D 2: Commitment to incorporating the Process and Outcomes

The process of learning is life long – it is dynamic and never-ending. For a teacher each new academic year brings a new learning journey with a new group of fellow travelers made up of students and faculty colleagues. The beauty of this learning journey undertaken every year is - its multifaceted nature, where there is giving and receiving, sharing and most importantly discovery of knowledge. The PGCHE was a reaffirmation of all this through conscious reflection and practice.

As a tutor I have always encouraged my students to go beyond books as a source of knowledge to learning through experiments, application, observation, collaboration and discussions. Hence for me learning always went beyond the four walls of a classroom and had to be experienced, explored and applied to be of significance. The PGCHE has helped me streamline all of this in a planned manner and develop an organized approach to teaching through using methods that take learning beyond books and classrooms.

Work based learning: As a teacher of profession based subjects for me work based learning is a very important tool and learning medium. Even before PGCHE this was a tool that was commonly used for delivering the Marketing and Merchandising modules. However the depth and the significance of it only became relevant when I began to make conscious efforts to think of interesting methods for collaborative and deep learning using this teaching strategy. I am now clearly able to define the need for work based learning and use it effectively as a study tool that can be clearly linked to the classroom and beyond.

Visual Research Methods: PGCHE exposed me to the way my colleagues from the Design discipline delivered their modules. One of the teaching methods that intrigued me most was the use of varied visual research methods including audio and video recordings, photo journals and concept diaries.

As an experiment I first incorporated this method of teaching and learning in the Marketing module for study of consumer behaviour. My colleagues and I have now taken this a step further where visual research and mind-mapping techniques are being merged to develop product strategies for lifestyle brands.

E-learning Platform: For a “technology challenged” individual such as me the PGCHE was the biggest boost to understanding that times are changing and that I need to connect with my learner on the level and plane they understand the best. As a marketer I have always taught products and brands evolve with the market and yet I myself wasn’t making those changes for my ‘market’. The module on e-learning is a classroom exercise that has only grown in strength and proved itself to be a phenomenal instrument of student engagement. Understanding the role of social media in customer engagement for fashion and lifestyle products couldn’t have been more apt. Today the marketing cohort is experimenting with the electronic medium with confidence as both teacher and learner are connecting on a platform that is accessible to all.

(Please visit: https://www.facebook.com/groups/pgfmg1/)

Team Teaching: The concept of team teaching was always a part of the PGD FMG programme. However, the process of examining the module and programme design and trying to understand the alignment of learning outcomes with programme objectives made me relook at the integrative nature of our TLA. My colleagues and I now understand, share and appreciate the need for collaborative teaching.

All in all the PGCHE has made me understand the need for self development is continuous and organic in nature and the commitment to this process has to be self motivating and directed to the growth and enlightenment of the individual as a teacher and a professional. I am listing below areas that I think require continuous development to the process of student learning and engagement as I carry on in my journey as a learner and a teacher:

ü Industry Interface: create a platform of continued interaction between the learners and new developments in the industry through industry based project, study groups, consultancies, training workshops.

ü Consumer Interface: develop an understanding of the evolving fashion consumer and the changing face of the global apparel markets through market research projects, trend and product study, attending trade fairs, participation in trade seminars.

ü Teaching Practices: explore different teaching methodologies to make learning a retentive experience for the learners, try experiments with cross discipline learning by inviting Design faculty to teach on management programmes, and organizing design/management collaborative projects.

ü Module Integration: continue to revisit the curriculum design to ensure continued and improved integration of the modules in the programme.

Picture Source:http://www.clipartpal.com/clipart/flower/garden_165572.html