This chapter presents Complex Learning, a pedagogical approach based on personalization, hybridization of learning environments, tools and codes, and participatory learning. In this approach, students are supported to become active users and co-producers of learning sources, within the paradigms of complexity, transactional theory, and ubiquitous learning. Its innovative connotation rises up from the pedagogic literature that defines it as a new pedagogical model and from the experiences realized by the authors during the recent years. Complex Learning is able to face the challenge of rethinking teaching and learning, empowering and renewing adult learners’ and trainers’ competences, attitudes, expectations, and effort. Here are described the theoretical foundations, the methodological issues, the practices, and the future perspectives of application of the Complex Learning approach. The practices carried out demonstrate that Complex Learning, with its characteristics of openness, dynamism, and flexibility, can be successfully applied to the fields of vocational training and adult education; they also indicate that, in order to have tangible results, it is necessary to work towards a change in the educational perspective and toward the acquisition and consolidation of specific competences of trainers and tutors.
A framework to study learning in a complex learning environment