Макашева О.М, Махашова П.М, Әлжаппарова А.Н

Almaty academy of economics and statistics, Taraz state Pedagogical Institute

INNOVATIVE METHODS OF TEACHING IN HIGHER EDUCATION

Education is a light that shows the mankind the right direction to surge. The purpose of education is not just making a student literate but adds rationale thinking, knowledgeablity and self sufficiency. When there is a willingness to change, there ishope for progress in any field. Creativity can be developed and innovation benefitsboth students and teachers. The traditional or innovative methods of teaching are critically examined,evaluated and some modifications in the delivery of knowledge is suggested. As such,the strengths and weaknesses of each teaching methodology are identified andprobable modifications that can be included in traditional methods are suggested.In the pre-technology education context, the teacher is the sender or thesource, the educational material is the information or message, and the student is the receiver of the information. In terms of the delivery medium, the educator can deliver the message via the “chalk-and- talk” method and overhead projector (OHP) transparencies. This directed instruction model has its foundations embedded in the behavioral learning perspective and it is a popular technique, which has been used for decades as an educational strategy in all institutions of learning. Basically, the teacher controls the instructional process, the content isdelivered to the entire class and the teacher tends to emphasize factual knowledge.

In other words, the teacher delivers the lecture content and the students listen to the lecture. Thus, the learning mode tends to be passive and the learners play little part in their learning process. It has been found in most universities by many teachers and students that the conventional lecture approach in classroom is of limited effectiveness in both teaching and learning. In such a lecture students assume a purely passive role and their concentration fades off after 15-20 minutes.

Some limitations which may prevail in traditional teaching method are

ü Teachers often continuously talk for an hour without knowing students

response and feedback.

ü The material presented is only based on lecturer notes and textbooks.

ü Teaching and learning are concentrated on “plug and play” method rather than

practical aspects.

ü The handwriting of the lecturer decides the fate of the subject.

ü There is insufficient interaction with students in classroom.

ü More emphasis has been given on theory without any practical and real life

time situations.

ü Learning from memorization but not understanding.

ü Marks rather than result oriented.

Multimedia, is the combination of various digital media types such as text, images, audio and video, into an integrated multi-sensory interactive application or presentation to convey information to an audience. Traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such, many institutions are moving towards problembased learning as a solution to producing graduates who are creative; think critically and analytically, to solve problems. In this paper, we focus on using multimedia technology as an innovative teaching and learning strategy in a problem-based learning environment by giving the students a multimedia project to train them in this skill set. Creating multimedia projects is both challenging and exciting. Fortunately, there are many multimedia technologies that are available for developers to create these innovative and interactive multimedia applications.These techologies include Adobe Photoshop and Premier to create edit graphics and video files respectively, SoundForge and 3D Studio Max to create and/or edit sound and animation files, respectively. They can also use an authoring tool such as Macromedia Director or Authorware to integrate and synchronise all these media elements into one final application, add interactive features, and package the application into a distributable format for the end-user. Another advantage of creating multimedia projects in the classroom setting is that when students create multimedia projects, they tend to do this in a group environment. By working in a group, the students would have to learn to work cooperatively and collaboratively, using their group skills and a variety of activities to accomplish the project’s overall objectives.

Tools	Methods	Examples	Metaphors
Mspowerpoint, Astound Graphics and Flash SlideShow Software	Easy to prepare and itcan be prepared withmany of the popular multimedia elements like graphs , sound and video.		Slide based
Macromedia, Flash Authorware, BPP I Learn and I Pass	Presentation is created using icons to represent different media elements and placed in a flowline.		Icon based
Windows Movie Maker,Winampp, Macromedia Director	Presentation is created using movie making concepts of casts, sounds, pictures and scores		Movie based
Adobe Acrobat Reader	Easy to prepare and with word documents if u have Acrobat Reader 5 with many popular multimedia elements like graphs sound and charts		Book based

Role playing and scenario analysis is mostly used in organizations that try to analyze a problem pertaining to the organization, and this is also used in management institutions. But the similar kind of practice can be tried in other specialization too like science and engineering. Science and engineering courses have practical but in support of those practical if students are given a scenario and other options to solve a particular issue, then the students are exposed to decision making in a given environment. For example, in teaching accounting the role of accountant can be explained by role playing technique. Invoice and bills can be given to students and asked them to assume the role of accountant. Here the real entries pertaining to transactions are made by the student and this is more practical approach to teaching where theory is supplemented by proper practical knowledge. Similar kind of technique can be applied in management, engineering and science courses.

Technology is also changing the classroom experience. The classrooms at New York University’s Leonard N Stern School of Business feature all sorts of conveniences for students and teachers. For instance, the room is wired with cameras for photographing whiteboards, so students can receive the images as digital files. In addition, tablet PCs, compact computers that allow you to write notes directly ont the screen with a special pen, replace the archaic projector. With the tablet technology allow professors to make notes on charts and spreadsheets and send them directly to their students' PCs and he will get a feed back from each student. The researchers believe that the core objective of teaching is passing on the information or knowledge to the minds of the students. Any method using computers or modifying the existing conventional chalk-talk method are innovative if they ultimately serve the attainment of core objective of teaching. The analysis reveals some of the suggestions that the teaching community can practice in the classrooms. Ultimately the teaching people are satisfied when he could reach the students community with his ideas and views. So, teaching depends upon successful mode of communication and Innovation though we mean the changes that we propose to be included in our medium of communication or even inclusion of some other elements in communicating information.

REFERENCES

1. Tapscott, D. (1998). Growing Up Digital: The Rise of the Net Generation, New York: McGraw-Hill.

2. Teo, R. & Wong, A. (2000). Does Problem Based Learning Create A Better Student: 2000, Singapore.

3. Vaughan, T. (1998). Multimedia: Making it Work (4th Ed.), Berkeley, CA: Osborne/McGraw-Hill

4. BPP (2000), Success in your Research and Analysis Project.

5. Dunn, Philip (2001) Interpretation of Accounts. Uk, Student AccountantJanuary 2001