Reflections and Reviews

PART1: Reflections on Feedback Session After the previous blog posts, we in our cohort had a feedback session. During this feedback session, we had the opportunity to both receive feedback from and provide feedback to two of the cohort members. In this post I would discuss and try to answer the questions which were raised during the feedback provided to me. I categorised the comments from my fellows into three categories: 1.       What was good 2.       What could be improved 3.       what was missing What was good From a reader perspective, my colleagues were of the view that my writing was good even though complex at times. They appreciated the in-depth knowledge and the interrelation of different topics discussed in the previous sessions. They also appreciated the proper usage of the references. What could be Improved The writing became too complex at times and therefore they recommend that I shall use headings to further refine and communicate the ideas. Also, even

  In previous blog posts, I discussed various aspects of the planning process for competence-based learning in vocational and higher education. Programs in such learning systems will fail if planning and implementation do not work in tandem. This blog post will concentrate on the execution of previously planned processes. As a result, it is critical to summarize what we know about the planning process. The key takeaways were that students will have individual learning paths, will be able to demonstrate their knowledge, and will be able to work collaboratively to learn and teach others despite having individual learning paths. With this context in mind, I'd like to focus on four areas (which cohort participants taught each other from an implementation standpoint) in this post. These include: (A.) the role of classroom teaching methods in promoting individual learning paths, (B.) the methods teachers can use to guide groups and individuals, which is only possible if (C.) group dynami

  In my previous blog, I discussed the role of legal documents and learning theories in guiding educational course planning at the vocational and higher education levels. The planning process is discussed further in this post. When teachers have developed their own understanding of laws and learning theories, it is time to focus on the needs of the learners based on these prior understandings. To focus on such needs the teachers in vocational education need to build upon student centred competency -based learning approach, where pedagogical scripts can help them to organize for achieving such goals. At this point one might ask, what does student-centred competency-based approach means? Aurora Institute highlighted the following seven foundations of competency-based education.   Competence-based Learning (Levine & Patrick, 2019) All seven elements should be used in a setting that is truly competency-based, and their use call

The planning process in higher education is heavily reliant on the assigned teacher's prior learning, training, and experiences. Understanding the laws, amendments, and guidelines that shape these institutions into formal places of learning is one of the prerequisites for becoming a teacher at a higher education institution. These requirements exist at both the national and institutional levels. One might wonder why these laws and amendments are necessary. One point of view would be to stay within the legal boundaries when teaching at higher education institutes, which is correct but the bare minimum for becoming a teacher. A higher purpose guided by these prerequisites is to comprehend the learning objectives of students in such institutes and to incorporate those learning objectives into the planning process. This would ensure that the students obtain the necessary level of knowledge for their work lives and become useful members of society. In the context of vocational education