Flexible Learning As New Learning Design In Classroom Process To Promote Quality Education

2013 ◽  
Vol 9 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Robert Joan ◽  
Keyword(s):  
Quality Education ◽  
Learning Design ◽  
Flexible Learning ◽  
New Learning

scholarly journals Flexible Learning: A New Learning Design in this Time of COVID-19 Pandemic

2020 ◽  
Vol 4 (9) ◽  
pp. 76-79
Author(s):  
Ezekiel O. Pelayo ◽  
Leizl O. Pelayo
Keyword(s):  
Teaching And Learning ◽  
Modern World ◽  
Learning Design ◽  
Flexible Learning ◽  
Bachelor Of Science ◽  
Data Collection Process ◽  
New Learning ◽  
Business Administration Students ◽  
Ultimate Objective ◽  
Types Of Information

Learning has tremendously taken place, and consideration in all academic institutions, for it stipulates knowledge, behavior, skills, values, or preferences and may involve analyzing different types of information. In particular, flexible learning provides learners with privilege and choices about where, when, and how learning occurs. In this time of the pandemic, the quality of education must be given prioritization; its transfer must always be given importance despite the barriers and hindrances. With this, flexible learning has shown us a broad-brimmed view that it will relieve the current academic situation. Hence, the ultimate objective of this study was to evaluate whether flexible learning helps to promote the continuous delivery of education or not in teaching the course GE-MMW (Mathematics in the Modern World) in BSBA(Bachelor of Science in Business Administration) students of Surigao Del Sur State University, Tandag City, Philippines. The researcher used an interview method and prepared a flexible learning schedule as part of the data collection process. The researcher then gathered all the information and provided a thorough analysis. The results then show that the engagement of flexible learning as a new learning design helps in the teaching and learning process.

Quality Education for Children, Youth, and Adults through Mobile Learning

2013 ◽  
pp. 225-237 ◽  
Author(s):  
Santosh Kumar Mishra
Keyword(s):  
Mobile Learning ◽  
Mobile Phones ◽  
Learning Model ◽  
Quality Education ◽  
Education For All ◽  
Flexible Learning ◽  
Personalized Education ◽  
New Learning ◽  
The World

Mobile learning or m-learning is viewed as a useful component of the flexible learning model. Learners’ everyday uses of mobile phones and other devices such as games consoles, which can also be used for learning, are now major drivers for the rapid uptake of mobile learning throughout the world. Even so, there are a multitude of challenges faced when introducing and implementing m-learning. This chapter explores ways in which mobile-supported learning can contribute to the global commitment to provide quality education for children, youth, and adults, as expressed in the goals of Education for All (EFA). The chapter concludes that mobile learning is part of a new learning landscape created by the availability of technologies supporting flexible, accessible, and personalized education.

scholarly journals An Intelligent Ubiquitous Learning Environment and Analytics on Images for Contextual Factors Analysis

2020 ◽  
Vol 10 (24) ◽  
pp. 8996
Author(s):  
Mohammad Nehal Hasnine ◽  
Gökhan Akçapınar ◽  
Kousuke Mouri ◽  
Hiroshi Ueda
Keyword(s):  
Learning Environment ◽  
Contextual Factors ◽  
Image Understanding ◽  
Vocabulary Knowledge ◽  
Sensor Data ◽  
Generation Process ◽  
Learning Design ◽  
Learning Contexts ◽  
New Learning ◽  
Applied Artificial Intelligence

Contextual factors in which learning occurs are crucial aspects that learning analytics and related disciplines aim to understand for optimizing learning and the environments in which learning occurs. In foreign vocabulary development, taking the notes or memos of learning contexts along with other factors, play an essential role in quick memorization and reflection. However, conventional tools fail to automate the learning contexts generation process as learners still need to take memos or e-notes to describe their vocabulary learning contexts. This paper presents the Image Understanding Project (hereafter IUEcosystem) that could produce smartly-generated learning contexts primarily in a learner’s target languages. The IUEcosystem uses visual content analysis of lifelogging images as the sensor data to produce smartly-generated learning contexts that could be used as an alternative to handwritten memos or electronic notes. The IUEcosystem uses applied artificial intelligence to produce smartly-generated learning contexts. This intelligent learning environment collects a learner’s learning satisfaction and interaction data and, later on, analyzes them to produce time-based notifications for enhancing retention. Furthermore, a new learning design is presented that aims to map a learner’s prior vocabulary knowledge with new learning vocabularies to be learned. This learning design would help learners to review and recall prior knowledge while learning new vocabulary.

