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The purpose of this paper is to evaluate the traditional methods of teaching as well as multimedia
teaching and to suggest other useful teaching methods that can be attempted in imparting knowledge
to the students. Basically teaching must include two major components sending and receiving
information. Ultimately, a teacher tries his best to impart knowledge as the way he understood it. So,
any communication methods that serve this purpose without destroying the objective could be
considered as innovative methods of teaching. The use of innovative methods in educational
institutions has the potential not only to improve education, but also to empower people, strengthen
governance and galvanize the effort to achieve the human development goal for the country.

p

*Mr Upender Chawla, Lecturer, Aravali College of Engineering And Management

Faridabad
Mob-9971112834, Email id-upenderchawla@gmail.com

** Ms Isha Arora Assistant Professor Sheela Devi Institute of Management And

Technology.Mob-9811944753, Email id-isha.ap@sdimt.in

*** Dr Jagdeep Singla Lecturer Institute of Management Studies And Research Rohtak,
Mob-09416123938, Email id-pjagdeepsingla@yahoo.com
I.Introduction

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 is hope for progress in any field.
Creativity can be developed and innovation benefits both students and teachers.

II.Importance of Education:

³Education is the manifestation of perfection already in man´ ± (Swami Vivekananda)

Education is a light that shows the mankind the right direction to surge. If education fails to
inculcate self-discipline and commitment to achieve in the minds of student, it is not their fault.
We have to convert education into a sport and learning process has to generate interest in the
students and motivate them to stay back in the institution than to run away from it. Education
should become a fun and thrill to them rather than burden and boredom. It is an integral part of
their growth and helps them become good citizens.

Education is an engine for the growth and progress of any society. It not only imparts knowledge,
skills and inculcates values, but is also responsible for building human capital which breeds, drives
and sets technological innovation and economic growth. In today¶s era information and
knowledge stand out as very important and critical input for growth and survival. Rather than
looking at education simply as a means of achieving social upliftment, the society must view
education also as an engine of advancement in an information era propelled by its wheels of
knowledge and research leading to development.

III.Methodology

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 and probable modifications that can be included in
traditional methods are suggested.

IV. Traditional Teaching Method ±

à  p

In the pre-technology education context, the teacher is the sender or the source, 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
 p pp
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.

Basically, the teacher controls the instructional process, the content is delivered 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 (Orlich et al.,1998). 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.

p p 

p!p pp p
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Teaching in classroom using chalk and talk is ³one way flow´ of information.

SENDER MESSAGE RECIEVER

(TEACHER ) MEDIUM (STUDENT)

Yp Teachers often continuously talk for an hour without knowing students response and
feedback.
Yp The material presented is only based on lecturer notes and textbooks.
Yp Teaching and learning are concentrated on ³plug and play´ method rather than practical
aspects.
Yp The handwriting of the lecturer decides the fate of the subject.
Yp There is insufficient interaction with students in classroom.
Yp More emphasis has been given on theory without any practical and real life time situations.
Yp Learning from memorization but not understanding. p
Yp Ô
p

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 p

 pp

A 
# is the method learners often most commonly associate with college and secondary
education. Yet, it is also considered one of the least effective methods to use for adult learners. In
this method, one person (the trainer) does all of the talking. He or she may use handouts, visual
aids, question/answer, or posters to support the lecture. Communication is primarily one-way: from
the instructor to the learner.

Pros: Less time is needed for the trainer to prepare than other methods. It provides a lot of
information quickly when it is less important that the trainees retain a lot of details.

Cons: Does not actively involve trainees in training process. The trainees forget much information
if it is presented only orally.


 

Seminars often combine several group methods: lectures, discussions, conferences,

demonstrations.
Pros: Group members are involved in the training. The faculty can use many group methods as part
of the seminar activity.

Cons: Planning is time-consuming. The faculty must have skill in conducting a seminar. More time
is needed to conduct a seminar than is needed for many other methods.
  

