IGNOU MES-102 - Instruction in Higher Education

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IGNOU MES-102 Code Details

  • University IGNOU (Indira Gandhi National Open University)
  • Title Instruction in Higher Education
  • Language(s) English
  • Code MES-102
  • Subject Education
  • Degree(s) MA
  • Course Core Courses (CC)

IGNOU MES-102 English Topics Covered

Block 1 - Instruction in a Systematic Perspective

  • Unit 1 - Instructional System
  • Unit 2 - Input Alternatives - Teachers Controlled
  • Unit 3 - Input Alternatives - Learner Controlled
  • Unit 4 - Evolving Instructional Strategies
  • Unit 5 - Unit and Topic Planning

Block 2 - Communication Skills

  • Unit 1 - Teacher Competence in Higher Education
  • Unit 2 - Skills Associated with a Good Lecture
  • Unit 3 - Skills Associated with the Conduct of Interaction Sessions
  • Unit 4 - Skills of Using Communication Aids
  • Unit 5 - Emerging Communication and Information Technologies

Block 3 - Evaluation Perspectives in Higher Education

  • Unit 1 - Status of Evaluation in Higher Education-I
  • Unit 2 - Status of Evaluation in Higher Education-II
  • Unit 3 - Evaluation Situations in Higher Education-I
  • Unit 4 - Evaluation Situations in Higher Education-II

Block 4 - Evaluation in Higher Education: Mechanics and Processing

  • Unit 1 - Mechanics of Evaluation-I
  • Unit 2 - Mechanics of Evaluation-II
  • Unit 3 - Processing Evaluation Data
  • Unit 4 - Online/Web-based Student Assessment
  • Unit 5 - Alternative Evaluation Procedures
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IGNOU MES-102 (January 2022 - July 2022) Assignment Questions

Assignment: 01 a) Describe, with examples, how you will use emerging information and communication technologies (ICTs) to make your classroom teaching effective. b) Compare grading system with marking system. Which of the two systems you would recommend for higher education system and why? c) Select a topic of your choice from college level. Develop ten frames of Programme Learning Material (PLM) following linear style. Describe the stages you have followed in the development of the PLM.
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