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Best Practices and Frameworks for Higher Education: Optimizing Learning Progressions Using Recent Tools
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Author(s): Ratan Sarkar (Department of Teachers' Training (B.Ed.), Vidyasagar University, Contai, India), Shantanu Shandilya (Department of Languages, Vellore Institute of Technology, India), Taruna Anand (Department of Humanities and Social Sciences, Graphic Era University (Deemed), Dehradun, India), R. Ramya Sri (Department of English, Kongu Engineering College, Erode, India), K. Dhanaraj (Department of Physics, St. Joseph's College of Engineering, Chennai, India)and Sampath Boopathi (Mechanical Engineering, Muthayammal Engineering College, India)
Copyright: 2025
Pages: 22
Source title:
Driving Quality Education Through AI and Data Science
Source Author(s)/Editor(s): Thangavel Murugan (United Arab Emirates University, UAE), Karthikeyan P. (Thiagarajar College of Engineering, India)and A.M. Abirami (Thiagarajar College of Engineering, India)
DOI: 10.4018/979-8-3693-8292-9.ch003
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Abstract
This chapter explores the methods and models that have been used in other efforts to increase learners interest and outcomes in college for better learning advancements. The three determinations are: measurable and general learner outcomes; formative assessment strategies; and technology, which develops contextualized learning. Based on the pedagogical foundations of the chapter, scaffolding and backward design are highlighted as the ways for attesting to alignment between the course content and assessments and the targeted competencies. It elaborates current practices in the field of faculty development and institutional support in the process of creating a learning organization. Through an analysis of case and empirical studies, the authors demonstrate how structured progressions help learners in understanding concepts that will in turn help them to gain mastery of such concepts. It is useful for teachers in their search for strategies for the creation of meaningful and sequenced lessons for learners in college contexts.
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