The conference training method is a good problem-solving approach. A group of students

considers a specific problem or issue and they work to reach agreement on statements or solutions.

Pros: There is a lot of student participation. The student build consensus and the faculty can use
several methods (lecture, panel, seminar) to keep sessions interesting.

Cons: It can be difficult to control a group. Opinions generated at the conference may differ from
the each other¶s ideas causing conflict.



A panel provides several points of view on a topic to seek alternatives to a situation. Panel
members may have differing views but they must also have objective concerns for the purpose of
the teaching. This is an excellent method for using outside resource faculties from difeerent areas.

Pros: Students often find it interesting to hear different points of view. The process invites
employees to share their opinions and they are challenged to consider alternatives.

Cons: It requires a great deal of preparation. The results of the method can be difficult to evaluate.

à pà $p

 p ! is a simulation in which each student or selected students is given a role to

play.#pare given with some information related to description of the role, concerns,
objectives, responsibilities, emotions, etc. Then, a general description of the situation, and
the problem that each one of them faces, is given. For instance, situation could be strike in
factory, managing conflict, two parties in conflict, scheduling vacation days, etc. Once the
student read their role descriptions, they act out their roles by interacting with one another.

 p !p p

Yp Developing interpersonal skills and communication skills

Yp Conflict resolution
Yp Group decision making
Yp Developing insight into one¶s own behavior and its impact on others

pp#p!p%p p !&p#

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 In this type of role play, all students are in groups, with each group acting
out the role play simultaneously. After the role play, each group analyzes the interactions and
identifies the learning points.





 One group of participants plays the role for the rest, providing
demonstrations of situation. Other participants observe the role play, analyze their interactions
with one another and learn from the play.



 It starts as a single role play. After the interaction of participants, the faculty
 will stop the role play and discuss what happened so far. Then the participants are asked to
exchange characters. This method allows a variety of ways to approach the roles.


 


± In this kind of role play, one of the student plays herself while the
other student play people with whom the first participant interacted before.

During a role play, the students assume roles and act out situations connected to the learning
concepts.

Pros: Students can learn possible results of certain behaviors in a classroom situation. They get an
opportunity to practice people skills. It is possible to experiment with many different approaches to
a situation .

Cons: A lot of time is spent making a single point. Faculty must be skilled and creative in helping
the class learn from the situation. In some role play situations, only a few people get to practice
while others watch.

  p($

p# try to simulate decision making situation that students may find at their work place.
It reflects the situations and complex problems faced by industrial managers, staff, HR, CEO, etc.
The objective of the case study method is to get # to apply known concepts and ideologies
and ascertain new ones. The case study method emphasize on approach to see a particular
problem rather than a solution. Their solutions are not as important as the understanding of
advantages and disadvantages.

Procedure of the Case Study Method

The student is given with some written material, and the some complex situations of a real or
imaginary organization. A case study may range from 50 to 200 pages depending upon the
problem of the organization.

A series of questions usually appears at the end of the case study.

The longer case studies provide enough of the information to be examined while the shorter ones
require the student to explore and conduct research to gather appropriate amount of information.

The student then makes certain judgment and opines about the case by identifying and giving
possible solutions to the problem.

In between students are given time to digest the information. If there is enough time left, they are
also allowed to collect relevant information that supports their solution.

Once the individuals reach the solution of a problem, they meet in small groups to discuss the
options, solutions generated.

Then, the students meets with the faculy, who further discusses the case.

p#!pp%
#p'pBuilding decision making skillsp
Assessing and developing Knowledge, Skills and Attitudes (KSAs)p
Developing communication and interpersonal skillp
Developing management skillsp
Developing procedural and strategic knowledgep

Pros: A case study can present a real-life situation which lets students consider what they would
do. It can present a wide variety of skills in which applying knowledge is important

Cons: Cases can be difficult to write and time-consuming to discuss. The faculty must be creative
and very skilled at leading discussions, making points, and keeping students on track.