A Framework for the Implementation of a Collaborative Flexible Learning Environment for Academic Institutions

2002 ◽  
pp. 167-180
Author(s):  
R. K.Y. Li ◽  
S. T. Cheng ◽  
R. J. Willis
Keyword(s):  
Learning Process ◽  
Interactive Multimedia ◽  
New Technology ◽  
Internet Technology ◽  
Educational Institutions ◽  
Learning Method ◽  
Flexible Learning ◽  
New Learning ◽  
New Knowledge ◽  
And Training

Over the past few years the enormous advances in multimedia and Internet technology have started to affect how we live, play, enjoy and conduct our businesses. At the same time, these technologies have begun to creep into our learning and training environments. Many educational institutions are experimenting with the use of the new technology to enhance existing teaching methods. The traditional instructor-centric method of teaching is giving way to the learner-centric model of learning in which information is interpreted rather than merely received by the students and new knowledge is created (Lotus Corporation , 1997). In the learner-centric model, students learn through discovery. The traditional textual and verbal-based learning method is becoming less acceptable. The new learning model is often driven by interactive multimedia which gives the learner full control over the learning process and hence, the focus is on what the learner does not already know. Interactiveness increases the student’s motivation and rate of retention (Bielenberg & Carpenter-Smith, 1997). The term flexible learning, a contemporary buzzword, is often used to describe the above-mentioned model.

scholarly journals Selling New Learning Spaces – Flexibly Anything for the 21st Century

2017 ◽  
Author(s):  
Adam Wood
Keyword(s):  
21St Century ◽  
Learning Spaces ◽  
Learning Space ◽  
Flexible Learning ◽  
Knowledge And Skills ◽  
Common Control ◽  
Conceptual Clarity ◽  
New Learning ◽  
Support Students

Insecurity about the knowledge and skills required for a world that appears to be rapidly changing, and confusion over how designed space can best support students’ learning have given rise to innovative educational and architectural responses including the ‘flexible learning space’. However, while the language used to describe learning spaces is developing quickly, conceptual clarity lags far behind. It is unclear what flexibility of a space really means, what (or whether) it demands of its users nor what constraints or contexts might limit the nominal flexibility of a learning space. This chapter calls attention to shortcomings in the theorising behind the terms of the debate and points the finger at the ambiguity of the language used. The risks are great – for designers as for users – because unless we can gain some common control over what is meant by flexible space and its implications for those who work in schools, we risk overestimating the powers of space and underestimating what is asked of people in their work. The chapter provides a first attempt at clarifying some of these issues of language and concepts.

scholarly journals Innovating a Flexible Concept Based Curriculum in a Course: An Experience Using Fractal Model

2019 ◽  
pp. 397-404
Author(s):  
Larisa Enriquez Vazquez
Keyword(s):  
Fractal Model ◽  
Learning Design ◽  
Master's Program ◽  
Educational Model ◽  
Learning Contexts ◽  
New Learning ◽  
Digital Environments ◽  
Innovación Educativa ◽  
The University ◽  
And Training

Fractal is an educational model that tries to respond to the new learning contexts in which we find ourselves, which are characterized by the need to learn and update knowledge continuously and constantly and with the opportunity to access a large number of options for learning and training through the use of technologies, computer networks and digital environments, among others. The fractal model considers four interrelated elements but one element particularly stands out; it is the curriculum based on concepts that allows to expand and integrate different areas of knowledge to a specific, initial perspective. In addition, Fractal presents aspects that can be linked to connectivism and rhizomatic learning, through a concrete proposal of flexible learning design, which can be useful for formal and non-formal courses. The following Master’s program at the University of La Sabana, in Colombia, presents an experience applying the model in a close context (https://www.unisabana.edu.co/programas/posgrados/centro-de-tecnologias-para-la-academia/maestria-en-innovacion-educativa-mediada-por-tic-virtual/nuestro-programa/).

Manifesto for Critical Andragogy

2019 ◽  
pp. 73-90 ◽  
Author(s):  
Anthony Craig Clemons
Keyword(s):  
Adult Learners ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Transformative Learning ◽  
Current Literature ◽  
Learning Activities ◽  
Unified Theory ◽  
Learning Design ◽  
Critical Multiculturalism ◽  
New Learning

The aim of educating adults not only concerns knowledge transference and intellectual mastery. The foundational theories and associated praxes are just as important, as they enable educators to critically observe human terrain and empower learners. This chapter proposes a fresh approach to andragogical learning design called critical andragogy. Using a neo-Marxist framework, the genesis of critical andragogy amalgamates literature from critical theory, critical pedagogy, critical multiculturalism, and transformative learning. Then, using a qualitative metasynthesis, that literature is critically analyzed, refined, and nested in the context of current why adult learners pursue new learning activities. The combination of the learner's purpose and the revised andragogical theory then become the outputs that culminate into a unified theory of critical andragogy that derivative of key principles extrapolated from current literature.

scholarly journals New Multimodal Designs for Foreign Language Learning

Learning Tech ◽  
2018 ◽  
pp. 28-59 ◽  
Author(s):  
Henrik Kasch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mixed Methods Research ◽  
Foreign Language Learning ◽  
Inclusive Design ◽  
Learning Design ◽  
Empirical Testing ◽  
New Learning ◽  
Empirical Perspective ◽  
Ongoing Project

Semiotic multimodality theory speaks of new learning affordances in media ecologies, which is both theoretically and empirically echoed in UDL and in CALL literature, but owing to their neuro-didactic respectively technology-driven standpoints both approaches lack theoretical underpinnings for ecology and semiotic multimodality. Enhanced with multimodality theory and ecological perspectives UDL and CALL can crossbreed, forming a multimodally and ecologically aware inclusive design for language learning. This study from an ongoing project investigates the hypothesis from a theoretical and an empirical perspective, examining digital scaffolds. Multimodal-semiotic and ecological perspectives are used to analyse affordances and ecologies in CALL and UDL learning designs. From this analysis, a principled UDL-CALL learning design is constructed. For empirical testing, a mixed-methods research design is proposed, presenting preliminary results indicative of the design’s viability.

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