Active learning is not a new concept. It “derives from two basic assumptions: (1) that learning is by nature an active endeavor and (2) that different people learn in different ways” (Meyers and Jones, 1993). Class activities are better than lectures, because lectures gives the basic knowledge but to engage the students, class activities are very important. However, for the sake of maintaining student interest, and facilitating meaningful, and eventually self-directed learning, it can be very helpful to vary the teaching and learning activities you employ in the classroom. For well over a decade, the focus of the university classroom has steadily shifted from a teaching-centric approach to a learning-centric approach (Barr & Tagg, 1995). Therefore, these days traditional classroom is converted into practical learning experience. New pedagogy is adapted to enhance the learning process. Under a learning-centric approach, the instructor retains “control” of the classroom, but thought is regularly given to: (a) how well students will learn the material presented, and (b) the variety of pedagogically sound methods that may be employed to help the students better understand the core information to be learned. Our faith in learning through various methods leads us to take up indoor as well as outdoor activities almost every day. Each activity has an objective. A glimpse of activities conducted across classes :
The term ‘case study’ covers a wide range of problems posed for analysis, but most types include several key elements. Most cases are the reflection of real-time stories, with which students can connect themselves with the case directly. This empathy creates a better understanding. These case studies help in decision making, as students have to resolve the issues related with the cases and have to come up with one decision. Indeed, a survey of faculty and students at Harvard Business school found that what engages students most in a case is that it tell a story: “a good case presents an interest provoking issue and promotes empathy with the central characters. It delineates their individual perspectives and personal circumstances well enough to enable students to understand the characters’ experience of the issue. Hence, situational cases reflects the importance of the compelling issue and the empathetic character reflects the fact that cases typically focus on the intersection between organizational or situational dynamics and individual perception, judgment, and action” (Boehrer and Linsky, p.45) and therefore are used.