Projects require the trainees to do something on the job which improves the business as well as
helps them learn about the topic of training. It might involve participation on a team, the creation
of a database, or the forming of a new process. The type of project will vary by business and the
skill level of the trainee.

Pros: This is a good training activity for experienced employees. Projects can be chosen which
help solve problems or otherwise improve the operation. Trainees get first-hand experience in the
topic of the training. Little time is needed to prepare the training experience.

Cons: Without proper introduction to the project and its purpose, trainees may think they are doing
somebody else¡¦s work. Also, if they do not have an interest in the project or there is no immediate
impact on their own jobs, it will be difficult to obtain and maintain their interest.

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Some of the benefits of #p
p" are:

According to a recent survey, about 75% of the organizations are providing training to employees
through Intranet or Internet.  is not the p%p", but has become the technique
of delivering training. The growth of  

p
 "! has created alternative training
delivery systems.

CBT does not require face to face interaction with a human trainer. This method is so varied in its
applications that it is difficult to describe in concise terms.

Content for the training experience comes primarily from a videotape or computer-based program.

Pros: It is easy to provide this training and the trainer can follow-up with questions and discussion.
It is also easy to assure that the same information is presented to each trainee.

Cons: It is expensive to develop. Most trainers choosing this option must purchase the training
from an outside vendor, making the content less specific to their needs.

"

A mentor can tutor others in their learning. Mentors help employees solve problems both through
training them in skills and through modeling effective attitudes and behaviors. This system is
sometimes known as a buddy system.

Pros: It can take place before, during, or after a shift. It gives the trainee individual attention and
immediate feedback. It also helps the trainee get information regarding the business culture and
organizational structure.

Cons: Training can be interrupted if the mentor moves on. If a properly trained mentor is not
chosen, the trainee can pick up bad habits.

.

#p" are the type of simulators that try to present the way an industry, company,
organization, consultancy, or subunit of a company functions. Basically, they are based on
the set of rules, procedures, plans, relationships, principles derived from the research. In the
business games,  are given some information that describes a particular situation and
are then asked to make decisions that will best suit in the favor of the company. And then the
system provides the feedback about the impact of their decisions.

Again, on the basis of the feedback they are asked to make the decisions again. This process
continues until some meaningful results do not came out or some predefined state of the
organization exists or a specified number of trails are completed.

As an example, if the focus is on organization's financial state, the game may end when the
organization reach at desirable or defined profitability level.

Some of the benefits of the business games are:

Yp It develops leadership skills

Yp It improves application of total quality principles
 Yp It develops skills in using quality tools
Yp It strengthen management skills
Yp It demonstrates principles and concepts
Yp It explores and solves complex problem

V.INNOVATIVE TOOLS
(A)MULTIMEDIA LEARNING PROCESS

I hear and I forget.

I see and I believe.
I do and I understand. - Confucius
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. Currently, many institutions are moving towards problem-based learning as a solution to
producing graduates who are creative and can think critically, analytically, and solve problems. Since
knowledge is no longer an end but a means to creating better problem solvers and encourage lifelong
learning. Problem-based learning is becoming increasingly popular in educational institutions as a tool to
address the inadequacies of traditional teaching. Since these traditional approaches do not encourage
students to question what they have learnt or to associate with previously acquired knowledge (Teo &
Wong, 2000), problem-based learning is seen as an innovative measure to encourage students to learn
how to learn via real-life problems (Boud & Feletti, 1999).
The teacher uses multimedia to modify the contents of the material. It will help the teacher to represent
in a more meaningful way, using different media elements. These media elements can be converted into
digital form, modified and customized for the final presentation. By incorporating digital media elements
into the project, the students are able to learn better since they use multiple sensory modalities, which
would make them more motivated to pay more attention to the information presented and retain the
information better.
Chart 1 - MULTMEDIA ELEMENTS

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 (Vaughan, 1998). 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.

