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In many schools, it is typical for a student’s day to primarily consist of sitting at a desk, listening to a teacher lecture, and taking notes in preparation for an exam or quiz. However, when we consider that not all students learn effectively with this method, it becomes clear that what we really need in more classrooms is student-centred or differentiated learning.
The development of ‘any size’ learning is seen in creating smaller modules, such as those offered through a ‘Learn on Demand Program’ (a revolution in online education), that can be built or aggregated into certificates, diplomas or even full degrees. Sometimes these modules can be used as stand-alone, free, open resources. These smaller modules fit the needs of many students needing greater flexibility or additional help with their learning.
There is growing demand from students for short, ‘just in time’ learning modules that fit an immediate learning need. The creation and aggregation of these modules for credit require reconsideration of course structure and the crediting of learning that is not equivalent to full course completion. In the evolving world of open access to knowledge, students who successfully complete such modules may be awarded the possibility of credit transferred later into a more formal program. For example, continuing education microcredit may be transferred as an elective course into a graduate degree.
Mobile learning, with smartphones, tablets and other devices, is the basis of the anywhere, anytime learning provided through online learning. Offering content, quizzes, multimedia resources, and connections among students using mobile devices requires a new look at course design, content packaging, and consideration of the limitations of data packages. How to best integrate mobile devices into course delivery and assessment is a field of continuing exploration.
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Lucubrate Magazine November 2021
The picture on the top of the article: Adobe Stock
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