks during their time at DYPUSM.
6. Learning from Movies:
Some instructors have used movies/documentaries as part of their courses. Through vivid and easily understood depictions, movies enable students to empathize with the business and moral dilemmas faced by characters and plots. A full-length elective course on morality and public policy designed entirely around movies is also being offered.
7. Learning from Storytelling:
Stories have a way of penetrating the students’ minds and staying with them for longer durations. No matter what grade you teach, incorporating the storytelling method into teaching will show a marked increase in understanding the concepts better. They will be able to connect with the lessons and relate to them. A complex mathematics problem can be made easy if you build a story around it and as discussed.
8. Learning through Learning Management System (LMS)
Bringing technology into the classroom allows educators to experiment with innovative methods of teaching. The use of LMS is one such method where faculties can vital classroom resources such as lesson plans, notes, and audio lessons, videos, and assignments details. This can then be accessed by the students from the comfort of their homes, whenever needed bringing the classroom back to the students with the click of a mouse. It has also ensured that students who have missed class either for illness or any other reason stay updated at all times. It eliminates the need for lugging around heavy textbooks and allows students to learn at a time, place, and pace that they are comfortable with