Transformation of Knowledge in Teaching Learning Environment Adoption of Innovative Methodology in Teaching Software Engineering

Abstract

Teaching is a noble profession which requires special skills for the transformation ofknowledge from teaching domain to the learning domain. This profession requires deepknowledge, dedication in teaching, encouragement, and control over the activities of thelearning domain, providing the knowledge to the learning domain, teaching the discipline,behavior and smart skills as out of box teaching subjects. The teacher has to continuouslyupgrade himself in discharging the knowledge because whatever he has learned in his learningdomain might be outdated. The Knowledge is always updating and it is the responsibility ofall the teachers to update their knowledge so that they can effectively transform the same tothe learning domain. The knowledge transformation in technical subject needs a ratherdifferent methodology than the traditional classroom based teaching. The subject likeSoftware Engineering needs a different method of teaching than the traditional classroombased teaching. In this subject the learning domain should be active in looking into the variousaspects of the software development. In this subject, the traditional classroom based teachingdoes not transform the knowledge to the learning domain because the learning domain cannotfollow the subject since the domain does not have any idea about the subject. This paperexplains the need for active teaching in software engineering where in the learning domain hasto be active than the teaching domain. The teaching domain has to concentrate on variousconcepts which are supposed to be given to the learning domain and guide the learningdomain how to get the knowledge, effective use of the available technology and its adoption atthe right place. The objective of this paper is how to convert the learning domain into smartlearning domain. This paper strongly recommends the case study based teaching and learningpractice than the traditional unidirectional classroom teaching.