TRADITIONAL AND MULTIMEDIA LEARNING THE DIFFERNCE

Chart 2 - TRADITIONAL METHOD ± A ONE WAY FLOW

Chart 3 - MULTIMEDIA LEARNING ± AN INTERACTIVE LEARNING PROCESS

(A) BOOK BASED TEACHING.
(B) OTHER INNOVATIVE TOOLS SUGGESTED

The researchers suggest some of the methods can very well be applied by the modern teachers. As the
researchers feel that basically the core objective of teaching should never be deviated by the use of an
innovative method. The following methods which are suggested are an extension to the traditional
methods of teaching.
(1) MIND MAP
Mind maps were developed in the late 60s by Tony Buzan as a way of helping students make notes that
used only key words and images, but mind map can be used by teachers to explain concepts in an
innovative way. They are much quicker to make and much easier to remember and review because of
their visual quality. The nonlinear nature of mind maps makes it easy to link and cross-reference different
elements of the map. Mind Maps are also very quick to review, as it is easy to refresh information in your
mind just by glancing once. Mind Maps can also be effective mnemonics and remembering their shape
and structure can provide the cues necessary to remember the information within it. They engage much
more of the brain in the process of assimilating and connecting facts than conventional notes. The key
notion behind mind mapping is that we learn and remember more effectively by using the full range of
visual and sensory tools at our disposal. Pictures, music, color, even touch and smell play a part in our
learning armory will help to recollect information for long time. The key is to build up mind maps that
make the most of these things building on our own creativity, thinking and cross linking between ideas
that exist in our own minds. As the recent research point that any particular information explained with
the help of graph charts make a high impact in the minds of the people and keeping this as the core aspect
the teachers may try to picturize the concepts and show the same to the students

Chart 4 - AN EXAMPLE OF MIND MAP FOR SCALAR QUANTITIES

This would bring very high impact on the minds of the students about a concept

Yp Creates clear understanding

Yp PowerPoint can be used widely.
Yp Innovative thinking improves
(2 ) TEACHING WITH SENSE OF HUMOUR ± ³HUMOUR AN EFFECTIVE MEDIUM OF
TEACHING´
Everyone loves a teacher with an infectious sense of humor. Looking at the lighter side of life not only
fosters cordial relations between professors and students, but also provides welcome relief while trying to
follow a difficult lecture on a complicated subject. When there is a willingness to change, there is hope
for progress in any field. Teaching is a challenge. Learning is a challenge. Combining both effectively is
a challenge. Being humorous is a challenge. However, laughing is easy. We are convinced both by
experience and research that using humour in teaching is a very effective tool for both the teacher and
student. Humor strengthens the relationship between student and teacher, reduces stress, makes a course
more interesting and if relevant to the subject, may even enhance recall of the material. Humor has the
ability to relax people, reduce tension, and thereby create an atmosphere conducive for learning and
communication. Numerous studies in the field of advertising have noted that humor is the most effective
tool for enhancing recall of advertisements. It is easy to create a humor in the classroom by reading
books of jokes and to listen to professional comics. The students should be encouraged to take notes,
especially to learn about the professionals¶ use of such techniques as exaggeration, pauses, and timing.
Observe reality and exaggerate it - much humor lies in observations about real life and truthful
situations. In conclusion, humor not only plays an important role in the healing process but is also very
important in education.

