THE LEARNOPIA MODEL
Overview
In order to satisfy the changing demands of students in the digital age, 21st century education research focuses on investigating novel and successful teaching methodologies, educational technologies, and pedagogical approaches. Researchers look into the effects of using technology in the classroom, the success of project-based learning, the improvement of students' ability to think critically and solve problems, and the significance of social-emotional learning. They also look at how teachers might act as mentors and guides in classrooms that are student-centered. They seek to identify best practices and evidence-based approaches that equip teachers to design motivating and significant learning experiences that prepare students for the opportunities and challenges of the twenty-first century.
THE LEARNOPIA MODEL
A Proposed Schema of 21st Century Skills Flexible Learning Approach
Cherie Anne D. Cabanada
Cebu Technological University -Argao Campus
cherieanne.cabanada@ctu.edu.ph
June 26, 2023
PART 1: INTRODUCTION
Teachers faced problems after the epidemic, such as adjusting to remote and hybrid teaching techniques, resolving learning gaps, and successfully managing technology (UNESCO, 2020). Students, on the other hand, have struggled with disturbed learning habits, social-emotional well-being, and access to resources and assistance (OECD, 2020). Teachers frequently have difficulties in establishing effective online teaching practices, engaging students in virtual classrooms, offering customized attention and feedback, and addressing varied learning requirements (UNESCO, 2020; OECD, 2021). Furthermore, they may need to modify instructional materials and evaluations to accommodate remote or mixed learning contexts while guaranteeing equal access to education (UNESCO, 2020). However, based on current trends, teachers may confront difficulties adjusting to hybrid or remote teaching techniques, resolving learning gaps, successfully managing technology, and fostering student involvement (UNESCO, 2020). Teachers may face issues in the future relating to emerging educational technology, integrating digital resources, and guaranteeing fair access to education (OECD, 2021). One effective strategy for addressing challenges in technology-driven flexible teaching and learning is the use of a blended learning approach that combines online and in-person instruction, allowing for personalized learning experiences, collaborative activities, and the incorporation of digital tools and resources (OECD, 2021). This strategy has been shown to increase student engagement, encourage active learning, and give chances for both autonomous and collaborative learning (Hew & Brush, 2007).
PART 2
PART 3 : Discuss each aspect of your model
THE LEARNOPIA MODEL
Flexibility, or the ability to shift and respond effectively to changing events and settings, is an essential 21st-century talent. Because everyone has various learning styles, skills, and problems, it is critical to teach flexibility to meet the requirements of different learners. Adapting teaching tactics to fit with learners' qualities and preferences has been proven in research to boost engagement, motivation, and learning results (Artino, 2012; Hughes et al., 2018). Learner-centered methods, active learning, and individualized instruction are all important considerations when choosing teaching ideas. According to research, adding ideas like cognitive load theory, social constructivism, and universal design for learning can boost student engagement, increase deep comprehension, and meet the requirements of various learners (Sweller, 2019; CAST, 2018).
To fulfill the varying requirements of students, the flexible teaching method uses a range of instructional tactics, such as differentiated instruction, active learning, and technology integration (Keengwe, Onchwari, & Wachira, 2014). According to Tomlinson and Imbeau (2010), this method increases overall learning results, fosters student motivation, and enables tailored learning experiences. Flexible teaching is an appropriate method for delivering education since research shows that it is helpful in fostering student involvement and accomplishment (Keengwe, Onchwari, & Wachira, 2014; Tomlinson & Imbeau, 2010). I used a variety of digital resources, including interactive presentation tools like Prezi, collaboration platforms like Google Docs, and online assessment tools like Kahoot, to deliver lessons in an effective manner. The SAMR paradigm, which enables the modification and redefining of conventional instructional procedures, was used to guide the selection of these resources (Puentedura, 2006). By promoting active engagement, collaborative learning, and tailored experiences that are appropriate for a variety of learners and improve learning outcomes, the integration of these technologies is consistent with constructivist learning theory (Means et al., 2010). With the use of digital tools/apps/sites like Flipgrid, Google Classroom, and Open Educational Resources (OERs) from platforms like OER Commons, I used approaches for flexible learning like flipped learning, collaborative group work, and self-paced modules. As it encourages active participation, individualized learning experiences, and the development of critical thinking and problem-solving skills, this combination is suitable for students (Mazur, 1997; Spector, 2014). Research shows how these methods and resources can improve students' learning results and promote deeper comprehension (Hew & Cheung, 2013; Wanner & Palmer, 2015).
My digital assessment method combines diagnostic, formative, and summative tests administered online using tools like Google Forms, Quizizz, and LMS-based tests. This strategy is appropriate because it provides data-driven education to assist student learning and achievement, encourages active student engagement, and allows for rapid feedback (Black & Wiliam, 1998; Nicol & Macfarlane-Dick, 2006). According to research, using digital assessments effectively improves student learning outcomes and provide useful information for instructional design (DeBacker & Nelson, 1999; Webb, 2009). As a result it enables transformative and cutting-edge educational experiences, the Modification and Redefinition (MR) levels of the SAMR model are an appropriate way to assess student learning when employing appropriate digital tools, applications, and websites. Education professionals can give students opportunity for higher-order thinking, creativity, and authentic learning experiences by utilizing technological tools and platforms that go beyond simple substitution or augmentation (Puentedura, 2006). According to research, incorporating technology at the MR levels of SAMR can enhance student motivation, engagement, and achievement (Ottenbreit-Leftwich et al., 2010; Schrum & Levin, 2009).
PART 4 : Compile your references here
References
Online Articles:
- Artino, A. R. (2012). Learning in a digital age: The myth and the reality. Health and Science Journal, 5(1), 5-10.
- Hughes, C. E., Clarke, D. M., Brown, L., & Kohnhorst, D. (2018). The learning engagement model: A theory of learning that improves student engagement and academic performance. Journal of Education and Learning, 7(3), 1-16.
- CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
- Sweller, J. (2019). Cognitive load theory: Recent theoretical advances. In Educational Psychology Review, 31(1), 1-27.
- Keengwe, J., Onchwari, G., & Wachira, P. (2014). Technology and student learning: Toward a learner-centered teaching model. Educational Technology & Society, 17(4), 358-370.
- Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. ASCD.
- Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II, pp. 215-239). Lawrence Erlbaum Associates.
- Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education.
- Puentedura, R. R. (2006). Transformation, technology, and education. Retrieved from http://hippasus.com/resources/tte/
- Hew, K. F., & Cheung, W. S. (2013). Use of flipped classroom in information literacy instruction: A sequential mixed methods study. Journal of Educational Technology & Society, 16(3), 58-66.
- Mazur, E. (1997). Peer instruction: A user's manual. Prentice Hall.
- Spector, J. M. (2014). Handbook of research on educational communications and technology. Springer.
- Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354-369.
- Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
- DeBacker, T. K., & Nelson, R. M. (1999). Variations on a theme: Alternatives approaches to the assessment of self-regulated learning. Educational Psychologist, 34(1), 1-12.
- Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218
- Webb, N. M. (2009). Aligning assessment and instruction in the classroom: A research-based perspective. Journal of Applied Testing Technology, 10(S1), S1-S24.
- Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321-1335.
- Puentedura, R. R. (2006). SAMR: A contextualized introduction. Retrieved from http://www.hippasus.com/rrpweblog/archives/000063.htmlSchrum, L., & Levin, B. B. (2009). Leading 21st-century schools: Harnessing technology for engagement and achievement. Corwin Press.