DIMAPUR — The five-day faculty development programme (FDP) on the theme of ‘Design, develop, and deliver online/blended learning courses’ organised by the Teacher Education department, Nagaland University (NU), Kohima Campus, for the professional development of higher education teachers concluded on November 11.
The FDP was sponsored by the National Institute of Educational Planning and Administration (NIEPA), New Delhi.
According to a press release, the valedictory session of the FDP was attended by Prof. Akali Sema, pro-vice-chancellor, NU, Medziphema Campus, as the chief guest.
In her address, Sema praised the organisers for providing an effective opportunity for teachers to learn new technological interventions in evolving teaching-learning scenarios.
[bsa_pro_ad_space id=1]She noted that the onset of COVID-19 marked the beginning of a shift towards embracing technological tools in education. Now, in what is referred to as the 'new normal', she emphasised that 21st-century skills have become integral to the teaching-learning process.
Sema highlighted the importance of continuous learning for teachers, affirming that it is never too late to acquire new skills. Moreover, she urged all teachers to focus on making the teaching-learning process more centred around the learners.
The programme began on November 7 and was attended by academicians from the NU and across the country, including Prof. J K Patnaik, vice chancellor of the NU, Prof. G T Thong, pro-vice chancellor of the NU Kohima Campus, and others.
The release mentioned that the FDP focused on hands-on training in new-age online and blended systems with the required conceptual background and emphasised the critical importance of transitioning from the traditional model to the learner-centric model for developing, designing, and delivering online and blended systems.
The teachers explored various concepts, tools, and applications such as MOOC, OER, Nearpod, MOODLE, Canva, Google Classroom, Screencasting, Screenpal, OBS, and so on during the FDP, and the participants' understanding was assessed through formative and summative assessments.