(3) Z TO A APPROACH
This approach attempts to explain the application part of a particular concept first. The teacher should
explain the application of a particular concept first and explain the effects of such applications. For
example in management subject - motivation is explained in a manner that the organization get extensive
benefits out of using some techniques like promotions and awards. So here the use of promotion is
explained first and later students would get interest in knowing what are promotions and awards. The
teacher starts explaining what is promotion and explains what motivation theory in management
is.Another example we can try is that in accounting the Income statement and Balance Sheet can be
explained first and later drawing their attention to double entry system of book keeping.
Strengths

Yp Makes a particular concept clear

Yp Students develop interest to know exactly the concept.
Yp Creates long lasting memory/correlation of a concept. Weaknesses
Yp § Take quite long time for a teacher to introduce a concept
Yp § Initial difficulty in understanding a particular concept will be encountered.
Chart 5 - LEANING TOWER OF PISA EXPERIMENT ± EXAMPLE TO Z ± A APPROACH

Source: vision learning

Z ± A approach is explained in the following two charts. In the first chart a man drops cannonball and
lead weight from the top of the building. Hypothesis for this experiment is both the object will fall at the
same rate In the second chart the cannon ball and lead weight have reached the ground. Source: vision
learning Concept Simulation - reenacts Galileo's experiment of two different objects falling at the same
rate. The above chart explains the application of that Gallileo¶s theorm. Here the teacher explains how
two objects reach the ground if they are put from a particular distance from ground level. Traditional
way of teaching method will be explaining the theorem first and followed by its application. But this Z-A
approach goes opposite in a manner that the proof or application is explained first and later the theory.
Then it is explained that this the concept developed by Galileo. The above example of tower depicts a
(possibly mythical) experiment in which Galileo dropped two objects from the leaning tower of pisa to
demonstrate their comparable rate of descent.
(4) MNEMMONICS WORDS- WORDS ±WORDS APPROACH

Here the teacher is not supposed to talk on a particular concept for a quite long time. But to make it
clear to the students he can just go on saying mnemonics or its associated meaning in words. Here he
goes on saying only words instead of sentence, and once they come to a basic understanding of the
meaning of a particular concept then the teacher will explain in sentences. For example in teaching
language courses this technique can be used as an effective medium by the teacher to develop word
power.

Yp Dictionary must be used widely

Yp Word power increases
Yp Teacher also gets to know many words pertaining to a particular concept.

(5) ROLE PLAYING AND SCENARIO ANALYSIS BASED TEACHING

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.

VI.CONCLUSION
Across the world, information technology is dramatically altering the way students; faculty and staff
learn and work. Internet-ready phones, handheld computers, digital cameras, and MP3 players are
revolutionizing the college life. As the demand for technology continues to rise, colleges and universities
are moving all sorts of student services, from laundry monitoring to snack delivery online. At Columbia
University, a real-time Web-based service called Laundry View lets students log on to a Web- based
system to see which washing machines are free before they head to the laundry room. They can monitor
their wash and can even program the service to e-mail them when their load is done. 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 onto 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. From the above, we can make out that the Information and communication technology has
made many innovations in the field of teaching and also made a drastic change from the old paradigm of
teaching and learning. In the new paradigm of learning, the role of student is more important than
teachers. The concepts of paperless and penless classroom are emerging as an alternative to the old
teaching learning method. Nowadays there is democratization of knowledge an the role of the teacher is
changing to that of facilitator. We need to have interactive teaching and this changing role of education is
inevitable with the introduction of multimedia technology and the spawning of a technologically-savvy
generation of youths. 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. The researchers recommend
that the teaching would be highly effective if the teacher start to use the recent multimedia technologies
like usage of computers extensively or some modifications in the conventional mode of teaching. The
use of computers may be very well practiced in the environment where the use of such technology is
highly possible, but there must be some sort of innovation which can also be practiced in an environment
where such use of technology is on its way to growth. In those environments use of humor, role playing,
words ±words approach, Z-A approach are the ideas that can very well be practiced. 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.

VII. Research limitations

As the weaknesses that are explained in this research work are purely the views and perceptions of the
researchers and which could not be generalized. Even the modifications suggested might suffer from
other limitations. The researchers try to suggest some useful modifications which could be tried by
teachers as innovative to get maximum results.
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‡ Lindstrom, R. (1994). The Business Week Guide to Multimedia Presentations: Create Dynamic
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